scientificmethod

SCIENTIFIC METHOD Pepi Jaramillo RomeroDpto. Física y Química

SCIENTIFIC METHODSubject Physics and Chemistry

Course/Level 3º ESO

Primary Learning Objective Students will select, transfer, and use data and principles to complete a problem or task with a minimum of direction.

Subject Content 1. What does a scientist look like?2. Scientific method.3. Making measurements.

3.1. Errors in measurements.4. The Metric System (SI).

4.1. Prefixes.5. Scientific notation. 6. Conversion factors.

Language Content / Communication

Vocabulary Question, research, hypothesis, observation, experiment, analysis, conclusion, test, result, reject, admit, theory, law, metre, kilogram, second, ampere, kelvin, mole, candela, scale, balance, thermometer, funnel, beaker, power of ten, mercury , brain, polluted, sample, researcher, type, study, scientist, parts-per-million, database, average, neurotoxic, safely, chart, mass, time, length, amount of matter, luminous, etc

Structures Routines: Have you ever been in a lab? Do you know how a scientist works? Do you know any scientist? Do you like to do an experiment? Have you ever done any one?Contents: Conditionals, present, future, comparatives.Classroom management: Take out your notebook/recorder/pen, write down the following sentence, right! / you're right, well done! / very well! / good job , etc.

Discourse type Exposition, description, argument.

Language skills Writing, reading, speaking and listening

Activities The presentation includes differents activities with an explanation in order to the students answer a question or solve a problem, make observations and collect data, and draw a conclusion as to the answer to the question or problem.

LESSON PLAN

SCIENTIFIC METHOD Pepi Jaramillo RomeroDpto. Física y Química

METHODOLOGYOrganization and class distribution / timing The number of sessions considered to develop the contents on this unit are at least 8 sessions of 50 minutes each one (+ 2 week final Project)

It’s very important to point out that the methodology will be active and participatory in order to facilitate both individual and group learning. For that, teacher observation is very important during student's work.

Key Competences Language proficiency Know, acquire and apply the vocabulary of the subject.Exercising a comprehensive reading of texts related to the topic.

Mathematical Competence Distinguish between quantities and units of measure.Use the equivalences between different units.Solve math problems involving measures.Make calculus with the scientific notation (powers of ten) to write quantities.Make a conversion factor using any unit, even with non SI units like litre, inch, etc.

Digital competence and treatment of information

I use PDI to explain content and implementation of webquest by students.Make the online activities.

Social and civic competences Fostering respect between and other values like cooperation, coeducation when they work in groups.Autonomy and personal initiative To be autonomous for individual activities.

Evaluation Acquired content knowledge Identify steps within the scientific process. Students will select, transfer, and use data and principles to complete a problem or task with a minimum of direction.Use instruments of measure to measure different quantitiesObserve the environment and describe the things that occur.Formulate hypotheses in order to explain things which happen.Explain how a hypothesis explains the things. Write the measurements using the SI base units. Transform a non SI base unit measure to a SI base unit measure using conversion factors. Identify and distinguish basic and derived units of measure and relate them with the physical quantities that they represent. Make calculus with the scientific notation (powers of ten) to write quantities.Make a conversion factor using any unit, even with non SI units like litre, inch, etc..

Instruments The unit will be evaluated daily with:Individual participation in classroom activities and homework.Works in groups.Notebook.Behaviour.Tests.Glossary.Conceptual mapsFinal Project.

1. What does a scientist look like?2. Scientific method.3. Making measurements.



Pepi Jaramillo RomeroDpto. Física y Química

OUTLINE

SCIENTIFIC METHOD


1. WHAT DOES A SCIENTIST LOOK LIKE?

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Scientist?

Sponge Bob Square Pants

Burger Flipper



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Scientist?

Stephen Hillenburg Marine Biologist

Sponge Bob’s Creator



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Scientist?

Pablo Alborán Spanish musician,

singer, and songwriter



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Scientist? Stephen Hawking

Motor neurone disease

Uses a motorized wheelchair, and a computerized speech-synthesizer

Developed several theories about the nature and origins of our universe



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Scientist?

Iker Casillas The best

goalkeeper



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Scientist?

Ellen Ochoa Astronaut First Hispanic-

American Woman in Space



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Anyone Can Be a Scientist! Will it be you? Have you ever been in a lab? Do you know how a scientist

works? Do you know any scientist? Do you like to do an

experiment? Have you ever done any one?





OUTLINE

SCIENTIFIC METHOD


2. SCIENTIFIC METHOD

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The Scientific Method is a general pattern followed by scientists when conducting an experiment.

Video about Newton and the scientific method.

Discussion.



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The Scientific Method involves a series of steps that are used to investigate a natural occurrence.

We shall take a closer look at these steps and the terminology you will need to understand before you start a science project.



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Observe

Question

Hypothesis

Experiment

Results/Conclusion

The Scientific Method’s steps are:



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Observe

You observe a topic that can generate questions for further research.



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Question

You ask a question about what is being observed. State the problem or question.



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Hypothesis

You make an educated guess on what you think the outcome of the experiment, or the answer to your question will be.



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You will develop and follow a procedure to test your hypothesis. The outcome must be measureable.

Experiment



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Independent Variable- the variable that is changed in an experiment. Factor being manipulated.

Dependent Variable- What is observed during the experiment; changes as a result. Factor Which Responds - the one you measure

Constants or Controls- Changing one factor and observing its effect on another while keeping all other factors constant. Factors that are held constant.

Experiment

What are the variables in an experiment?



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You will record the results of your experiment, and repeat the experiment if need be. You will state if your hypothesis was accepted or not and explain your results.

Results/Conclusion



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Activity 2.1: Online activity The Scientific Method

Activity 2.2: “The Scientific method in everyday life”

This rap songs teaches all the steps of the scientific method for kids, in addition to some history of the method. 1. Listen to Flocabulary’s scientific method song. Ask students to pay particular attention to the hook, which lays out the steps of the scientific method.2. Review the scientific method steps as a class. When the song is complete you can click on lyrics to learn more.3. Challenge Questions.4. Interactive Lyrics.5. Fill in the Blanks.

Activities

http://panpipes.net/edit6200/








https://www.flocabulary.com/lesson-scientific-method/





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Will the temperature of ice water change if you add salt, or sugar?

Will the angle of a ramp have an affect on how far a marble will roll?

How does the amount of sunlight affect the growth of bread mold?

How does color influence people's food choices? How is brand name related to the absorbency of paper towels? How does age affect a person's reaction time?

ChallengeStudents design an experiment with one of the following questions.





OUTLINE

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Measurement is the process of determining the quantity of a physical magnitude by comparing it with a certain quantity of the same physical magnitude called unit.

We must express a magnitude with a number or quantity + a unit

Examples:

12 g 45 min 90 km/h 10 m2

Quantity unit

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3. MAKING MEASUREMENTS


We can measure a physical magnitude with instruments of measure. They are characterized by a precision and accuracy.

PRECISIONThe ability of a measurement to be consistently reproduced and the number of significant

digits to which a value has been reliably measured.

Precision is how close the measured values are to each

other.

ACCURACY

The ability of a measuring instrument to give responses close to a true value. is how close a measured value is to

the actual (true) value.

The goal of any instrument is to have high accuracy (sensor matching reality as close as possible) and to have a high precision (being able to consistently replicate results and to

measure with as many significant digits as appropriately possible). Instruments need to be calibrated in order that they sustain high accuracy and high precision.

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They mean slightly different things!

Low AccuracyHigh Precision

High AccuracyLow Precision

High AccuracyHigh Precision

So, if you are playing soccer and you always hit the left goal post instead of scoring, then you are not accurate, but you are precise!

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My watch can measure seconds, so it’s less precise than Big Ben.


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Measuring instruments are not exact!

Error? No ... you didn't measure it wrong ... this is about accuracy.Degree of AccuracyAccuracy depends on the instrument you are measuring with. But as a general rule:

The degree of accuracy is half a unit each side of the unit of measure

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3.1. ERRORS IN MEASUREMENTS

http://www.mathsisfun.com/accuracy-precision.html


When your instrument measures in "1"s then any value between 6½ and 7½ is measured as "7"

When your instrument measures in "2"s then any value between 7 and 9 is measured as "8"

We can show the error using the "Plus or Minus" sign: ±

7 ±0.5

The error is ±0.5

8 ±1

The error is ±1

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Absolute, Relative and Percentage Error

The Absolute Error is the difference between the actual and measured valueBut ... when measuring we don't know the actual value! So we use the maximum possible error.

What happened to the ± ... ? Well, we just want the size (the absolute value) of the difference.

The Relative Error is the Absolute Error divided by the actual measurement.We don't know the actual measurement, so the best we can do is use the measured value:Relative Error =

Absolute Error

Measured Value

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Pepi Jaramillo RomeroDpto. Física y QuímicaSCIENTIFIC METHOD

Activities

Activity 3.1:

Online examples about errors

Activity 3.2:

Ten questions about errors


https://www.mathsisfun.com/measure/error-measurement.html






http://www.mathopolis.com/questions/q.php?id=7031&site=1&ref=/measure/error-measurement.html&qs=7031_7036_7157_7160_7037_7041_7044_7047_7052_7053










OUTLINE

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The digit (width of the forefinger) In Latin finger is called digitus

Foot is the length of a grown man's foot (first used by the Romans)

Fathom is the length from finger tip to finger tip with the arms outstretched

Span is the width of the hand from the thumb to the little finger with the hand outstretched

Cubit is the length of the arm from the middle finger to the elbow

By the eighteenth century, dozens of different units of measurement were commonly used throughout the world.Length, for example, could be measured in feet, inches, cubits, hands, palms, rods and more. These types of measurements were generally derived from human body parts.

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4. THE METRIC SYSTEM


The lack of common standards led to a lot of confusion and significant inefficiencies in trade between countries. At the end of the century,

the French government sought to alleviate this problem by devising a system of measurement that could be used throughout the world. In 1790, the French National Assembly commissioned the Academy of

Science to design a simple decimal-based system of units; the system they devised is known as the metric system. In 1960, the metric

system was officially named the Système International d'Unités (or SI for short) and is now used in nearly every country in the world except the United States. The metric system is almost always used in scientific

measurement.

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QUANTITY NAME SYMBOL

Length metre m

Mass kilogram kg

Time second s

Electric current ampere A

Temperature kelvin K

Amount of substance mole mol

Luminous intensity candela cd

The SI base units for the seven primary quantities are:

The SI base units for the seven primary quantities are:Symbols are written in lower case, except for symbols derived from the name of a person. For example, the unit of electric current is named after André-Marie Ampère, so its symbol is written "A", whereas the unit itself is written "ampere". The only exception is the litre, whose original symbol "l" is unsuitably similar to the numeral "1"; thus it is recommended that "L" be used instead.Abbreviated symbols should not be pluralized: for example "25 kg", not "25 kgs".Symbols do not have an appended period (.) unless at the end of a sentence.

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QUANTITY DEFINITION

Mass Is the amount of matter in a body. Its unit in the SI is the kg.

Length Distance between two points in space. Its unit in the SI is the m.

Time Physical quantity corresponding to a phenomenon or an event that is measured with devices such as watches and stopwatches. Its unit in the SI is the s.

Volume Tells how much space an object occupies. Its unit in the SI is the m3.

Capacity Is the amount of space that can be contained by a body. It is measured in L.

Quantities are the measurable properties of the physical bodies. Some of the most important ones are the following:

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Weight or Mass?Aren't "weight" and "mass" the same?Not really.

An object has mass (say 100 kg).

An objects weight is how hard gravity is pulling on it.

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An object's mass doesn't change (unless you remove some!), but its weight can change.

So Why Do People Say Weight instead of Mass?

People often use "weight" to mean "mass", and vice versa.Because gravity is pretty much the same everywhere on Earth, we don't notice a difference.But remember … they do not mean the same thing, and they can have different measurements. The correct unit for weight (force) is the Newton (=1 kg·m/s2) which is abbreviated N.

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"kilo, mega, giga, tera" ... ?In the Metric System there are standard ways to talk about big and small numbers:"kilo" for a thousand,"mega" for a million and more ...

So we used kilo in front of the word meter to make "kilometer".And the abbreviation is "km" (k for kilo and m for meter, put together).

Some more examples:

Example: The doctor wants you to take 5 thousandths of a liter of medicine (a thousandth is one thousand times smaller), he is more likely to say "take 5 milliliters", or write it down as 5 mL.

Example: You put your bag on a set of scales and it shows 2000 grams, we can call that 2kilograms, or simply 2 kg.

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4.1 PREFIXES


"kilo", "mega", "milli" etc are called "prefixes":

Prefix: a word part that can be added to the beginning of another word to create a new word

So, using the prefix "milli" in front of "liter" creates a new word "milliliter".

Here we list the prefix for commonly used big and small numbers:Prefix giga mega kilo hecto deca deci centi milli micro nano

Symbol G M k h da d c m µ n

Factor 109 106 103 102 101 10-1 10-2 10-3 10-6 10-9

Name billion million thousand hundred ten tenth hundredth thousandth millionth billionth

Just remember for large values (each one a thousand times bigger):"kilo mega giga tera"and for small values (each one a thousand times smaller):"milli micro nano pico"

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4.1 PREFIXES


Activities

Activity 4.1:

Online activities about metric system

Activity 4.2:

Listening and Reading about Metric Moom

4.1 PREFIXES

http://sciencespot.net/Pages/classmetric.html

http://science.nasa.gov/science-news/science-at-nasa/2007/08jan_metricmoon












OUTLINE

SCIENTIFIC METHOD


In science, it is common to work with very large and very small numbers. For example, the diameter of a red blood cell is 0.0065 cm, the distance from the earth to the sun is 150,000,000 km, and the number of molecules in 1 g of water is 33,400,000,000,000,000,000,000.

It gets cumbersome to work with such long numbers, so measurements such as these are often written using a shorthand called scientific notation.

Each zero in the numbers above represents a multiple of 10. For example, the number 100 represents 2 multiples of 10 (10 x 10 = 100). In scientific notation, 100 can be written as 1 times 2 multiples of 10:

100 = 1 x 10 x 10 = 1 x 102 (in scientific notation)

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5. SCIENTIFIC NOTATION


Scientific notation is a simple way to represent large numbers because the 10's exponent (2 in the previous example) tells you how many places to move the decimal of the coefficient (the one above) to obtain the original number. In our example, the exponent 2 tells us to move the decimal to the right two places to generate the original number:

For example:

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This shorthand can also be used with very small numbers. When scientific notation is used with numbers less than one, the exponent on the 10 is negative, and the decimal is moved to the left, rather than the right.

For example:

Therefore, using scientific notation, the diameter of a red blood cell is 6.5 x 10-3 cm, the distance from the earth to the sun is 1.5 x 108 km and the number of molecules in 1 g of water is 3.34 x 1022.Also note that in scientific notation, the base numeral is always represented as a single digit followed by decimals if necessary. Therefore, the number 0.0065 is always represented as 6.5 x 10-3, never as 0.65 x 10-2 or 65 x 10-4.

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Factor by which a quantity that is expressed in one set of units must be multiplied in order to convert it into another set of units.

A conversion factor is a fraction that is always equal to 1, so the numerator and denominator must be represented by the same amount of measure.

A conversion factor is a ratio, which is equal to 1. Multiplying a conversion factor (because it is equal to 1) doesn’t change the magnitude of the measurement, only the units in which it is expressed.

A conversion factor is a ratio, which is equal to 1. Multiplying a conversion factor (because it is equal to 1) doesn’t change the magnitude of the measurement, only the units in which it is expressed

SCIENTIFIC METHOD

6. CONVERSION FACTORS5. SCIENTIFIC NOTATION


Activities

Activity 4.3:

Online activities about scientific notation

4.1 PREFIXES

http://www.edhelper.com/Science.htm












OUTLINE

SCIENTIFIC METHOD


A conversion factor is a ratio, which is equal to 1. Multiplying a conversion factor (because it is equal to 1) doesn’t change the magnitude of the measurement, only the units in which it is expressed.

For example: If you have 2 dozen eggs and want to know how many individual eggs you have, you would set up the problem like this:

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6. CONVERSION FACTORS


So the final step in dimensional analysis is to work the math problem you’ve set up, canceling units along the way. In the egg example, the “dozen eggs” in the bottom of the ratio cancels the “dozen eggs” in your original number, leaving “eggs” as the only unit left in the problem, as shown in the final answer, 24 eggs.

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Let’s apply these steps to a slightly more complex problem than counting eggs…

How much money would it cost to fill a truck’s 23 gallon gas tank if gas cost $2.87 per gallon?

Conversion factor: given the price, you can say 1 gallon = $2.87.

If you have two units at a time, you use two conversion factors. For example, to convert 50 km/h to m/s you convert km to m and 1/ h to 1/ s:

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Activities


And now the challenge:Convert the following measurements into SI basic units using conversion factors:

a) 7 Gm b) 8000 Tmc) 27 gd) 5 he) 50 m2

f) 103 mLg) 24 cm3

h) 72 km/hi) 80 g/mm2

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You can see that you don’t have to be an engineer at NASA to need dimensional analysis. You need to convert units in your everyday life (to budget for gas price increases, for example) as well as in scientific applications, like stoichiometry in chemistry and calculating past plate motions in geology. If you know what units you have to work with, and in what units you want your answer to be, you don’t need to memorize a formula. If the teams working on the Mars Climate Orbiter had realized that they needed to go through these steps, we would be getting weather forecasts for Mars.

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Some Famous Unit Conversion Errors!Story 1: On September 23, 1999 NASA lost the $125 million Mars Climate Orbiter spacecraft after a 286-day journey to Mars. Miscalculations due to the use of English units instead of metric units apparently sent the craft slowly off course - 60 miles in all. Thrusters used to help point the spacecraft had, over the course of months, been fired incorrectly because data used to control the wheels were calculated in incorrect units. Lockheed Martin, which was performing the calculations, was sending thruster data in English units (pounds) to NASA, while NASA's navigation team was expecting metric units (Newtons).

Problem 1 - A solid rocket booster is ordered with the specification that it is to produce a total of 10 million pounds of thrust. If this number is mistaken for the thrust in Newtons, by how much, in pounds, will the thrust be in error? (1 pound = 4.5 Newtons)

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Story 2: On January 26, 2004 at Tokyo Disneyland's Space Mountain, an axle broke on a roller coaster train mid-ride, causing it to derail. The cause was a part being the wrong size due to a conversion of the master plans in 1995 from English units to Metric units. In 2002, new axles were mistakenly ordered using the pre-1995 English specifications instead of the current Metric specifications.

Problem 2 - A bolt is ordered with a thread diameter of 1.25 inches. What is this diameter in millimeters? If the order was mistaken for 1.25 centimeters, by how many millimeters would the bolt be in error?

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Story 3: On 23 July 1983, Air Canada Flight 143 ran completely out of fuel about halfway through its flight from Montreal to Edmonton. Fuel loading was miscalculated through misunderstanding of the recently adopted metric system. For the trip, the pilot calculated a fuel requirement of 22,300 kilograms. There were 7,682 liters already in the tanks.

Problem 3 - If a liter of jet fuel has a mass of 0.803 kilograms, how much fuel needed to be added for the trip?

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BIBLIOGRAFY- http://sciencespot.net/Pages/classmetric.html- http://www.edhelper.com/Science.htm- http://

www.mathsisfun.com/measure/error-measurement.html

- http://www.mathopolis.com/questions/q.php?id=7031&site=1&ref=/measure/error-measurement.html&qs=7031_7036_7157_7160_7037_7041_7044_7047_7052_7053

- http://panpipes.net/edit6200/- https

://www.flocabulary.com/lesson-scientific-method/

- http://science.nasa.gov/science-news/science-at-nasa/2007/08jan_metricmoon

- Curso online “Uso de Recursos Educativos Abiertos para el aprendizaje integrado de contenidos y lenguas extranjeras (AICLE). Edición Abril 2015. Consejería de Educación y Cultura. Gobierno de Extremadura.







http://www.mathsisfun.com/measure/error-measurement.html


















