Areas of Focus within The Science Skills Unit:
Lab Safety, Lab Safety Equipment, Magnification, Microscopes,
Stereoscopes, Hand Lenses, Electron Microscopes, Compound
Light Microscopes, Parts of a Compound Microscope, Metric
System, International System of Units, Scientific Notation, Base
Units, Mass, Volume, Density, Temperature, Time, Other SI Units,
Observation, Inferences, Scientific Method, What is Science? What makes a good scientist? Types of Scientists, Branches of Science,
Scientific Method, Hypothesis, Observations, Inferences.
http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.h
tml

• This PowerPoint is on small part of my Science Skills Unit . This unit includes…
• A Four Part 2,000+ Slide PowerPoint presentation full of class activities, review opportunities, project ideas, video linksm discussion questions, and much more.
• 16 page bundled homework package that chronologically follows the
PowerPoint slideshow. Modified version provided.
• Worksheets, curriculum guide, Common Core worksheet.
• 15 pages of unit notes with visuals for students who require assistance and support staff.
• Many video and academic links
• 1 PowerPoint review game with answer key.
• Flashcards, rubrics, activity sheets, and much more.
• Full Unit can be found at…
• http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Me tric_Methods.html

• RED SLIDE: These are notes that are very important and should be recorded in your science journal.
• BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy

-Please make notes legible and use indentations when appropriate.
-Example of indent.

-Please make notes legible and use indentations when appropriate.
-Example of indent.
-Skip a line between topics

-Please make notes legible and use indentations when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages

-Please make notes legible and use indentations when appropriate.
-Example of indent.
-Skip a line between topics
-Don’t skip pages
-Make visuals clear and well drawn. Please label

• Keep an eye out for “The-Owl” and raise your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
Copyright © 2010 Ryan P. Murphy

• Keep an eye out for “The-Owl” and raise your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
Copyright © 2010 Ryan P. Murphy

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New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy


New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy


New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy


New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy


New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy


New Area of Focus: Observation,
Inferences, and the Scientific Method.
Copyright © 2010 Ryan P. Murphy

• What is science?
Copyright © 2010 Ryan P. Murphy

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Science is…
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A study of natural phenomenon.

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A systematic study and method.

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A systematic study and method.
Copyright © 2010 Ryan P. Murphy

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A systematic study and method.
Copyright © 2010 Ryan P. Murphy

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A systematic study and method.
Copyright © 2010 Ryan P. Murphy

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A systematic study and method.
Copyright © 2010 Ryan P. Murphy

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A systematic study and method.
Copyright © 2010 Ryan P. Murphy

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A systematic study and method.
Copyright © 2010 Ryan P. Murphy

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A systematic study and method.
Copyright © 2010 Ryan P. Murphy

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Knowledge through experience.
Copyright © 2010 Ryan P. Murphy

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A good Scientist is….
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Copyright © 2010 Ryan P. Murphy

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Is safe!
Copyright © 2010 Ryan P. Murphy

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Is safe!
Copyright © 2010 Ryan P. Murphy

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Is accurate, precise and methodical.
Copyright © 2010 Ryan P. Murphy

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Is unbiased, a seeker of the truth.
Copyright © 2010 Ryan P. Murphy

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Can observe and question.
Copyright © 2010 Ryan P. Murphy

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Can find solutions, reasons, and research.
Copyright © 2010 Ryan P. Murphy

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Works in all weather conditions if safe.
Copyright © 2010 Ryan P. Murphy

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Can overcome obstacles.
Copyright © 2010 Ryan P. Murphy

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Collaborates (talks) with others.
D
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For
Real

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Science is a systematic attempt to get around human limitations.
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Science tries to remove personal experience from the scientific process.

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Science is a systematic attempt to get around human limitations.
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Science tries to remove personal experience from the scientific process.
Copyright © 2010 Ryan P. Murphy

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Science is a systematic attempt to get around human limitations.
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Science tries to remove personal experience from the scientific process.
“I love Science
Copyright © 2010 Ryan P. Murphy

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Science is a systematic attempt to get around human limitations.
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Science tries to remove personal experience from the scientific process.
This data set makes me happy
“I love Science
Copyright © 2010 Ryan P. Murphy

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Science is a systematic attempt to get around human limitations.
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Science tries to remove personal experience from the scientific process.
“This data set makes me happy.”
“I love Science.”
“I wanted better data.”
Copyright © 2010 Ryan P. Murphy

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Science is a systematic attempt to get around human limitations.
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Science tries to remove personal experience from the scientific process.
“This data set makes me happy.”
“I love Science.”
“I wanted better data.”
“Failure is not an option.”
Copyright © 2010 Ryan P. Murphy

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Science is a systematic attempt to get around human limitations.
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Science tries to remove personal experience from the scientific process.
“This data set makes me happy.”
“I love Science.”
“I wanted better data.”
“Failure is not an option.”
Copyright © 2010 Ryan P. Murphy

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TRY AND WRITE WITHOUT PERSONAL
PRONOUNS.
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DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc.
Copyright © 2010 Ryan P. Murphy

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TRY AND WRITE WITHOUT PERSONAL
PRONOUNS.
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DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc.
Copyright © 2010 Ryan P. Murphy

• Do not end science writing with the words
“The End.” Save that for Disney movies.
Copyright © 2010 Ryan P. Murphy

• Activity! Please pass three items around the table three times.
– Then write about your experience without using any personal pronouns.
Copyright © 2010 Ryan P. Murphy

• Activity! Please pass three items around the table three times.
– Then write about your experience without using any personal pronouns.
Copyright © 2010 Ryan P. Murphy

• How the paragraph could have been written.
Copyright © 2010 Ryan P. Murphy

• How the paragraph could have been written.
– Three items were passed around the table in a random fashion. Each member of the table passed and contributed one item.
Copyright © 2010 Ryan P. Murphy

• Activity! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy

• Activity! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around.
Copyright © 2010 Ryan P. Murphy

• Activity! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around.
I passed a pencil while Mark and Jill both passed their textbook.
Copyright © 2010 Ryan P. Murphy

• Activity! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook.
We passed our items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy

• Activity! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy

Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.

• Answer! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy

• Answer! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy

• Answer! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy

• Answer! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy

• Answer! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.

• Answer! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.

• Answer! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.

• Answer! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy

• Answer! Find the personal pronouns in this poorly written example.
– Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say
“stop.” -The End.
Copyright © 2010 Ryan P. Murphy

• Branches of Science…
– How many branches of science do you know.
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Copyright © 2010 Ryan P. Murphy

• Types of scientists…
– Biology – The study of life.
– Geology – The study of Earth.
– Chemistry – The study of Matter.
– Physics – The study of matter and energy.
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– -The list will continue on the next page. Each branch is a possible career field for you.
Copyright © 2010 Ryan P. Murphy

• Aerodynamics: the study of the motion of gas on objects and the forces created
• Anatomy: the study of the structure and organization of living things
• Anthropology: the study of human cultures both past and present
• Archaeology: the study of the material remains of cultures
• Astronomy: the study of celestial objects in the universe
• Astrophysics: the study of the physics of the universe
• Bacteriology: the study of bacteria in relation to disease
• Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms
• Biophysics: the application of theories and methods of the physical sciences to questions of biology
• Biology: the science that studies living organisms
• Botany: the scientific study of plant life
• Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms
• Chemistry: the science of matter and its interactions with energy and itself

• Climatology: the study of climates and investigations of its phenomena and causes
• Computer Science: the systematic study of computing systems and computation
• Ecology: the study of how organisms interact with each other and their environment
• Electronics: science and technology of electronic phenomena
• Engineering: the practical application of science to commerce or industry
• Entomology: the study of insects
• Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment
• Forestry: the science of studying and managing forests and plantations, and related natural resources
• Genetics: the science of genes, heredity, and the variation of organisms
• Geology: the science of the Earth, its structure, and history

• Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement
• Medicine: the science concerned with maintaining health and restoring it by treating disease
• Meteorology: study of the atmosphere that focuses on weather processes and forecasting
• Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes
• Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals
• Molecular Biology: the study of biology at a molecular level.
• Nuclear Physics: the branch of physics concerned with the nucleus of the atom
• Neurology: the branch of medicine dealing with the nervous system and its disorders
• Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes

• Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carboncontaining compounds
• Ornithology: the study of birds
• Paleontology: the study of life-forms existing in former geological time periods
• Petrology: the geological and chemical study of rocks
• Physics: the study of the behavior and properties of matter
• Physiology: the study of the mechanical, physical, and biochemical functions of living organisms
• Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes
• Seismology: the study of earthquakes and the movement of waves through the Earth
• Taxonomy: the science of classification of animals and plants
• Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes
• Zoology: the study of animals

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Aerodynamics: the study of the motion of gas on objects and the forces created
Anatomy: the study of the structure and organization of living things
Anthropology: the study of human cultures both past and present
Archaeology: the study of the material remains of cultures
Astronomy: the study of celestial objects in the universe
Astrophysics: the study of the physics of the universe
Bacteriology: the study of bacteria in relation to disease
Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms
Biophysics: the application of theories and methods of the physical sciences to questions of biology
Biology: the science that studies living organisms
Botany: the scientific study of plant life
Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms
Chemistry: the science of matter and its interactions with energy and itself
Climatology: the study of climates and investigations of its phenomena and causes
Computer Science: the systematic study of computing systems and computation
Ecology: the study of how organisms interact with each other and their environment
Electronics: science and technology of electronic phenomena
Engineering: the practical application of science to commerce or industry
Entomology: the study of insects
Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment
Forestry: the science of studying and managing forests and plantations, and related natural resources
Genetics: the science of genes, heredity, and the variation of organisms
Geology: the science of the Earth, its structure, and history
Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement
Medicine: the science concerned with maintaining health and restoring it by treating disease
Meteorology: study of the atmosphere that focuses on weather processes and forecasting
Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes
Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals
Molecular Biology: the study of biology at a molecular level.
Nuclear Physics: the branch of physics concerned with the nucleus of the atom
Neurology: the branch of medicine dealing with the nervous system and its disorders
Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes
Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds
Ornithology: the study of birds
Paleontology: the study of life-forms existing in former geological time periods
Petrology: the geological and chemical study of rocks
Physics: the study of the behavior and properties of matter
Physiology: the study of the mechanical, physical, and biochemical functions of living organisms
Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes
Seismology: the study of earthquakes and the movement of waves through the Earth
Taxonomy: the science of classification of animals and plants
Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes
Zoology: the study of animals

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Aerodynamics: the study of the motion of gas on objects and the forces created
Anatomy: the study of the structure and organization of living things
Anthropology: the study of human cultures both past and present
Archaeology: the study of the material remains of cultures
Astronomy: the study of celestial objects in the universe
Astrophysics: the study of the physics of the universe
Bacteriology: the study of bacteria in relation to disease
Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms
Biophysics: the application of theories and methods of the physical sciences to questions of biology
Biology: the science that studies living organisms
Botany: the scientific study of plant life
Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms
Chemistry: the science of matter and its interactions with energy and itself
Climatology: the study of climates and investigations of its phenomena and causes
Computer Science: the systematic study of computing systems and computation
Ecology: the study of how organisms interact with each other and their environment
Electronics: science and technology of electronic phenomena
Engineering: the practical application of science to commerce or industry
Entomology: the study of insects
Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment
Forestry: the science of studying and managing forests and plantations, and related natural resources
Genetics: the science of genes, heredity, and the variation of organisms
Geology: the science of the Earth, its structure, and history
Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement
Medicine: the science concerned with maintaining health and restoring it by treating disease
Meteorology: study of the atmosphere that focuses on weather processes and forecasting
Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes
Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals
Molecular Biology: the study of biology at a molecular level.
Nuclear Physics: the branch of physics concerned with the nucleus of the atom
Neurology: the branch of medicine dealing with the nervous system and its disorders
Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes
Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds
Ornithology: the study of birds
Paleontology: the study of life-forms existing in former geological time periods
Petrology: the geological and chemical study of rocks
Physics: the study of the behavior and properties of matter
Physiology: the study of the mechanical, physical, and biochemical functions of living organisms
Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes
Seismology: the study of earthquakes and the movement of waves through the Earth
Taxonomy: the science of classification of animals and plants
Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes
Zoology: the study of animals

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Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Copyright © 2010 Ryan P. Murphy

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Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Copyright © 2010 Ryan P. Murphy

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Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Copyright © 2010 Ryan P. Murphy


Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Copyright © 2010 Ryan P. Murphy


Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting).
Copyright © 2010 Ryan P. Murphy

• Activity! Sequence.
– The scientific method is a sequence. Please minimize out of slideshow and teacher will assist as student try to arrange the shapes on the right using the correct sequence to match the picture on the left. Next slide 
– Teacher must copy and paste each one after the students touch it or the correct order will occur automatically as they are already layered in the correct order. Students must drag into place.

Answer

Answer

Answer

Answer

• Activity! Sketching out the scientific method.
Copyright © 2010 Ryan P. Murphy

• Activity! Sketching out the scientific method.
– This requires a full page and will look like the example on the next page when done.
Copyright © 2010 Ryan P. Murphy

Observe
Add to background information
Form a new
Hypothesis
Analyze the data
Collect data
Create an experiment with a control group and experimental group.
Support hypothesis
Reject hypothesis
Repeat experiment
Do something
With the findings.
Everything in the experiment should be the same except for the independent variable which is the one thing that is different.
Copyright © 2010 Ryan P. Murphy

Observe and question
Copyright © 2010 Ryan P. Murphy

Observe
Collect background information

Observe
Collect background information
Form a
Hypothesis

Observe
Collect background information
Form a
Hypothesis
Create an experiment with a control group and experimental group.

Observe
Collect background information
Collect data
Form a
Hypothesis
Create an experiment with a control group and experimental group.
Copyright © 2010 Ryan P. Murphy

Observe
Collect background information
Analyze the data
Collect data
Form a
Hypothesis
Create an experiment with a control group and experimental group.
Copyright © 2010 Ryan P. Murphy

Observe
Collect background information
Analyze the data
Reject hypothesis
Collect data
Form a
Hypothesis
Create an experiment with a control group and experimental group.
Copyright © 2010 Ryan P. Murphy

Observe
Collect background information
Analyze the data
Reject hypothesis
Collect data
Form a new
Hypothesis
Create an experiment with a control group and experimental group.
Copyright © 2010 Ryan P. Murphy

Observe
Collect background information
Analyze the data
Reject hypothesis
Collect data
Form a new
Hypothesis
Create a new experiment with a control group and experimental group.
Copyright © 2010 Ryan P. Murphy

Observe
Collect background information
Analyze the data
Support hypothesis
Reject hypothesis
Collect data
Form a new
Hypothesis
Create an experiment with a control group and experimental group.
Copyright © 2010 Ryan P. Murphy

Observe
Collect background information
Analyze the data
Support hypothesis
Reject hypothesis
Collect data
Repeat experiment
Form a new
Hypothesis
Create an experiment with a control group and experimental group.
Copyright © 2010 Ryan P. Murphy

Observe
Collect background information
Analyze the data
Support hypothesis
Reject hypothesis
Collect data
Repeat experiment
Form a new
Hypothesis
Create an experiment with a control group and experimental group.
Copyright © 2010 Ryan P. Murphy

Observe
Collect background information
Analyze the data
Support hypothesis
Reject hypothesis
Collect data
Repeat experiment
Do something
With the findings.
Form a new
Hypothesis
Create an experiment with a control group and experimental group.
Copyright © 2010 Ryan P. Murphy

Observe
Add to background information
Analyze the data
Support hypothesis
Reject hypothesis
Collect data
Repeat experiment
Do something
With the findings.
Form a new
Hypothesis
Create an experiment with a control group and experimental group.
Copyright © 2010 Ryan P. Murphy

Observe
Add to background information
Form a new
Hypothesis
Analyze the data
Collect data
Create an experiment with a control group and experimental group.
Support hypothesis
Reject hypothesis
Repeat experiment
Do something
With the findings.
Everything in the experiment should be the same except for the independent variable which is the one thing that is different.
Copyright © 2010 Ryan P. Murphy

Observe
Add to background information
Form a new
Hypothesis
Analyze the data
Collect data
Create an experiment with a control group and experimental group.
Support hypothesis
Reject hypothesis
Repeat experiment
Do something
With the findings.
Everything in the experiment should be the same except for the independent variable which is the one thing that is different.
Copyright © 2010 Ryan P. Murphy

Observe
Learn more about the scientific method: http://teacher.nsrl.rochester.edu/phy_labs/appendixe/appendixe.ht
ml
Add to background
Form a new information
Hypothesis
Analyze the data
Collect data
Create an experiment with a control group and experimental group.
Support hypothesis
Reject hypothesis
Repeat experiment
Do something
With the findings.
Everything in the experiment should be the same except for the independent variable which is the one thing that is different.
Copyright © 2010 Ryan P. Murphy

• Does your grade depend on how much time you spend on your work?

• Does your grade depend on how much time you spend on your work?
– The dependent variable depends on other factors (how much you studied, effort, etc.)

• Does your grade depend on how much time you spend on your work?
– The dependent variable depends on other factors (how much you studied, effort, etc.)
– Independent variable is the one you have control over (how much you studied).

• Does your grade depend on how much time you spend on your work?
– The dependent variable depends on other factors (how much you studied, effort, etc.)
– Independent variable is the one you have control over (how much you studied).
• You have control over your grades.

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Variable: Changing quantity of something.
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Variable: Changing quantity of something.
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Variable: Changing quantity of something.
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Variable: Changing quantity of something.
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Independent: (Change) The variable you have control over, what you can choose and manipulate.

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Independent: (Change) The variable you have control over, what you can choose and manipulate.

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Independent: (Change) The variable you have control over, what you can choose and manipulate.

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Dependent: (Observe) What you measure in the experiment and what is affected during the experiment.

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Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.

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Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.

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Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.

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Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test.
Everything is exactly the same except for the independent variable

Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer help a plant to grow
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

Problem Independent
Variable
(Change)
Dependent
Variable
(Observe)
Control
Variable
(Same)
Does fertilizer help a plant to grow?
Amount of fertilizer
(grams)
Growth of the plant,
Height, number of leaves, flowers, etc
Same amount of soil, light, water, space, all the same.

Problem?
Do Pillbugs prefer a dark or light environment?
Independent
Variable
(Change)
One environment is dark, the other is light
Dependent
Variable
(Observe)
Count the number of
Pillbugs that enter dark chamber.
Control
Variable
(Same)
Moisture in both should be the same, temp, no food preference.

Problem?
Do Pillbugs prefer a dark or light environment?
Independent
Variable
(Change)
One environment is dark, the other is light
Dependent
Variable
(Observe)
Count the number of
Pillbugs that enter dark chamber.
Control
Variable
(Same)
Moisture in both should be the same, temp, no food preference.

Problem?
Do Pillbugs prefer a dark or light environment?
Independent
Variable
(Change)
One environment is dark, the other is light
Dependent
Variable
(Observe)
Count the number of
Pillbugs that enter dark chamber.
Control
Variable
(Same)
Moisture in both should be the same, temp, no food preference.

Problem?
Do Pillbugs prefer a dark or light environment?
Independent
Variable
(Change)
One environment is dark, the other is light
Dependent
Variable
(Observe)
Count the number of
Pillbugs that enter dark chamber.
Control
Variable
(Same)
Moisture in both should be the same, temp, no food preference.

Problem?
Do Pillbugs prefer a dark or light environment?
Independent
Variable
(Change)
One environment is dark, the other is light
Dependent
Variable
(Observe)
Count the number of
Pillbugs that enter dark chamber.
Control
Variable
(Same)
Moisture in both should be the same, temp, no food preference.

Problem?
Do Pillbugs prefer a dark or light environment?
Independent
Variable
(Change)
One environment is dark, the other is light
Dependent
Variable
(Observe)
Count the number of
Pillbugs that enter dark chamber.
Control
Variable
(Same)
Moisture in both should be the same, temp, no food preference.

Problem?
Do Pillbugs prefer a dark or light environment?
Independent
Variable
(Change)
One environment is dark, the other is light
Dependent
Variable
(Observe)
Count the number of
Pillbugs that enter dark chamber.
Control
Variable
(Same)
Moisture in both should be the same, temp, no food preference.

Problem?
Do Pillbugs prefer a dark or light environment?
Independent
Variable
(Change)
One environment is dark, the other is light
Dependent
Variable
(Observe)
Count the number of
Pillbugs that enter dark chamber.
Control
Variable
(Same)
Moisture in both should be the same, temp, no food preference.

Problem?
Do Pillbugs prefer a dark or light environment?
Independent
Variable
(Change)
One environment is dark, the other is light
Dependent
Variable
(Observe)
Count the number of
Pillbugs that enter dark chamber.
Control
Variable
(Same)
Moisture in both should be the same, temp, no food preference.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on his counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest.
So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen.
The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube.
She records the minutes it takes for each one to melt in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable = Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable = Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable = Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable = Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.

• A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal.
• Problem? = What minerals melt ice quickly?
• Independent Variable =Types of Minerals
• Dependent Variable = Time in minutes
• Control = Same size ice, temperature acts the same on all of them.
– Everything is the same except for the minerals

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The students injects one with cigarette smoke periodically. Both are watered and given the same light conditions.
The students records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant.
The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically.
Both are watered and given the same light conditions.
The students records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically.
Both are watered and given the same light conditions.
The students records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions.
The student records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions.
The student records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions.
The student records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions.
The student records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions.
The student records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions.
The student records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions.
The student records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions.
The student records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers.
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions.
The student records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers.
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions.
The student records the height, number of leaves, and flowers of both plants everyday for one month.
• Problem? = Does cigarette smoke damage plants?
• Independent Variable = Cigarette Smoke
• Dependent Variable = Height of plants, leaves, flowers.
• Control = Both containers were identical except one was given cigarette smoke (independent variable).

• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same temp, everything is the same.

• A student wants to find out if an egg will crush more easily standing straight-up or on its side.
The student creates a chamber that allows weights to be placed on a board that lies on top of the egg.
The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same temp, everything is the same.

• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg.
The student places weights in grams on the board with an egg standing straight, and then on its side.
The student records the total weight that was on the board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same temp, everything is the same.

• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side.
The student records the total weight that was on the board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same temp, everything is the same.

• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same temp, everything is the same.

• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same temp, everything is the same.

• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same temp, everything is the same.

• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same temp, everything is the same.

• A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed.
• Problem? = What side of the egg is strongest?
• Independent Variable = Egg straight or on side.
• Dependent Variable = Weights in grams
• Control = Similar brand of egg, similar size, same temp, everything is the same.

– Visit some of the many provided links or..
– Articles can be found at (w/ membership to
NABT and NSTA)
• http://www.nabt.org/websites/institution/index.php?p=
1
• http://learningcenter.nsta.org/browse_journals.aspx?j
ournal=tst provided in this unit and complete this worksheet

– Visit some of the many provided links or..
– Articles can be found at (w/ membership to and
NSTA)
• http://www.sciencedaily.com/
• http://www.sciencemag.org/
• http://learningcenter.nsta.org/browse_journals.aspx?jo
urnal=tst

Areas of Focus within The Science Skills Unit:
Lab Safety, Lab Safety Equipment, Magnification, Microscopes,
Stereoscopes, Hand Lenses, Electron Microscopes, Compound
Light Microscopes, Parts of a Compound Microscope, Metric
System, International System of Units, Scientific Notation, Base
Units, Mass, Volume, Density, Temperature, Time, Other SI Units,
Observation, Inferences, Scientific Method, What is Science? What makes a good scientist? Types of Scientists, Branches of Science,
Scientific Method, Hypothesis, Observations, Inferences.
http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.h
tml

• This PowerPoint is on small part of my Science Skills Unit . This unit includes…
• A Four Part 2,000+ Slide PowerPoint presentation full of class activities, review opportunities, project ideas, video linksm discussion questions, and much more.
• 16 page bundled homework package that chronologically follows the
PowerPoint slideshow. Modified version provided.
• Worksheets, curriculum guide, Common Core worksheet.
• 15 pages of unit notes with visuals for students who require assistance and support staff.
• Many video and academic links
• 1 PowerPoint review game with answer key.
• Flashcards, rubrics, activity sheets, and much more.
• Full Unit can be found at…
• http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Me tric_Methods.html

• This PowerPoint is on small part of my Science Skills Unit . This unit includes…
• A Four Part 2,000+ Slide PowerPoint presentation full of class activities, review opportunities, project ideas, video linksm discussion questions, and much more.
• 16 page bundled homework package that chronologically follows the
PowerPoint slideshow. Modified version provided.
• Worksheets, curriculum guide, Common Core worksheet.
• 15 pages of unit notes with visuals for students who require assistance and support staff.
• Many video and academic links
• 1 PowerPoint review game with answer key.
• Flashcards, rubrics, activity sheets, and much more.
• Full Unit can be found at…
• http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Me tric_Methods.html

– These units take me about four years to complete with my students in grades 5-10.
Earth Science Units
Geology Topics Unit
Astronomy Topics Unit
Weather and Climate Unit
Soil Science, Weathering, More
Water Unit
Rivers Unit
= Easier
5 th – 7 th grade
Extended Tour Link and Curriculum Guide http://sciencepowerpoint.com/Geology_Unit.html
http://sciencepowerpoint.com/Astronomy_Unit.html
http://sciencepowerpoint.com/Weather_Climate_Unit.html
http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html
http://sciencepowerpoint.com/Water_Molecule_Unit.html
http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html
= More Difficult
6 th – 8 th grade 8 th
= Most Difficult
– 10 th grade

Physical Science Units
Science Skills Unit
Motion and Machines Unit
Matter, Energy, Envs. Unit
Atoms and Periodic Table Unit
Life Science Units
Human Body / Health Topics
DNA and Genetics Unit
Cell Biology Unit
Infectious Diseases Unit
Taxonomy and Classification Unit
Evolution / Natural Selection Unit
Botany Topics Unit
Ecology Feeding Levels Unit
Ecology Interactions Unit
Ecology Abiotic Factors Unit
Extended Tour Link and Curriculum Guide http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.
html http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html
http://sciencepowerpoint.com/Energy_Topics_Unit.html
http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html
Extended Tour Link and Curriculum Guide http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html
http://sciencepowerpoint.com/DNA_Genetics_Unit.html
http://sciencepowerpoint.com/Cellular_Biology_Unit.html
http://sciencepowerpoint.com/Infectious_Diseases_Unit.html
http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html
http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html
http://sciencepowerpoint.com/Plant_Botany_Unit.html
http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm
http://sciencepowerpoint.com/Ecology_Interactions_Unit.html
http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html

• Thank you for your time and interest in this curriculum tour. Please visit the welcome / guide on how a unit works and link to the many unit previews to see the PowerPoint slideshows, bundled homework, review games, unit notes, and much more. Thank you for your interest and please feel free to contact me with any questions you may have.
Best wishes.
• Sincerely,
• Ryan Murphy M.Ed
• ryemurf@gmail.com

• The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have.
Thank you for your interest in this curriculum.
Sincerely,
Ryan Murphy M.Ed
www.sciencepowerpoint@gmail.com