Global Science Unit 1 Observations
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Name______________
Per_____ DUE_______
Video Notes
United Streaming: The Value of Evidence
Hair
Word Bank
Carpet
Individual
Casts
Light
Chemist
Orange
Conviction
Pattern
Evidence
Photographed
Fibers
Physical
Pitches
Sites
Source
Tools
Wavelengths
1. The job of the Forensic Science Unit is to collect _________________ evidence.
2. To document a tire track, it is first _____________________ and then
_________________ are made using dental cement that is poured into a metal form.
3. Investigators use a high-powered _________________ to trace the path to the victim.
The light shines at _________________ that cause materials to fluoresce and
_________________ goggles help make evidence stand out sharply.
4. Evidence that is collected at a crime scene is sent to the Department of Law
Enforcement and is analyzed by a _________________, who goes through the debris that
is collected at a crime scene.
5. _________________ fibers are valuable clues because they can link suspects to a
specific location.
6. The tire track expert studies the photographs taken at the crime scene to examine the
tread _________________ to determine what kind of vehicle uses that kind of a tire.
7. Tire treads are made up of geometric shapes called _________________. The key to
tire identification is to match differences in pitches. They also examine tiny cuts on the
surface called _________________ that were molded into the tire by small metal teeth.
8. The final pieces of _________________ needed for an airtight case was obtained by
investigators offering a dog bathing service. During the bath, investigators gathered some
dog _____________ and also got carpet _______________ from the living room, which
matched those found at the crime scenes.
9. Forensic science has become one of the justice system’s most powerful
_____________, but can do great harm if they are misused. In one case, hairs from a
crime scene lead to the _________________ of an innocent man.
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10. Hairs are not distinct enough to be linked to an _____________________. They most
investigators could ever say are that “hairs could have come from the same
_________________”, but can never say that hairs come from a given individual.
Word Bank
Authentic
Broken
Carbon Dating
Color
Cuticle
DNA
Holes
Innocence
Linseed
Medium
Medulla
Microscope
Paint
Patterns
Rungs
Scholars
Tissues
Walnut
11. To compare hair samples, investigators examine the hair’s _________________to see
pigment distribution. Investigators also examine the outer sheath, called the
_________________, which grows in overlapping scales. Some hairs have a visible inner
shaft, called a _________________. In other hairs, the medulla appears cracked or
_________________or they have no medulla.
12. Each cell in the body contains __________, which is shaped like a twisted ladder
with rungs. The sequence of the _________________is unique for each individual.
Scientists can remove DNA from body _________________and fluids and make key
segments of it visible on x-ray film. The _________________produced in the films can
positively link a suspect to DNA from a crime scene or exclude a suspect. DNA
evidence was able to exclude an ex-boyfriend as well as the suspect, which proved his
_________________.
13. Forensic scientists and scholars can study a painting to determine if it is
__________________ or a forgery. A forensic scientist can try to determine the
painting’s age by taking samples of the _________________and placing them on a
microscope slide. Each color is made from a different mineral or vegetable base and
gives it a unique appearance under a polarizing light _________________.
14. Investigators can also analyze the _________________, which is a substance that
suspends the pigment and allows painters to use it on a canvas. The most common
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medium is _________________oil, but Leonardo da Vinci also used ________________
oil.
15. Samples of the canvas can be removed for ____________ ______________to reveal
the age of the canvas itself.
16. The test results could not rule out the possibility that the painting was created by
Leonardo da Vinci, so the painting’s owner turned to _________________to help him.
The scholars noticed the_______________in Christ’s wrist, which DaVinci did in his
paintings.
ACTIVITY 1-1 LEARNING TO SEE
Directions: Study Photograph 1 for 15 seconds. When instructed by your
teacher, turn over your question sheet and answer as many of the questions
as you can. You will have three minutes. Repeat the process for Photographs
2 and 3.
Questions:
Photograph 1
1. At what location was the photograph taken?
2. How many cars are pictured?
3. What color are the cars?
4. What types of offices are located in the building?
5. How many small trees are in the picture?
6. The photograph was taken in New York State during which season?
7. How many people are in the photograph?
Photograph 2
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1. What is pictured in Photograph 2?
2. Describe the shape of the object pictured.
3. What are the colors of the object?
4. What color edged the top of the object?
5. Upon what is the object displayed?
6. Describe or sketch the design on the object.
7. What is the approximate size of the object?
Photograph 3
1. How many people are in Photograph 3?
2. What is the sex of the person in the picture?
3. What is the approximate age of the person in the photograph?
4. What color is the person’s hair?
5. Does the person have long hair or short hair?
6. Does the person have any distinguishing features? Glasses?
7. Can you describe the person’s clothing?
8. Is the person wearing any jewelry? If so, describe it.
9. Can you describe where the picture was taken?
10. Based on evidence in the photograph, can you form a hypothesis about
the person’s occupation?
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11. Is it possible to identify the interests of the person based on
evidence in the room
Proficiency Skill 1: Identifying Variables
What in the World Are Variables?
Well... a variable, in science, can be anything. More specifically, in an experiment, a
variable can cause something to change, be the result of something that changed, or be
controlled so it has no effect on anything.
Variables that cause something to change are called independent variables or
manipulated variables. Whether you choose to call it an independent variable or a
manipulated variable depends on the term you pair it with. The acronym DRY MIX can
help you keep these paired terms straight. Further discussion of this will be a little down
the page.
Variables that are the result of something that changed are called dependent
variables or responding variables. Again, the term you choose to use depends on
how you pair the words.
Variables can sometimes affect an experiment when you do not want them to. In
order for you to conduct a proper investigation, you have to set up the right environment
that is as controlled as possible. You need to make sure that you control the effects of
as many factors, or variables, as you can so that you can prove your hypothesis. Some
of these variables will stay the same throughout the whole investigation. These are the
controlled or constant variables. They do not get to play along in the experiment,
even though they may be indirectly part of it.
Directions: For the following experiments identify the three variables for each
experiment, the Independent Variable, the Dependent Variable, and the Control
Variable.
1) Different rose bushes are grown in a greenhouse for two months. The number of
flowers on each bush is counted at the end of the experiment.
a. Independent Variable
b. Dependent Variable
c. Control Variable
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2) You water three sunflower plants with salt water. Each plant receives a
different concentration of salt solutions. A fourth plant receives pure water. After
a two- week period, the height is measured.
a. Independent Variable
b. Dependent Variable
c. Control Variable
3) Three redwood trees are kept at different humidity levels inside a
greenhouse for 12 weeks. One tree is left outside in normal conditions. Height of
the tree is measured once a week.
a. Independent Variable
b. Dependent Variable
c. Control Variable
4) Pea plant clones are giving different amounts of water for a three-week
period. pea plant receives 400 milliliters a day. The second pea plant receives
200 milliliters a day. The third pea plant receives 100 milliliters a day. The fourth
pea plant does not receive any extra water; the plant only receives natural ways
of receiving water. The height of pea plants is recorded daily.
a. Independent Variable
b. Dependent Variable
c. Control Variable
5) One tank of gold fish is fed the normal amount of food once a day, a second
tank is fed twice a day, and a third tank four times a day during a six week study.
The fish’s weight is recorded daily.
a. Independent Variable
b. Dependent Variable
c. Control Variable
6) You decide to clean the bathroom. You notice that the shower is covered in
a strange green slime. You decide to try to get rid of this slime by adding
lemonade juice. You spray half of the shower with lemonade juice and spray the
other half of the shower with water. After 3 days of spraying equal amounts 3
times a day, there is no change in the appearance of the green slime on either
side of the shower.
a. Independent Variable
b. Dependent Variable
c. Control Variable
7) You decide to clean your bedroom. You notice that your floor is covered
with clothes. You decide to try to get rid of the clothes by throwing the clothes
into the air. You throw clothes from a 1/3 of the room into the closet and a
second 1/3 of the room straight up in the air. The last 1/3 of the room you leave
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the clothes on the floor. After 30 minutes of "cleaning", the floor of the room is
now visible.
a. Independent Variable
b. Dependent Variable
c. Control Variable
8) You want to test which size of soccer (football) ball is easiest to juggle with
your feet. You test a size 3, size 4 and a size 5 ball. You count the seconds the
ball stays in the air for each of the trials. You allow yourself to use both of your
feet, knees, and head to juggle the ball.
a. Independent Variable
b. Dependent Variable
c. Control Variable
Reading Notes & Questions
Ch1 Cornell Notes
Left Side (Your Questions/
Prompts)
Beginning Scenario
-what?
-observations made?
-conclusions?
Right Side (Your Answers/ Notes)
What is Observation
-brain filters?
-perception?
-how is information processes?
Observations by Witnesses
-emotions?
-4 other factors?
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Eyewitness Accounts
-observations depend on?
-time?
The Innocence Project
-what?
-history?
How to be a Good Observer
-4 tips
Observations in Forensics
-root word meaning?
-forensics is?
What Forensic Scientists Do
-key skills?
-specialists?
-analytical skills?
-deductive reasoning?
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Lab 1: Can You Catch a Fish on a Moonbeam?
You will be expected to experimentally determine if a fishing lure will emit light as
advertised under conditions in which it would be used.
PRE-LAB:
Open the two packages at your lab station and slowly bend the flexible plastic glowstick until you feel the fine glass tube inside break. You should notice the stick begin to
glow. Shake it back and forth. If it has not begun to glow, bend it a little more.
Quite an amazing reaction is taking place inside of the glow-stick. When the thin
glass vial containing a chemical catalyst was broken, the chemical mixed with the chemical
outside the glass vial and the two chemicals reacted together to produce light. Similar
reactions take place in glowworms, fireflies, and in certain algae and other living plants and
animals.
The room lights will need to be off for this experiment and the blinds closed. After
the lights are out and blinds are closed, see if you can use the glow-stick to read the
following instructions.
Question 1: Can you read the instructions with the aid of the glow-stick? Explain.
Work as a team at your lab station and set up two beakers of water; set one up at
about 45°C and another at about 22 °C (room temperature). Use water from the back of the
room for the water at room temperature and hot water out of the tap for the 45° C water.
You should have two glow-sticks at your lab station. Place one into the room temperature
water and one into the 45° C water.
QUESTION 2: After one or two minutes describe your observations for each glow-stick.
Room Temperature:
45° C:
Now remove the sticks from both beakers, dry them and set them on the lab station
and wait one to two minutes and then answer question 3.
QUESTION 3: What did you observe happening as the two glow-sticks changed back to
room temperature while on the lab station?
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QUESTION 4: What appears to be the relationship between the amount of light given off
by a glow-stick and temperature?
YOUR INVESTIGATION:
In this investigation you will work in pairs at your lab station; however, each student
is to write his or her own report. Feel free to discuss answers but put written responses
into your own words.
PROBLEM TO BE SOLVED:
What is the relationship between temperature and the amount of light given off
by the glow-stick?
WHAT DO YOU THINK? (HYPOTHESIS):
Write a hypothesis for the question above. A hypothesis is a possible answer to a question.
Your hypothesis should describe what you believe to be the relationship between
temperature and the amount of light given off by a glow-stick. Remember that this should
be written as an If . . . . . . . then . . . . . . . statement!
YOUR PLAN (EXPERIMENTAL DESIGN)
Write a detailed plan for how you will set up an experiment to test your hypothesis.
Be sure to set up a control beaker and an experimental beaker. Always wait at least two
minutes before recording the final brightness of the glow sticks. Do not test any glow stick
at a temperature greater than 40 degrees Celsius. Have your teacher approve your plan
before you go on.
QUESTION 5: What temperature should the control container be set at? What is the
purpose of the control container?
YOUR RESULTS (DATA)
Record the results obtained in a neat data chart similar to the one below:
Temperature Tested (oC)
Brightness
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You might use a system of stars to illustrate brightness. For example, ***** = brightest.
Use *, **, *** and **** to correspond to different degrees of brightness between maximum
and minimum.
ANALYSIS, INTERPRETATIONS AND CONCLUSIONS:
QUESTION 6: What does the data you collected tell you about the relationship between
temperature and the amount of light produced in this reaction?
The INTERPRETATION statement in the inquiry process tells the reader what the data
means. You just did that in question 6.
QUESTION 7: At about what temperature did you observe the least light?
CONCLUSION REGARDING HYPOTHESIS:
QUESTION 8: How close was your hypothesis to being correct? Explain.
(These glow-sticks are similar to ones that have been advertised for use as fishing lures.
The ad explains how the stick will glow in water and attract fish. The Willamette River and
area lakes have temperatures that range between 6 oC and 22 oC depending upon the time of
the year.)
QUESTION 9: Will the glow stick be an effective lure in water this cold? Explain.
QUESTION 10: In your opinion and based upon your data, how warm does the water need
to be to cause the glow-stick to give off enough light to attract fish?
YOUR SUMMARY
Use the template below or your own words to summarize the experiment in a written
paragraph.
SUMMARY PARAGRAPH TEMPLATE:
The purpose of this experiment was to investigate the (restate title of experiment). From the data we
collected, our major finding was (state how the temperature affected the brightness). We did not
expect (insert anomaly) to occur. A possible explanation for this anomaly is (insert your explanation).
Otherwise, an explanation of our major finding is (insert your explanation). The data (supports,
doesn’t support, partially supports) the hypothesis that stated (Restate the complete hypothesis). A
suggestion for improving this experiment is (insert your suggestion). A suggestion for a related
experiment is (insert your suggestion).
WRITE YOUR SUMMARY HERE!
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Webquest & Quizlet
Part 1 The Everyday Metric System
Go to http://lamar.colostate.edu/~hillger/everyday.htm
Read over the page & answer the following questions
1. How many millimeters in a meter? _____________ meters in kilometer?
_______________.
2. How many milligrams in a gram? _____________ grams in a kilogram?
_________________
3. What do you think the prefix milli- stands for? _______________ the prefix
kilo- ? __________
4. What does the prefix centi- stand for? ____________ micro- ? ___________
mega- ? __________
5. What is the volume of 1 milliliter (volume is in cubic units)? ____________
6. The mass of one milliliter of water? _____________
Part 2 Metric System Conversion
Go to http://www.quia.com/mc/53461.html
Play the game – find the matching squares
Write the correct answers below as you make a match (peeking at the answers will
not help you on class quizzes & tests!)
1. _______=_________ 2. ________=__________ 3. _________= ________
4. _______=_________ 5. ________=__________ 6. _________= ________
7. _______= _________ 8. ________= _________
Part 3 How Big?
go to http://www.cellsalive.com/howbig.htm
Start the animation and check out the sizes of the various organisms, cells or virus
on the list to your right.
Answer the following questions (include the units with each answer)
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1. If a dust mite is approximately 200 micrometers (a micrometer (μ) is .001 of a
mm) wide what is that distance in millimeters? Show work!
__________________________________________________________
2. What’s larger a lymphocyte (white blood cell) or a red blood cell?____________
3. The E. coli bacteria (a permanent inhabitant of your intestines) is approximately
how many micrometers long? __________________ How many millimeters is
that?___________________
4. What is the approximate length of an Ebola virus? ______________________
(a nanometer is .001 of μ (micrometer) What is its length in μ (micrometers) ?
___________________________
5. What is larger the group of viruses that cause the common cold (Rhinovirus) or
the deadly Eblola virus?_____________________
6. About how many times larger is a red blood cell compared to a rhinovirus?
______
Part 4 Measure go to http://www.funbrain.com/funbrain/measure/
click on “Medium Centimeters”
Do 5 questions & record your answer below. Next calculate your answers in
millimeters & record.
1. _____________________ cm ____________________ mm
2. _____________________ cm ____________________ mm
3. _____________________ cm ____________________ mm
4. _____________________ cm ____________________ mm
5. _____________________ cm ____________________ mm
Click on “Hard Centimeters”
Do 5 questions & record your answer below. Next calculate your answers in
millimeters & record.
1. _____________________ cm ____________________ mm
2. _____________________ cm ____________________ mm
3. _____________________ cm ____________________ mm
4. _____________________ cm ____________________ mm
5. _____________________ cm ____________________ mm
Part 5 Graphing
go to http://misterguch.brinkster.net/graph.html
In all your science classes you will be held responsible for good graphs. Summarize
the 6 rules for good graphing from this web site on the lines provided below.
1. ___________________________________________________________
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2 ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________
6. ___________________________________________________________
Scroll down to a “bad graph”. What are 4 things wrong with this graph.
1. ___________________________________________________________
2. ___________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
Homework 1
Directions:
Part 1. Underline the dependent variable and circle the independent variable
for each of the following sentences.
1. The more alcohol you consume, the slower your reaction time is.
2. The more cars are on the road, the more time it takes to get to school.
3. As temperature increases, reptiles become more active.
4. As the cost of a product increases, the number of people who will buy it
decreases.
5. As the amount of fuel increases, the energy releases when burned
increases.
6. The more vitamin C you consume, the less often you will get a cold.
7. Risk of heart disease increases as dietary fat increases.
8. Bigger houses cost more.
9. A car’s gas mileage decreases as its weight increases.
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10. Increasing a truck’s length increases the amount it can carry.
11. Larger packages of Coke cost less per can.
12. Printing a book costs more when it is printed with more colors.
13. Adding more options to a car increases its value.
14. The lift of an airplane increases as speed increases.
15. Scientists explain weight loss in terms of diet.
16. The brightness of a light bulb depends on the amount of current going
through it.
17. A biologist notes that the population of lemmings varies from year to
year.
18. The concentration of cholesterol in the blood depends on what genes a
person has.
19. In a study of wolves, it was found that wolves’ diet varies over the course
of a year.
20. Women need more dietary iron than men do.
Part 2. Choose five of the above sentences. For each of them, create a data
table that includes at least 5 items for each variable and make a graph
showing the relationship between the two. Make sure that the independent
variable is on the X-axis and the dependent variable is on the Y-axis. Use
the backside of this paper for the 5 data tables & graphs.
Example: Airline pilots use more
fuel when the headwinds increase.
Fuel Use vs Headwind Speed
450
Headwind
Fuel Use
Speed (mph) (gallons)
10
130
Fuel Use (gallons)
400
350
300
250
200
150
100
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0
0
10
20
Headwind Speed (mph)
30
40
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15
150
20
200
25
280
30
400
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