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Foothill Technology High School
Biology Interactive Notebook
Quarter One
Fall 2012
DEPARTMENT STATEMENT:
Students will actively experience science – both the concepts and practices of the disciplines. Science
requires a student to understand facts, processes, interactions and the methods of discovering these
things in an organized, yet creative fashion. Students will learn to operate various pieces of scientific
equipment that serve as tools to improve the accuracy of measurement and analysis. Foothill
Technology High School is dedicated to integrating concepts and projects across curricula. By
integrating several subjects, we hope that each student gains a deeper understanding and appreciation
of the fact that one subject cannot stand without the other.
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Table of Contents
Lab Group Assignments
Page 3
Course Expectations and Guidelines
Pages 4-6
Lab Guidelines (Notebook copy)
Page 9
Notebook Requirements
Pages 12-21
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Lab Groups
When you are assigned to a new lab group, write down your new lab partner’s names and e-mail
addresses or phone numbers in the space provided. Make sure you write down the name of your
group (i.e., “red group” or “cell group”) and your seat number for that group.
Group:
Lab Partner’s Name
Seat Number:
Phone Number
Group:
Lab Partner’s Name
Seat Number:
Phone Number
Group:
Lab Partner’s Name
E-mail Address
Seat Number:
Phone Number
Group:
Lab Partner’s Name
E-mail Address
E-mail Address
Seat Number:
Phone Number
E-mail Address
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COURSE EXPECTATIONS and GUIDELINES
REQUIRED SUPPLIES:

Glue stick and tape for putting items in interactive notebook

Index cards to create concept cards

College ruled, loose-leaf paper

Pencils, pens (blue or black ink), highlighters, erasers

Storage pouch for pencils, pens, glue sticks, unused index cards, etc

1.5” binder to hold your interactive notebook

At least 10 dividers/tabs to glue into your biology interactive notebook to separate units

Calendar/Agenda for recording assignments
HIGHLY RECOMMENDED SUPPLIES:

Colored pencil set (at least 12 colors)

Several clear page protectors
CLASS EXPECTATIONS:
Students are expected to:
1.
2.
3.
4.
5.
Be on time. (Refer to Foothill’s Survival Guide for policies on tardiness and absenteeism)
Be prepared with appropriate materials (interactive notebook, pen, etc.)
Be involved in class discussions.
Be respectful of self, teacher, classmates, guest speakers, and school property.
Be aware of safety protocol in the lab and follow it.
EXPECTED WORKLOAD:





Quizzes and unit tests – every 2-4 weeks
Lab investigations and activities – 1 per week
Homework (including online assessments) – 1 to 3 times a week
Projects – one big project per quarter
Practical lab exams – one per semester
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COURSE EXPECTATIONS and GUIDELINES
UNITS OF STUDY:
Fall Semester
Unit
Spring Semester
Topics
Maintaining an interactive notebook,
understanding and applying the
scientific method and experimental
design, introducing basic lab procedures
and equipment
Unit
Topics
DNA &
Meiosis
Examining forms of sexual reproduction,
distinguishing between mitosis and
meiosis, applying the law of independent
assortment
Understanding the cell theory,
describing the structure and function
within eukaryotic cells and their
organelles, comparing plant and animal
cells, practicing microscopy skills
Proteins &
Biotechnology
Exploring transcription and translation,
tracing proteins through the
endomembrane system, understanding
DNA fingerprinting and genetic
engineering
Membranes
& Transport
Introducing polymers and monomers,
describing the structure of cell
membranes, contrasting active and
passive transport systems.
Endocrinology
& Immune
System
Studying feedback mechanisms, exploring
primary and secondary immune
responses, understanding vaccines and
immune deficiencies
Microbiology
Describing the prokaryotic structure
and function, comparing prokaryotic
and eukaryotic cells, understanding
viruses and bacteriophages, practicing
lab skills (streaking plates, culturing
bacteria).
Genetics &
Evolution
Describing Mendelian genetics,
interpreting pedigrees and karyotypes,
calculating allele frequencies, comparing
micro and macroevolution, understanding
natural selection and biodiversity.
DNA &
Mitosis
Retracing the “DNA race”, exploring
DNA replication and the cell cycle,
identifying chromosome structure,
comparing conjugation in bacteria,
practicing microscopy skills
Ecology
Exploring co-evolution and species
interactions, discriminating between
producers and consumers, summarizing
photosynthesis and cellular respiration,
tracing elements in biogeochemical cycles
Scientific
Method
Cell Biology
GRADING SCALE:
A
B
C
D*
F
90 – 100%
80 – 89%
70 – 79%
60 – 69%
50 – 59%
*Biology is a pre-requisite for Chemistry. You must
earn at least a “C” in both semesters of Biology in order
to go onto Chemistry the following year. All students
with goals of attending a university after high school
must consider taking at least Biology and Chemistry in
order to fulfill university eligibility requirements.
Work not attempted by the deadline date will be recorded as a zero.
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COURSE EXPECTATIONS and GUIDELINES
WEIGHTING OF TASKS and ZANGLE ASSIGNMENT CATEGORIES:
Tests and Quizzes
Projects
Daily Homework
Online Quizzes and Classwork
Semester Final
30%
20%
15%
15%
20%
HOMEWORK:
Homework will be related to the curriculum and will be assigned to strengthen skills, reinforce
concepts, and/or prepare for a lesson, unit, or activity. Students should expect some homework on
a daily basis.
There are two general categories of homework:
1. Peer evaluated: In cooperative groups, students will evaluate work in interactive
notebooks as either following or not following the guidelines.
2. Instructor evaluated: This includes online assessments, projects, concept-mastery
worksheets, and lab conclusions.
LATE WORK AND/OR MISSING WORK:
•
•
•
Each assignment will have a due date. This is the date by which you are expected to submit
the assignment.
Missing work will be recorded in the grade book as a zero.
If a student is absent from class, that student is responsible for making up missed work.
EXTRA CREDIT:
1. Individual Extra Credit: There are select opportunities for a small amount of individual
extra credit to be earned. These will be discussed in class.
2. Group Extra Credit: Large assignments for extra credit will be considered on a class-level
basis, not an individual basis, and will only be offered to students who have all assignments
completed.
RENAISSANCE INCENTIVES:
Tickets: Tickets will be awarded on a merit basis. Outstanding behavior can earn a student
and/or an entire class a ticket. Tickets may also be earned for outstanding work (i.e., quiz and
test scores). Students will drop their tickets in a drawing for various incentives.
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Safety Rules in the Laboratory
Teacher Copy
1. During experiments, listen carefully to instructions and follow them as exactly as you can. In
case of confusion or uncertainty, ask questions! Performing unauthorized experiments will not
be tolerated.
2. No horseplay will be tolerated.
3. All students will wear safety goggles/safety glasses in the laboratory whenever
experiments are being performed that warrant eye protection. Notify your teacher if you
are wearing contact lenses. Circumstances when safety goggles will always be worn are: When
anything is heated, when students handle chemicals, or when there is the potential for chance
flying debris.
4. Never eat in lab or drink out of glassware. Never taste or smell anything unless you are given
specific directions to do so.
5. Any injury, major or minor (cut, burn, etc.), must be reported to the teacher at once. Put cold
water on burns first. Chemical spills should be washed off immediately with water. Know the
location of all laboratory safety equipment. Chemicals in the eyes must be flushed immediately
with the eyewash. Hold the eye open, rotate the eyeball, and continue washing for 10-15
minutes.
6. Do not touch equipment without permission. All unauthorized experimentation is strictly
forbidden. This includes all chemicals, models, or apparatus. Complete all pre-lab work. Don’t
do any lab procedures until approved by instructor.
7. When heating a test tube, always point the open end away from you and others. It should be at a
slant rather than straight up in most cases.
8. If the fire alarm should sound during a lab, turn off all heat sources and proceed quietly from
the classroom to the assembly area outside.
9. If glass is broken, the teacher should be informed immediately. Students should not handle
broken glass; teachers will dispose of broken glass.
10. Be careful not to contaminate the class supply bottle. Use disposable papers with solids. Use the
same supply spoon with the same chemical. Don’t put any excess material back into the supply
bottle.
11. Dispose of all materials as per instruction. Do not assume that all liquids go down the sink!
12. Dissection equipment can only be used on specimens. Any misuse of dissection tools will result
in disciplinary action.
13. Before class will be dismissed, all equipment and sinks must be clean, and desktops must be
clean and dry.
If the above guidelines are not followed, you may not be allowed to participate in the lab and
may not receive credit for the activity.
I have read the guidelines and understand what is expected of me in the laboratory.
Print Student’s Name
Student’s Signature
Date
Period
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This page was left blank, so the copy of the safety rules on the back of this paper can be torn out and
turned into your teacher.
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Safety Rules in the Laboratory
Notebook Copy
1. During experiments, listen carefully to instructions and follow them as exactly as you can. In
case of confusion or uncertainty, ask questions! Performing unauthorized experiments will not
be tolerated.
2. No horseplay will be tolerated.
3. All students will wear safety goggles/safety glasses in the laboratory whenever
experiments are being performed that warrant eye protection. Notify your teacher if you
are wearing contact lenses. Circumstances when safety goggles will always be worn are: When
anything is heated, when students handle chemicals, or when there is the potential for chance
flying debris.
4. Never eat in lab or drink out of glassware. Never taste or smell anything unless you are given
specific directions to do so.
5. Any injury, major or minor (cut, burn, etc.), must be reported to the teacher at once. Put cold
water on burns first. Chemical spills should be washed off immediately with water. Know the
location of all laboratory safety equipment. Chemicals in the eyes must be flushed immediately
with the eyewash. Hold the eye open, rotate the eyeball, and continue washing for 10-15
minutes.
6. Do not touch equipment without permission. All unauthorized experimentation is strictly
forbidden. This includes all chemicals, models, or apparatus. Complete all pre-lab work. Don’t
do any lab procedures until approved by instructor.
7. When heating a test tube, always point the open end away from you and others. It should be at a
slant rather than straight up in most cases.
8. If the fire alarm should sound during a lab, turn off all heat sources and proceed quietly from
the classroom to the assembly area outside.
9. If glass is broken, the teacher should be informed immediately. Students should not handle
broken glass; teachers will dispose of broken glass.
10. Be careful not to contaminate the class supply bottle. Use disposable papers with solids. Use the
same supply spoon with the same chemical. Don’t put any excess material back into the supply
bottle.
11. Dispose of all materials as per instruction. Do not assume that all liquids go down the sink!
12. Dissection equipment can only be used on specimens. Any misuse of dissection tools will result
in disciplinary action.
13. Before class will be dismissed, all equipment and sinks must be clean, and desktops must be
clean and dry.
If the above guidelines are not followed, you may not be allowed to participate in the lab and
may not receive credit for the activity.
I have read the guidelines and understand what is expected of me in the laboratory.
Print Student’s Name
Student’s Signature
Date
Period
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Safety Rules Poster
You and your team-mates will be responsible for creating a lab safety poster and presenting your
assigned lab rule in class. Your poster must easily be readable from a distance when they are
displayed in the classroom.
For this poster you must:
1.
Summarize the lab rule (paraphrase) in your own words.
2.
Use 4 or more colors.
3.
Be neat and presentable.
4.
Visually represent the main point of the rule. You may draw an illustration, create a
3-D pop-out, or create a number of other things.
5.
Be creative.
Use the space below to summarize your lab rule and brainstorm ideas before you begin your poster.
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Safety Rules Scavenger Hunt
Directions: Find other students who know the answers to the following questions. When you find
someone who knows an answer, have him/her write his/ her name, an interesting fact and the
answer next to the question. You may not write down the same classmate more than once or
answer your own questions yourself.
Name
Interesting Fact
Question
1
Should you wear contact
lenses during laboratory?
Explain why or why not?
2
List all precautions that
should be taken with
clothing worn in the lab.
3
What should you do with
left over chemicals that
you may have?
4
Describe the classroom
policy concerning safety
goggles.
5
What does the ABC stand
for in reference to fire
extinguishers?
6
What are the precautions
when placing hot
glassware on the
tabletop?
7
If you spill something
what should you do?
8
How do you clean up a
lab station?
9
What precautions should
be taken with a supply
bottle?
10
What should you do
with broken glass?
Answer
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
The Interactive Notebook contains most of the information that will be explored during each
semester. The right side pages will be reserved for lecture notes and activities presented to you in
class. These activities mainly exercise the “left” hemisphere of your brain, the logical, verbal, and
sequential center.
The left spiral pages demonstrate your understanding of the information from the right-side page.
You work with the input and INTERACT with the information in creative, unique, and individual
ways. The left side of the notebook, or “right brain” incorporates and reflects how you learn
science as well as what you learn in science. We’ll use the 4 “block” categories to help accelerate
your learning and focus your attention on big science concepts. A few of the activities are listed:
Left-Brain
In class activities
Right-Brain
Reflections on in-class
activities
Notes
Reflections
Lab Procedures
Images in color
Data
4-block creative
categories
Worksheets
Lab Conclusions
Usually recorded in pen
or pencil
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
Output goes on the LEFT side (right brain)!
ALWAYS USE COLOR – it helps the brain learn and remember.
The following are specific instructions for left-side (“right brain”) assignments that will be assigned
on a frequent basis in science.
Block 2
Block 1
Levels of Questioning
Venn Diagrams
Discovery
Concept Maps
Headlines/News
Flow Chart
Articles
Brainstorming
Reflections
Foldables
Quick Writes
Graphic Organizers
Block 3
Block 4
Poems
Cartoon
Song Lyrics
Riddle Cards
Acrostic Organizers
Concept Cards
Metaphors
Visual Illustration
Analogies
Graphs
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CONCEPT CARDS EXAMPLE
Illustration of
vocabulary word
or concept
FRONT OF CARD:
hairy
BACK OF CARD:
CILIA
Link: another
word or idea that
helps you
remember the
original
vocabulary word
Vocabulary
word
Definition
1. Small hair-like projections from the surface of cells
2. Noun
3. Cilia, unlike flagella, are shorter.
Characteristics
Sentence from
your textbook that
uses this word
4. Many bacteria use cilia to move around.
Your own
sentence
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
GENERAL GUIDELINES
1. Bring your interactive notebook to class with you every day with all of the pages in the
correct order.
2. Do not remove any pages from your interactive notebook unless instructed to do so.
3. Use only black or blue ink. If you make a mistake, draw a single line through the error or use
white out.
4. Record all information neatly and accurately.
5. Losing your interactive notebook will result in a large drop in your grade and will require
you to complete all missing assignments again.
CONCEPT CARDS DIRECTIONS
Font of card:


Illustration: Draw an illustration of the vocabulary word or concept
Link: Link another word or idea that helps you remember the original vocabulary word on
card
Back of card:





Word: Write the vocabulary word at the top of the card.
Definitions: Should be in student’s own words (check with dictionary or text)
Characteristics or features: If appropriate, write down a short list of characteristics for the
words. What prefixes or suffixes make up the word?
Examples from the text and/or personal experiences: If appropriate, students provide
examples of the words on their concept cards. These can be in written or pictorial form.
Personal sentences: Student writes sentences using the words.
Concept cards will be taped into your interactive notebook and used as a study aid. Creating neat,
informative, and accurate concept cards will be extremely beneficial when preparing for
assessments.
Be sure to “FLIP” the card when you create the back so that the text is oriented correctly
when you tape it into your interactive notebook.
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
FLOW-CHARTS
Before performing any lab or activity in class, each student must be prepared for the lab. This
preparation is reflected in a flow-chart of the procedure for the day’s lab. Flow-charts must meet
the following requirements:
1.
2.
3.
4.
Each step must be included
Each step must be represented as a picture depicting the step
Each step must also include text, briefly describing that point in the procedure
Arrows must connect each step
The flowchart to the left is an
example of a lab procedure
flowchart from Promega.com.
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
FOLDABLES
Concept Map Book
Instructions:
1. Fold a sheet of paper along the long or short axis, leaving a two-inch tab uncovered.
2. Fold in half or in thirds. (Additional tabs can be created by folding into more parts.)
3. Unfold and cut along the inside fold lines to create tabs.
4. Identify the concept by writing key words or using pictures on the two-inch tab. Draw arrows
from the central idea to the tabs, data will be recorded underneath each tab.
Concept maps demonstrate relationships between ideas. They help you understand concepts
by clarifying ideas and terms, and by dividing complex concepts or processes into smaller
parts. You can use concept maps to relate, define, brainstorm, and sequence.
Venn Diagram Foldable
Instructions:
1. Fold a sheet of paper in half like a hotdog.
2. With the paper horizontal, fold the right edge toward the center, covering half of the paper.
3. Fold the left side over the right and crease to form three tabs.
4. Draw two overlapping ovals on the front.
5. Cut up the two valleys on one side only.
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
Layered Foldable
Instructions:
1. Stack 2-3 sheets of paper together so that each consecutive sheet is around 1 inch higher
than the sheet in front of it.
2. Bring the bottom of both sheets upwards and align the edges so that all the layers or tabs
are the same distance apart.
3. When all of the tabs are equal distance apart, fold the papers and crease well.
4. Open the papers and glue them all together along the valley/center fold or staple the pages
together at the top.
More Foldables at a Glance
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
POEMS, SONGS, ANALOGIES, ETC.
Haiku: Haiku is a minimalist, contemplative poetry from Japan that emphasizes nature, color, and
contrasts. There are 3 lines and 17 syllables distributed in a 5, 7, and 5 syllable pattern. A haiku
should communicate a sensation or the “distilled essence” of a specific fact or concept.
5 syllables in the first line
7 syllables in the second line
5 syllables in the third line
Your haiku must follow the metric pattern and deal with any aspect of a topic covered in class.
Create a border and artwork reflecting the topic or your insight. Then write a 3 – 5 sentence
explanation telling how the haiku demonstrates an understanding of the assigned term or concept.
Cinquain: A cinquain is a five-line poem written about a single concept, object, or idea. The format
is a short, unrhymed poem of twenty-two syllables and five lines. The five lines contain 2, 4, 6, 8,
and then 2 syllables. Each line is supposed to deal with a specific aspect of the cinquain’s topic.
Raindrop
The first line consists of 2 syllables:
(the title)
Moisture, Falling
The second line consists of 4 syllables:
(describes the title)
Sustain, Nourish, Cleansing
The third line consists of 6 syllables:
(states an action)
The fourth line consists of 8 syllables:
(expresses feeling)
Teardrop Diamond Dropping Earthward
Dewdrop
The fifth line consists of 2 syllables:
(another word for the title)
Song Lyrics: Write the lyrics of a song to a familiar tune. The song should summarize at least three
key points about your topic.
Here’s an example:
Triglycerides
Sung to
Long Carbon Chains with hydrogen
Surrounding where they’re at
Are joined in threes to glycerol
“America the Beautiful”
To make a Neutral Fat
Triglycerides, triglycerides
Store so much energy
You insulate so I feel great
And give me ATP!
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BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
Acrostic Organizers: Acrostics are powerful memory devices that can take you to Costa’s second
and third levels. To write an acrostic, select a key word that is central to the concept you are
studying. Write the letters of that word vertically. Then make a list of companion words that
describe the concept. Find a way to partner them with the original letters you wrote vertically.
Here’s an example:
Topic: Sponges Key Word: Porifera
P orous sacs
O sculum acts as exit for water current
R eproduce asexually by budding or sexually with gametes
I nternal spongocoel
F our kinds of cells: Epidermal, Pore cell, Collar cell, Amoeboid cells
E xternal anatomy strengthened by spicules
R egeneration of damaged tissues by amoeboid cells
A nimal kingdom’s simplest members
Illustrate your acrostic with a picture that summarizes what you’ve written about.
ABSTRACTS
An abstract is a shortened version of a lab report or scientific research paper. You will write an
abstract for each investigation in this notebook. Use the following acrostic poem to help you
remember how to write an abstract. Each category should consist of between 1-3 sentences. Do not
use personal pronouns or use the experimenter(s) as the subject of your sentences.
I
Introduction
M
Methods
How were the results obtained? Explain the specific methods used,
without listing the steps.
R
Results
As a result of these methods, what was discovered? Summarize any
numerical or qualitative data and be as specific as possible.
a
and
C
Conclusion
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What is the topic, and what is its significance? Introduce the
question/issue and explain the importance of the investigation.
What are the larger implications considering the problem you discussed
in your introduction? Interpret your results here.
BIOLOGY INTERACTIVE NOTEBOOK REQUIREMENTS
COVER PAGES AND BACK PAGES
At the beginning and end of each unit, students will design a unit cover and back page, respectively.
The guidelines for each follow:
COVER PAGES: Cover pages are worth five points, and must follow each guideline listed below.
Each guideline is worth one point.
1. Colorful: It must be in four or more colors
2. Neat: It must be neat (last-minute work will cost you points!)
3. Unit Focused: Each unit cover page must include the name of the unit
4. Unit Relevant: The image on the unit cover page must be unit-related
5. Tabbed: Each unit cover page must include a tab with the name of the unit on it
BACK PAGE CONCEPT MAPS: Unit back pages are worth five points and must follow each
guideline listed below. Each guideline is worth one point.
1. Unit Focused: The central theme of the unit must be the central “bubble” of the concept
map.
2. Include Unit Relevant Vocabulary: There must be at least ten concept “bubbles” in the
entire concept map, using terms from the unit covered.
3. Linked: The ideas must be correctly connected by lines or arrows.
4. Annotation (2 points): The links and relationships must be thoroughly explained in at
least 1 paragraph.
CORNELL NOTES
Lecture notes, including fill-in-the-blank notes, will be written in
Cornell Note format. Key points and questions are written on the
left column. The right column contains your notes that answer
the questions on the left and notes about the key points. The
bottom section includes a summary of the lecture written in your
own words. ALL lecture notes require a summary paragraph of at
least 5 sentences.
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Biology Quiz: Syllabus Review
1. Name one topic that you will be covering within the cell unit.
_____________________________________________________________________________________________________
2. What grade should you earn both semesters of Biology to take Chemistry the following
year?
_____________________________________________________________________________________________________
3. If you plan on attending a university after high school, what two science classes do you have
to take?
_____________________________________________________________________________________________________
4. Which of the required supplies will be glued/attached into your interactive notebook to
separate the units?
_____________________________________________________________________________________________________
5. What is an example of a left-side assignment? Right side assignment?
_____________________________________________________________________________________________________
6. If you are only permitted to use black or blue ink in your interactive notebook, how do you
correct errors?
_____________________________________________________________________________________________________
7. What percentage of your grade will be made up of tests? Projects? Homework?
_____________________________________________________________________________________________________
8. How often should you expect to see homework in this class?
_____________________________________________________________________________________________________
9. Can you get credit for any late or missing work?
_____________________________________________________________________________________________________
10. Besides the definition, name one other requirement for the back of the concept card.
_____________________________________________________________________________________________________
11. Is extra credit offered in this class?
_____________________________________________________________________________________________________
12. Name one supply that is not required but is highly recommended.
_____________________________________________________________________________________________________
13. How often should you expect to take a quiz or test in this class?
_____________________________________________________________________________________________________
14. What is your teacher’s email address?
_____________________________________________________________________________________________________
15. What is the consequence of losing your interactive notebook?
_____________________________________________________________________________________________________
Grade: _________/15
Graded by:
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Scientific Concepts Unit Student Design Cover Page
(see guidelines on page 21)
23 | P a g e
Scientific Concepts Unit Front Page
At the end of this unit, I will:




Know how to use my Interactive Notebook
Be familiar with some of the frequently used Greek and Latin roots in Scientific Terms
Know what PHERC means
Be able to identify the following aspects of experimental design:
 Independent variable
 Dependent variable
 Control Group
 Experimental Group
 Constants
Roots, Prefixes and Suffixes I will understand and recognize are:

Scientific Concepts: Hypo-, -Thesis
The terms I will clearly define are:

Scientific Concepts: Hypothesis, Independent Variable, Dependent Variable, Control,
Constant, Scientific Theory, Quantitative Data, Qualitative Data
The assignments I will have completed by the end of this unit are:



















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Interactive Notebook Cover page
Signed and turned in Safety Rules in the Lab (pages 7-8)
Created a poster of lab rules to follow with my lab group (page 10)
Completed Syllabus Review (page 22)
Scientific Concepts Unit cover page (page 23)
Completed/turned in Warm Up: Projects, Presentations, Performances (pages 25-26)
Watched a video clip and completed Monty Python Logic (page 27)
Take Cornell Notes on the Scientific Method (pages 28-31)
Completed Making Inferences and Testing Hypotheses (page 32)
Created acrostic poem for PHERC (page 33)
Evaluated Old Wives’ Tales (pages 34-35)
Applying the Science of Biology: Redi’s Experimental Design (pages 36-37)
Practiced Hypothesis Writing during the 3-hole bottle demo (page 38)
Finished Observations: Qualitative or Quantitative (page 39)
Completed Cricket Experiment (pages 40-49)
Identified variables on What Are Variables? (pages 50-53)
Completed the Surface Tension of Water Lab and wrote conclusion (pages 54-59)
Created concept cards for the highlighted terms above
Completed the Concept Map for the Unit Back Page
Name:
Period:
Warm-up: Projects, Presentations, Performances
What kinds of school assignments or projects do you like to do? Read the following lists. For each
list, draw a circle around all the different activities you would enjoy doing to show others what
you’ve learned.
List 1
Writing a character sketch
Writing a biography
Creating a crossword puzzle
Writing a letter to the editor
Debating
Writing a magazine or
newspaper article
Writing a journal
Taking part in a mock trial
Making a speech
Designing a checklist
Writing a summary
Writing an information
brief
Storytelling or writing a
story
Writing fiction or nonfiction
Writing a pamphlet or
brochure
Creating a newspaper or
magazine
Writing an essay
Writing a report
Creating a slogan or motto
Writing an epitaph
Writing a research paper
Making an audiotape or
podcast
Writing a conversation or
dialogue
Writing a fairy tale, myth or
legend
List 2
Designing a maze or puzzle
Constructing a chart or
graph
Inventing a code
Drawing a caricature
Investigating a problem
Calculating probabilities
Making a storyboard
Doing a critique
Making an outline
Developing a theory
Solving an equation or a
number problem
Making a flow chart
Designing a matrix
Making a calculation
Doing an evaluation or a
rating
Designing an opinion poll
or survey
Making a diagram
Analyzing trends and
patterns
Recording data or
information
Designing a computer
program, game or graphic
Creating an analogy
Developing a formula
Doing an analysis
Developing a hypothesis
Constructing a timeline
Computing an answer
Formulating plans
List 3
Drawing, sketching, or
painting
Making a map
Making a mobile
Constructing a display of a
collection
Illustrating
Making a poster
Constructing a model
Creating a board game
Building a prototype
Making a mural
Designing a structure
Designing a pamphlet or brochure
Designing a website
Making a collage
Making a diagram
Designing a postcard
Creating a cartoon or
comic strip
Making visual aids for
a presentation (slides,
transparencies, props)
Planning advertising
graphics
Designing a greeting card
Making a clay or papiermâché sculpture
Taking photographs
Making digital camera
slides
Making a diorama or mobile
25 | P a g e
List 4
Role playing
Pantomiming
Performing in a play
Doing an experiment
Making a videotape
Performing a dance or other
creative movement
Constructing a model
Performing a skit
Performing music
Performing or writing a rap
Writing a song
Playing a musical
instrument
Composing lyrics (the
words to songs)
Creating a jingle
Singing in a group, choir, or
chorus
Performing rhythms with
percussion instruments
Developing an invention
List 5
Doing a choral reading
List 6
Participating in a group
activity
Conducting an interview
Solving problems with a
group
Doing a volunteer project
Participating in a
discussion
Debating personal
thoughts, ideas, and
perspectives
Planning a campaign for a
cause or an issue
Organizing an event or
activity
List 7
Keeping a personal journal
or diary
Keeping a personal log or
record
Setting personal goals
Expressing your own
opinions and ideas
Classifying objects
Participating in a simulation
Planning a walking tour
Making observations
Making predictions
Constructing a display of
objects or artifacts
Investigating how
something works
Identifying a problem
Identifying objects based on
their characteristics
Making comparisons
Designing an exhibit for a
zoo or museum
Solving a problem
List 8
Creating a collection
26 | P a g e
Monty Python Logic
Watch the video clip and answer the following questions.
Problem: Is she a witch?
1. What types of things did the townspeople evaluate before conducting an “experiment”?
2. If she weighs the same as a ________________________, then she is made of _________________________
and is therefore a _____________________________.
3. Can this “hypothesis” be tested? How?
4. Using the definition below, explain why their evidence was not reliable.
Reliable evidence – data that can be gathered and stays the same when the experiment is
repeated.
5. Using the definition below, explain why their evidence was not valid.
Valid evidence – data that is relevant to the investigation, is collected without bias, and tests
only one variable.
27 | P a g e
28 | P a g e
Scientific Method Fill in the Blank Notes
What is the
Scientific Method?
The ____________________________________ is a method of answering
scientific questions.
1.
2.
What are the steps
of the Scientific
Method?
3.
4.
5.
6.
What is a
Hypothesis?
A hypothesis is an ____________________________________________.
What is an
Independent
Variable?
Independent variable (IV) is ___________________________________________
What is a
Dependent
Variable?
Dependent variable (DV) is __________________________________________
____________________________________________________________________________
(_____________ axis on graph)
__________________________________________________________________________
(_____________ axis on graph)
What is the proper
If _________________________________________________________________________ (IV)
way to phrase a
then _____________________________________________________________________(DV)
hypothesis?
29 | P a g e
Graphing Practice
Use the data below to create a graph comparing the amount of sunlight exposure and the height of
the plants. Remember, the independent variable goes on the (____) axis, and the dependent variable
goes on the (____) axis.
The Effect of _________________________________________ (IV) on _________________________________________(DV)
30 | P a g e
A constant is ___________________________________________
What is a constant?
______________________________________________________
______________________________________________________
What is a control
group?
What is an
experimental
group?
________________ is the standard that is used to compare with the
_______________________ group.
____________________________________________________
____________________________________________________
____________________________________________________
What is data?
_______________ is the information collected during the experiment that
is recorded in an organized fashion.
____________________________________________________
What are the
guidelines for
scientific graphs?
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
A theory is ________________________________________________
What is a theory?
_________________________________________________________
31 | P a g e
Making Inferences and Testing Hypotheses:
Crossing Knives
Procedure:
1. Sit in a circle with your class, facing inwards.
2. Your instructor will hand a pair of plastic knives to someone in your class. The knives will then be
handed off to the next student, in a clockwise direction.
3. As the knives are passed, your instructor will identify each student as being “crossed” or
“uncrossed.”
4. Make careful observations, and infer to yourself, the reasons behind your instructor’s
classification methods. (Do not share with other members of your class)
5. Record one hypothesis below, based on your observations and inference. Then observe the
activity again, as it is repeated to test this hypothesis.
If ________________________________________________________________________________________________________________
then ____________________________________________________________________________________________________________
6. Was the hypothesis supported? Circle (Yes or No)

If not, create another hypothesis below.
If ________________________________________________________________________________________________________________
then ____________________________________________________________________________________________________________

If the original hypothesis was supported, do you have enough evidence to make a
conclusion? _______________ Explain why or why not? ______________________________________________
_________________________________________________________________________________________________________
7. Observe the activity again, as it is repeated to test the new hypothesis or confirm your original
hypothesis.
Was the hypothesis supported? Circle (Yes or No)
8. What must happen before your conclusion can be accepted as theory?
__________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________
32 | P a g e
“An apple a day keeps the doctor away.”
Warm-up: We have all heard this and many other similar claims throughout our lives. But how do
we know if they are true? In the space provided below, briefly describe how you would test this
claim.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
After taking Cornell notes on the Scientific Method, you will be given an opportunity to test similar
claims. Pay close attention to the aspects of experimental design that must be included, and make
sure to follow the steps outlined below.
Problem
Hypothesis
Experiment
Results
Conclusion
P
H
E
R
C
Make an “Acrostic Poem” for the steps of the Scientific Method, using the acronym “PHERC” above.
The purpose of an acrostic poem is to help you remember something that has to follow a specific
order.
33 | P a g e
Old Wives’ Tale or Helpful Hint?
Problem:
Hypothesis:
Experiment:
Independent variable:
Dependent variable:
Control:
Constants:
Problem:
Hypothesis:
Experiment:
Independent variable:
Dependent variable:
Control:
Constants:
Problem:
Hypothesis:
Experiment:
Independent variable:
Dependent variable:
Control:
Constants:
34 | P a g e
Old Wives’ Tale or Helpful Hint?
People often tell us things and ask us to believe they're true. Some of these "helpful hints" are true.
Some aren't. People have realized for a long time that some of these hints aren't true and call them
"Old Wives' Tales." An old wives' tale is an everyday statement that some people believe is true, but
it really isn't. But how can you tell them apart? You can't just ask a grownup, some of them are
wrong. The only way anyone knows the truth for sure is to use the scientific method.
You will design an experiment to test the validity of each old wives’ tale. We’ll do the first one
together.

Eating chocolate causes zits.
Problem:
__
Hypothesis:
Experiment:
Independent variable:
Dependent variable:
Control:
Constants:
Choose three of the old wives’ tales below and design an experiment to test them. Record
your information on page 34.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
Shaving makes hair grow back more densely.
Drinking coffee will stunt a child’s growth.
If you swim immediately after eating, you will get cramps.
If you go outside when your head is wet, you’ll catch a cold.
Feed a cold, starve a fever.
Break a mirror and you will have seven years of bad luck.
If you blow out all the candles on your birthday cake with the first puff, you will get your
wish.
The full moon makes people restless.
Eating carrots improves eyesight.
If you cross your eyes too often, they will stay that way.
Reading in dim light damages a person’s eyes.
35 | P a g e
ABSTRACT:
Applying the Science of Biology: Redi’s Experimental Design
(for guidelines on writing an abstract, refer to page 20).
36 | P a g e
Applying the Science of Biology: Redi’s Experimental Design
Read the passage and then answer the questions that follow.
Many years ago, scientists believed that some organisms arose from nonliving materials, a process
referred to as spontaneous generation. In 1668, Francesco Redi challenged the idea that decaying
meat turns to flies. Redi began with a different explanation for the appearance of flies on the meat:
"The flies come from eggs laid by other flies on the decaying flesh." To test this explanation, Redi
filled two sets of four jars with chunks of meat. He sealed one set of jars and left the other set open
to the air.
There were a number of possible results that
Redi might reasonably expect from his
experiment. For example, he might expect
that flies would not appear in the sealed jars.
During the experiment, Redi observed flies
entering and leaving the open jars. Several
days later maggots (fly larvae) appeared on
the meat in the open jars, but none appeared
on the meat in the sealed jars. Redi
concluded that the maggots came from eggs
laid by flies on the meat -- not through spontaneous generation.
Redi's work, along with the later work of Louis Pasteur and others, eventually convinced scientists
that organisms arise only from other living things. Thus their work contributed to the theory of
biogenesis, which states that all living things arise from other living things.
Identify the following elements in the scientific investigation described above. Write a
description of each of these elements in the case discussed. Do not define the terms.
1. Redi’s hypothesis:
______________________
2. Variables:
Independent:
Dependent:
3. Control group:
4. Redi’s data:
5. Theory:
37 | P a g e
3-Hole Bottle Demonstration: Practice Hypothesis Writing
Sketch
Hypothesis
If ___________________________________________________________
then ________________________________________________________
because ____________________________________________________
______________________________________________________________
Circle your answer: This hypothesis was
proven/disproven
If ___________________________________________________________
then ________________________________________________________
because ____________________________________________________
______________________________________________________________
Circle your answer: This hypothesis was
proven/disproven
If ___________________________________________________________
then ________________________________________________________
because ____________________________________________________
______________________________________________________________
Circle your answer: This hypothesis was
proven/disproven
Possible Explanation For Observed
Results?
38 | P a g e
OBSERVATIONS: Qualitative and Quantitative
Qualitative observations:
Quantitative observations:
Identify each of the following observations as qualitative or quantitative.
1.
Flies do not emerge from raw meat, rather from other flies.
2.
Each flower is as wide as 3 paper clips placed end to end.
3
One leaf is 10 cm long and 6cm wide.
4.
It tastes sour.
5.
It has a pungent odor.
6.
It is light green in color.
7.
This plant is larger than that plant.
8.
This plant’s leaves are clustered in groups of five.
9.
The temperature of the room in which it grows in 22o C.
10.
Its leaves are waxy and smooth.
11.
It makes a rustling sound when lightly rubbed.
12.
Length: 1.3 cm, Width: 1.3 cm, Height: 1.3 cm
13.
Has no distinctive smell.
14.
Feels hard but crumbly; rough texture.
15.
The object weighs 2.0 g.
16.
Makes a sharp sound when dropped.
17
The mass of one leaf is 5 g.
39 | P a g e
Cricket Experiment
Introduction
Purpose -- The purpose of this experiment is to review and practice the steps of the scientific
method, to learn how to use an online computer simulation, and to review and practice
constructing data charts and graphs.
Question -- Which environmental variables influence how fast a cricket chirps?
Hypothesis -- Cricket chirps are affected by _____________________________________
Materials -- Online scientific method website
Abstract
40 | P a g e
Cricket Experiment
Procedure
1. Go to https://www.gc.maricopa.edu/biology/glacier/scientific_method/
2. Follow these instructions to get into the site
a. Click Continue (Do NOT put in user name and password)
b. On the next page, enter First and Last Name and click “Continue”
c. You will get to the tutorial
3. Do the tutorial on scientific method. You do not need to record this activity in the write up.
4. After completing the tutorial, follow the instructions for investigating the role of environmental
variables on cricket chirps.
5. Collect data on how the following variables affect the number of cricket chirps: wind speed,
number of nearby crickets, temperature, atmospheric pressure and humidity. Make sure to
collect enough data points (minimum of seven in addition to the control). For your
investigation, choose values that are higher and lower than the controls given below. Note: You
need to record as you go because this online site does not work well if you use the back button!
6. Construct data charts for the effects of these variables on chirp rate. Include the control as one of
the data points. The control value for each variable is given below.
Variable
Control Value
Chirp Rate (chirps/minute)
Wind Speed (m/s)
2
148
# Nearby Crickets
5
148
Temperature (C)
25
148
Atmospheric Pressure (mmHg)
760
148
Humidity (%)
15
148
7. Graph your results, completing one graph for each data chart/variable. Make sure to use
appropriate graphing techniques (title, label axes, scale, etc.), and select the correct independent
(x-axis) and dependent (y-axis) variable for each graph.
41 | P a g e
Cricket Experiment
Data & Results
Wind speed (m/s) Data Table
Wind speed
Chirp Rate
y-axis:
The Effect of _________________________________________ (IV) on _________________________________________(DV)
x-axis:
42 | P a g e
Cricket Experiment
Number of Nearby Crickets Data Table
# Nearby Crickets
Chirp Rate
y-axis:
The Effect of _________________________________________ (IV) on _________________________________________(DV)
x-axis:
43 | P a g e
Cricket Experiment
Temperature (⁰C) Data Table
Temperature
Chirp Rate
y-axis:
The Effect of _________________________________________ (IV) on _________________________________________(DV)
x-axis:
44 | P a g e
Cricket Experiment
Atmospheric Pressure (mmHg) Data Table
Pressure
Chirp Rate
y-axis:
The Effect of _________________________________________ (IV) on _________________________________________(DV)
x-axis:
45 | P a g e
Cricket Experiment
Humidity (%) Data Table
Humidity
Chirp Rate
y-axis:
The Effect of _________________________________________ (IV) on _________________________________________(DV)
x-axis:
46 | P a g e
Cricket Experiment
8. Once your data are collected and graphed, you have the information you need to answer the
questions and earn your trophy! Once the trophy has been earned, do one of the following:
a. Print up the results, and bring the trophy (with your name on it) to class on the due date,
and tape or glue it onto the next page of your interactive notebook
b. Take a picture of your trophy (with a camera phone), and present it for grading on the
due date.
47 | P a g e
Glue your cricket award on this page
48 | P a g e
Warm-up:
1. What was the independent variable (IV) that you isolated in the cricket experiment?
_________________________________________________________________________________________________________
2. What was the dependent variable (DV) that you used to observe or measure the independent
variable?
_________________________________________________________________________________________________________
3. How could you rephrase your initial hypothesis (from page 40) in “If IV , then DV
because
(back your hypothesis up here)” format?
______________________________________________________________________________________________________________
____________________________________________________________________________________________________
4. Was the data collected here quantitative or qualitative?
49 | P a g e
What Are Variables? (Dependent and Independent)
Introduction:
A variable is something that can vary or change. There are 2 types of variables:
Independent variables and dependent variables. If a variable is deliberately changed, it is called the
independent variable. The variable that may change as a result of changing the independent
variable is called the dependent variable.
Purpose:
To learn one of the skills needed when conducting an experiment. This important skill will be used
whenever you analyze how someone else conducted an investigation or whenever you plan and
carry out an investigation of your own.
Objective:
You should be able to:
1. Identify the variables in a description of an investigation or statement.
2. Classify the variables as dependent or independent.
Example:
Read the statement below.
The height of bean plants depends on the amount of water they receive.
In this statement two variables described are:
1. Height of bean plants
2. Amount of water
The independent variable is the amount of water because that is the variable that the scientist can
control during the experiment. The dependent variable is the height of bean plants because that
depends on the amount of water given to the plants
50 | P a g e
What Are Variables?
Practice: Read the statements and descriptions of investigations and identify the independent
variable (IV) and the dependent variable (DV).
1. The time it takes to run a kilometer depends on the amount of exercise a person gets.
IV _____________________________________________________________
DV______________________________________________________________
2. The higher the temperature of water, the faster an egg will cook.
IV _____________________________________________________________
DV______________________________________________________________
3. An investigation was done to see if keeping the lights on for different amounts of time each day
affected the number of eggs chickens laid.
IV _____________________________________________________________
DV______________________________________________________________
4.
The temperature of the water was measured at different depths of a lake.
IV _____________________________________________________________
DV_____________________________________________________________
5.
Grass will grow taller if it is watered a great deal and if it is fertilized.
IV _____________________________________________________________
DV_____________________________________________________________
6.
The amount of pollution produced by cars was measured for cars using gasoline containing
different amounts of lead.
IV _____________________________________________________________
DV_____________________________________________________________
51 | P a g e
What Are Variables?
7.
Lemon trees receiving the most water produce the largest lemons.
IV _____________________________________________________________
DV_____________________________________________________________
8. The amount of algae growth in lakes seems to be directly related to the number of bags of
phosphate fertilizer sold by local merchants.
IV _____________________________________________________________
DV_____________________________________________________________
9.
An investigation was performed to see if corn seeds would sprout at different times depending
on the temperature of the water in which they were placed.
IV _____________________________________________________________
DV_____________________________________________________________
10. The more water you put on grass, the taller it will grow.
IV _____________________________________________________________
DV_____________________________________________________________
11. More bushels of potatoes will be produced if the soil is fertilized more.
IV _____________________________________________________________
DV_____________________________________________________________
12. Five groups of rats are fed identical diets except for the amount of Vitamin A that they receive.
Each group gets a different amount. After three weeks on the diet, the rats are weighed to see
if the amount of Vitamin A received has affected their weight.
IV _____________________________________________________________
DV_____________________________________________________________
52 | P a g e
What Are Variables?
13. Look at the sketch of an investigation. Notice that
different amounts of water are used in each container,
with one scoop of calcium chloride added to each
container. After the calcium chloride dissolves, the
temperature change in each container will be
determined.
IV
______________________________
____________________________________________
DV________________________________________
____________________________________________
14. An experiment was done with six groups of children to see if scores on their weekly
spelling tests were affected by the number of minutes of spelling practice they had each
day.
IV _______________________________________________________________
DV_______________________________________________________________
15. Will the number of nails picked up by an electromagnet be increased if more batteries are
put in the circuit?
IV _______________________________________________________________
DV_______________________________________________________________
.
Page | 53
Abstract: Surface Tension of Water Lab
Flow-chart of Surface Tension of Water Lab
(see page 16 for flow-chart instructions)
Page | 54
How is the Surface Tension of Water Affected by Soap?
DATA:
Trial
1
Trial
2
Trial
3
Trial
4
Trial
5
Average
(Add up all of the trials and divide by the
total number of trials)
Tap Water
Soapy
Water
___
y-axis:
Graph title:
x-axis:
Page | 55
How is the Surface Tension of Water Affected by Soap?
MATERIALS: water, cups, soap, pennies, droppers
INTRODUCTION: Surface tension refers to water's ability to "stick to itself". This
property of water is very important to living systems. Surface tension can be
observed and quantified by dropping water (drop by drop) onto a penny. The
number of water drops that can fit on a penny will surprise you.
1. Initial Observation: Observe surface tension by seeing how many drops of water
can fit on a penny. How many drops of water could you and your partner fit on a
penny?
Problem: Will soap increase or decrease the surface tension of water?
2. Develop a hypothesis that answers the experimental question. Write your hypothesis in the space
provided:
__
3. Experiment: Test your hypothesis by comparing the number of drops of tap water that can fit on a penny
to the number of drops of soapy water that can fit on a penny.
a. Take two cups, one marked “Soapy” and the other marked “Water.”
b. Fill both cups with water.
c. Into the cup marked “Soapy,” add 2 droppers full of liquid dish soap. Stir the soapy solution to mix
the soap with the water.
d. Place your clean, dry penny on a level surface.
e. Using the appropriate dropper (the dropper marked “Soapy” will be used with soapy water), begin
dropping water onto your penny. Do so slowly, so that it is easy for a partner to count the number
of drops.
f. The last drop will be the final drop before the “bubble” of water breaks, and the water flows off of
the penny.
g. Because water drops may vary depending on how well you drop the water, it is best to run many
trials and take an average. Record your data in the table below, average the data, and graph the
average. Visually analyze the data by drawing a graph of the averages on the following page.
4. Write a three paragraph conclusion based upon the data collected (see pages 57-59)
Page | 56
CONCLUSION
On the next two pages, write a three paragraph conclusion (using complete sentences) that explains
how soap affects the surface tension of water, using your data to help you answer the question. Do not
label the paragraphs, but make sure that the paragraphs can be distinguished from each other, using
proper indentation or spacing. If you run out of space, you may choose to type the conclusion and paste
it in – OR – add another sheet of lined paper to continue the page.
The paragraphs should be laid out as follows:
a. RE: The results paragraph should verbally reflect on the data that you have collected, and go back
to your initial hypothesis and state if your data supports or rejects your initial hypothesis.
b. PE: The Possible Error paragraph should address any possible errors that you may have
encountered during your experiment. These should be unavoidable errors. If the experimenter is
aware of the error at the time that it occurred, that trial should be repeated.
c. PA: The Practical Applications of your experiment. How would you revise the procedure to try to
avoid the errors that you may have encountered? What other variables could you isolate in this
type of experiment? How could you improve this experiment?
Use the space below to outline your conclusion before you begin writing:
Page | 57
Surface Tension of Water Lab Conclusion
(see previous pages for instructions)
Page | 58
Surface Tension of Water Lab Conclusion
(see previous pages for instructions)
Page | 59
Scientific Concepts Unit Study Guide
After completion of each activity from this study guide, check it off.
Read about the following experiment and identify all of the elements of experimental
design.
Sarah designed an experiment to find out which mouthwash was most effective against
some bacteria. She cut out four different circles from a paper towel and soaked three of
the circles in a different type of mouthwash. She soaked circle D in distilled water. She put
the circles on a nutrient agar-coated Petri dish that was covered with bacteria commonly
found in the mouth. She then incubated the plate for 24 hours. The picture shows the
results of this test.
1.
For this experiment:
a. State the problem.
b. Identify the independent variable.
c. Identify the dependent variable.
d. Identify the control group.
e. Why is it necessary to have a control group?
Page | 60
f.
What is the experimental group?
g. Based on the results (picture), what can you conclude?
h. If you were to create a graph, the _____________ variable goes on the ___ axis and the
_______________ variable goes on the ___ axis.
2. Review all the terms from the concept cards that you created for this unit. Use your cards to
study.
3.
Read the Redi experiment, and try to see if you can re-identify all the elements of
experimental design.
4. Cover the right side of your Cornell notes for both Scientific Method and Metrics with a
blank sheet of paper, but leave the left side of your notes visible. Use the key words and
questions on the left side as a pre-test. Verbally try to recall what you wrote on the righthand side of the notes. If you cannot do this, study the sections you are having trouble with.
5. Explain the difference between an observation and an inference. Give an example of each.
6. Explain the difference between quantitative data and qualitative data. Give an example of
each.
Page | 61
Title:
Key/legend:
Page | 62
Read the paragraph below then create a graph and answer the questions.
Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not
enough insulin being produced by these cells, the amount of glucose in the blood will remain
high. A blood glucose level above 140 for an extended period of time is not considered normal.
This disease, if not brought under control, can lead to severe complications and even death.
Answer the following questions concerning the data below and then create a graph on the
previous page.
Time After Eating hours Glucose mg /dL of Blood Person A Glucose mg /dL of Blood Person B
0.5
170
180
1
155
195
1.5
140
230
2
135
245
2.5
140
235
3
135
225
4
130
200
7.
For this data:
A. What is the dependent variable and why?
B.
What is the independent variable and why?
C. Which, if any, of the above individuals (A or B) has diabetes?
D. What data do you have to support your hypothesis?
Page | 63
Scientific Concepts Unit Concept Map
(Instructions on page 21)
Page | 64
Scientific Concepts Unit Concept Cards
Page | 65
Scientific Concepts Unit Back Page
The California State Standards I have come to use and understand are:
(Please check all that you do feel you used and understood in this unit)

Selecting and using appropriate tools and technology (such as computer-linked
probes, spreadsheets, and graphing calculators) to perform tests, collect data,
analyze relationships, and display data.

Identifying and communicating sources of unavoidable experimental error.

Identifying possible reasons for inconsistent results, such as sources of error or
uncontrolled conditions.

Formulating explanations by using logic and evidence.

Distinguishing between hypothesis and theory as scientific terms.

Recognizing the issues of statistical variability and the need for controlled tests.
Page | 66