e curriculum academia lss resources ppt a2

8/14/2019 E Curriculum Academia LSS Resources PPT A2

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A2CHAPTER

Scientific Inquiry

Learning outcomes:

You will learn to: To recognise and use a variety of scientific inquiry skills and processes

To develop attitudes required in scientific inquiry

To state some limitations of science and technology in solving problems

To plan and carry out scientific investigations

To analyse problems and think of novel solutions for them

To draw charts and graphs to display graphical data

To value individual effort and working in a team as part of scientific inquiry


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Before you begin, write down

some questions about what you

want to find out in this chapter.


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Finding out in scienceFinding out in science

How do we find out new things? By: Reading books;

Conducting experiments;

Observing phenomenon in everyday life

Can you think of other ways of finding out newknowledge?

From the media e.g. surfing the internet; Checking with friends or experts etc.


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Skills for doing experimentsSkills for doing experiments Posing questions

Observing

Measuring

Communicating

Inferring (including predicting and drawing conclusion)

Making models

Formulating and testing hypotheses


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Other skillsOther skills

Classifying and sequencing

Defining, controlling, and manipulating variable inexperimentation

Interpreting, analysing, and evaluating data


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Use of skillsUse of skills

To carry out complex tasks, called processes (or

methods), such as:

Planning and carrying out investigations

Formulating and testing hypotheses

Creative problem solving

Using charts and graphs

What you get: Products of science

Knowledge scientists gain from their discoveries


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Posing questionsPosing questions

Posing questions is usually the starting point of

science.

Many questions begin with these six words: Why?

What?

Where?

Which? When?

How?


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Posing questions

Look at some objects in your

classroom or outside in the school

grounds. Ask at least six questions

about each of them.


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This could be a brainstorming activity. Do not worry too much

about the quality of the questions at this stage. One object

could be a (filament) light bulb. Possible questions are:

How is the light bulb made?

What is light?

Where does the electricity come from?

What kind of wire is used as the filament?

Why does the bulb get hot? Why does the filament not melt?

Why do bulbs often blow?


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ObservingObserving

Helps us to collect information about the world around us

Requires the use of all 5 senses: Sight

Hearing Smell

Taste

Touch

Observing can be followed by patterns searching

However, our senses can be limited, unreliable and subjective.


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Examples of limited sensesExamples of limited senses

Measuring the temperature of water with our sense

of touch

Measuring the depth of a swimming pool using our

sense of sight

Measuring the loudness of sound coming from ourtelevision set


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MeasuringMeasuring

Measuring

instrument

Ruler

Vernier calipers

Micrometer

To measure

Length

Length

Length

Picture


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Scientific Inquiry

MeasuringMeasuring

Measuring

instrumentTo measure Picture

Measuring tape Length

Thermometer Temperature

Stopwatch Time


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Other common measuring instrumentsOther common measuring instruments

Measuring

instrument

To measure Picture

Beam balance

Weighing scale

Measuring

cylinder

Mass

Weight

Volume


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Other common measuring instrumentsOther common measuring instruments

Measuring

instrumentTo measure Picture

pH meter pH

Ammeter Current

Voltmeter Voltage


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Drag and drop the instrument used toDrag and drop the instrument used to

measure the stated quantity.measure the stated quantity.


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Scientific Inquiry

CommunicatingCommunicating Modes of communication:

Talking

Listening

Writing

Purposes of communication:

Share ideas

Learn from others Build on others ideas


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Writing sentences about what we observe

Drawing diagrams of what we see

Using tables, graphs or charts to record and present ourobservations

For a project, we may keep a diary

Tapes and photographs are also ways to record ourobservations

Different ways of communicationDifferent ways of communication


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Inference: something new that we have to work out frominformation (observations and measurements) that is given

Observation Inference

Example:

Observation: We see a shadow

Inference: The sun is shining;

It is daytime.

InferringInferring


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Observing a space creatureObserving a space creature

Imagine that a spaceship stopped on a planet in outerspace. While the astronauts explored the planet, theyobserved a strange organism. In their report, they wroteseveral statements about the creature.

Tell whether each statement is an inference or anobservation.

Remember: An observation Is something you sense: taste, touch, smell,

see, or hear

An inference is something you decide or think regarding anevent after you observe it


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Observation or inference?Observation or inference?1. The organism frowned to show it did not like strangers.

2. The organism is green with brown spots.

3. The organism lives near other organisms.

4. The organism moved away from us because it was scared.

5. The organism made gurgling noises.

6. The organism had four toes on each foot and they were webbed.

7. The organisms has one blue eye and two green eyes.

8. The planet must be hot because the organism was sweating.

9. The organism moves slowly because of old age.

10. The organism likes yellow plants because it was holding them.

[Taken from http://www.lincoln.smmusd.org/staff/Vanerveen_Web/scientificmethod/inference_vs]Obe


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Observation or inference???Observation or inference???Is this statement an observation or inference? Classify it by dragging eachstatement to the correct box.


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About inferencesAbout inferences Different inferences can be made from the same

observation or measurement;

They may turn out to be wrong;

Examples of inference: Prediction: saying what will happen in the future

Conclusion: interpretation of data to answer the questionbeing investigated

Hypothesis: a smart guess

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ImplicationsImplications Conclusion or prediction made by scientists may turn out to be

wrong;

Different scientists may come up with different conclusions fromthe same data;

Scientific claims may change as new evidence is presented

Scientific knowledge, although reliable and durable, cannot be

absolutely proven.

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Making modelsMaking models Model:

A picture, diagram or anything that helps us understand

things that are too small to be seen, or too large or too

complicated to be studied easily

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Inferring

Look again at the picture of the sundial in Fig. A2.6.

1. Write some observations you can make.

2. Write down some inferences from these observations.

1. Observations: The sundial is a metal plate with marks on

it. There is a shadow passing across the sundial.

2. Inferences: It is daytime. The Sun isshining. It is not raining. Somebody

photographed the sundial. The time

is about 2 p.m.

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1. Observations: The sundial is a metal plate with

marks on it. There is a shadow passing across

the sundial.

2. Inferences: It is daytime. The Sun is shining. It is

not raining. Somebody photographed the sundial.

The time is about 2 p.m.

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Inferring, predicting

Use the line graph in Fig. A2.19 to

answer the following questions.

1. What was the temperature after 5.5

minutes?2. Approximately how long did it take

for the temperature to reach 70C?

3. How long did it take for the

temperature to rise from

30C to 60C?

1. About 65C.

2. 6 minutes.

3. About 3.5 minutes.

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Formulating and testing hypothesisFormulating and testing hypothesis

Hypothesis: a smart guess made to explain observations

Example:

Observation: steel paper clips are magnetic, that is, they are

attracted by a magnet

Hypothesis: Things made of metal are magnetic

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A common scientific methodA common scientific method

Make a prediction

from the hypothesis

Do an experimentto test the prediction

Make preliminary observationor measurement

Formulate a hypothesis

from observation

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Myth of scientific methodMyth of scientific method

There are many methods of doing science.

Not all scientists follow the 4 steps.

The same steps may not be always be followed inthat order shown in the previous slide.

There is no recipe-like stepwise procedure that allscientists follow when they do science.

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Attitudes needed in the study of scienceAttitudes needed in the study of science

Attitude Meaning

Curiosity Wanting to explore and find out

Open-mindedness

(and scepticism)

Being willing to accept new ideas, but at the

same time not believing that all you read or

find out is true or correct

Humility Not being too proud of what you have

discovered; a willingness to say I am wrong

and to change your ideas when new evidence

is presented

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Attitude Meaning

Creativity The attitude of looking for new ways to

solve problems

Being fair and not letting opinions or

beliefs affect your work

Integrity Being honest and not changing the

results of experiments

Objectivity

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Attitude Meaning

Perseverance Working on a problem until a solutionis found

Responsibility Showing care and concern for living

things and the environment

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Examples of scientific misconductExamples of scientific misconduct

Fabrication: publish deliberately false or misleadingresearch

Plagiarism: take credit for the work of another

Violation of ethical standards regarding human andanimal experiments

[From wikipedia]

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Hwang Woo-Suk, a South Korean biomedical scientist

Fraudulently reported to have succeeded in creating humanembryonic stem cells by cloning in the journal Science

in 2004 & 2005

Both papers have been retracted after being found to contain alarge amount of fabricated data

Dismissed from Seoul National University in 2006

Can you identify the attitudes that this scientist lack?

[From wikipedia]

Case Study Scientific MisconductCase Study Scientific Misconduct

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Scientific Inquiry

1. Planning and carring out scientific investigations

2. Creative problem solving

3. Using charts and graphs

Science ProcessesScience Processes

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Planning

Decide what apparatus to use

What observations or measurements to make (andhow to make them)

How to conduct a fair test:

Change only variable that we are measuring

All other variables remain unchanged

Planning and carrying out scientificPlanning and carrying out scientificinvestigationsinvestigations

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Purpose Question or hypothesis

Think about how to do the

experiment

Method

Results

Conclusion

Evaluation

a) Deciding what observations to make

b) Making the experiment a fair test

c) Deciding what apparatus to use

Choose the best method and describe how the

experiment is to be done

Choose a suitable way to communicate the observations

and measurements

Draw conclusion from the results

a) Did anything go wrong in the investigation

b) How can I improve it if I do it again?

What planning and carrying out scientific investigationsWhat planning and carrying out scientific investigations

involvedinvolved

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ExampleExample

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Observe the language used for describing the differentsteps of the scientific investigation in the previous slide

What are some features of the language used in eachstage?

Are there any differences between the stages?

If so, what are they?

Discuss the reasons or purposes for these differences

Language used in laboratory reportsLanguage used in laboratory reports

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Before planning an experiment, a scientist must ask

What is the problem?

A problem is a statement or question to be solved or

answered, especially for something difficult.

As scientists often ask difficult questions about things,

creative problem solving is needed.

Creative problem solvingCreative problem solving

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1. What is the problem?

2. What ideas are there to solve

the problem?

3. Choose a solution that

seems to be the best.

4. Try out the solution.

5. Interpret the results.

Did it work?

No

Steps involved in creative problem solvingSteps involved in creative problem solving

2E

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When we are planning a scientific investigation

When we are designing a device such as a machineor a piece of apparatus (e.g. for taking

measurements or collecting data)

When we are thinking of a scheme or a plan toovercome a problem

Examples of where creative problem solvingExamples of where creative problem solving

is neededis needed

A2E

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Purpose of charts and graphs: Recording our observations and measurements

Give a clearer picture of the results than numbers in a table

Facilitate the identification of patterns

Examples: Pie charts

Bar charts

Line graphs

Using charts and graphs in scienceUsing charts and graphs in science

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Note: The full pie chart represents the whole class (100%).

Suitable for:

Showing relative proportions

Pie ChartsPie Charts

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Suitable for:

Showing distribution of non-

continuous data

Bar ChartsBar Charts

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Suitable for:

Showing trend of continuous

data

Line GraphsLine Graphs

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The initial temperature of the water

The temperature at any time during heating

The likely temperature of the water beyond the actual time ofheating

Time taken for the temperature to reach a certain temperature

The pattern of change of temperature with the amount of timethe water is heated

Inferences that can be drawn from line graphInferences that can be drawn from line graph

shownshown

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Scientific Inquiry

Scientific inquiry involves: Attitudes: curiosity, humility, objectivity, perseverance,

responsibility

Processes: planning and carrying out investigations, creativeproblem solving, using charts and graphs

Skills: posing questions, observing, measuring,communicating results, inferring, making models, formulating

hypothesis

Products: all knowledge gained in science

SummarySummary

e curriculum academia lss resources ppt a2

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