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Inside cover- Tape in rubric

Inside cover- Tape in rubric. Title page: Totally covered with: colored pictures, your full name in block letters, Your period. Science Notebook Layout DON’T COPY UNDERLINED TEXT Mrs. Aguirre’s Webpage: http://www.quia.com/profiles/caguirre. 1. Tape in Multiple Intelligences Graph.

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Inside cover- Tape in rubric

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  1. Inside cover-Tape in rubric Title page: Totally covered with: colored pictures, your full name in block letters, Your period Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre 1

  2. Tape in Multiple Intelligences Graph Tape in Multiple Intelligences Scoring Handout Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre 2 3

  3. Leave blank for now Table of Contents Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre 4 5

  4. Leave blank for now Table of Contents Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre 6 7

  5. Analysis of Doing Science- 9/7/11 Magnetic Diver 9/6/11 A. Question: What makes the diver go up and down? B What we already know: The diver moved when…. C. Hypothesis: The magnet attracts the diver and makes it sink BECAUSE…... Skip 1 line D.Record basic observations of the behavior of the diver. Record at least three questions about the diver. Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre F. Write and draw out your explanationof how the diver works G. What is it about squeezing the bottle that suddenly makes something that floats sink? G. Squeezing the bottle……. What combination of air and water is best to make a diver sink and float easily? Can you make a diver out of other materials? H: Is it more scientific to : Believe Ms. Pascua when she says the diver works by magic OR to experiment on the diver. Use and underline the words: EXPERIMENT, HYPOTHESIS, OBSERVATION, EVIDENCE It is more scientific to… E. Conclusion The diver goes up or down because of ……. My evidence/data for this is the observation that…. My initial hypothesis was (right or wrong) because… 9 8

  6. Checks Lab 9/8/11 Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre • Name: (first and Last) • CHECKS LAB: ASSESSMENT 9/12/11 • Final hypothesis on whiteboard for sharing with the class. • Put bullet points (not sentences) for events that happened. Put in the best order. • Have 2 students chosen to read your events to the class during sharing p 11 CHECKS LAB Name Job Check to: Amount Purchased? 1. 2. 3. 4. Original Hypothesis: Part 2: Check to: Amount Purchased? 5. 6. 7. 8. Second Hypothesis: Part 3: Check to: Amount Purchased? 9. 10. Third Hypothesis: • What bits of information on the checks most useful to your group in formulating a hypothesis? • What information was useless or misleading? • Explain why different groups had different hypothesis stories. Discuss at least 2 reasons. • 4. Explain how the Checks Lab is similar to doing a scientific investigation in one of the following. • An archeological dig • A medical diagnosis • A crime investigation • An investigation of your choosing • In a list of steps, describe what evidence you would start with and what new evidence could be found and used. • Word bank: hypothesis, evidence, revise, data, new, observation Don’t Copy Question- Just answer them with complete sentences. 10 11

  7. USING PHOTOGATES TO TIME CARS 9/16/11 Top half of page: Draw/color a labeled picture of how to set it up. Label: ramp, car, photogate A,B, draw red and blue wires. Answer in a paragraph- bottom half of page. How should the photogates be set up for timing cars: 1. Should the timer be on stopwatch or interval? 2. Should light A, B or both be on? 3. Which photogate should be nearest to the top of the ramp, A or B? Describe what happens to the timer when a car rolls down ramp THROUGH 1st PHOTOGATE (PG), between the 2 PG’s and THROUGH THE 2nd PG. Using Timers 9/15/11 Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre 12 13

  8. Variables 9/20/11 Name: pg. 14:ANALYSIS OF THE EXPERIMENT 3a. Variables that affect the time between photogates: 1. 2. 3. 4. 5. 6. Skip 1 Definition: Experimental variable: The variable that the scientist changes to see if it changes the results. Skip 1 b. Which is the experimental variable? Skip 1 c. All other variables should be…. How should the other variables be set at the beginning of the experiment? Why? Underline the word “because” in your answer. Skip 1 Conclusion: Was your hypothesis correct? Why or why not: Discuss the way variables were changed in the experiment Steepness & Car Times9/19/11 Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre pg. 15: Problem: Do steeper ramps cause cars have shorter times? 1. a.Which tables’ tracks will have the fastest car speed? __ Skip 1 line b. Which tables’ tracks will have the shortest time ? _______ Skip 1 2.Hypothesis: (Underline the words: TIME STEEPER BECAUSE) One sentence. If the ramp is steeper, the car’s time will be ….. BECAUSE…. 3. DATA: Car Times: ______, _____, ______, _______ 14 15

  9. Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre pg. 17:THE EXPERIMENTDONE RIGHT!Name: 1. How should the experiment be set up different? • Do not push car • Photogates at same spots • Pointy end first • No extra weight 2. Hypothesis: Cars on steeper ramps will have _______ times between photogates because… 3. Data: Steepness Time(s) 5 ____, ____, ___, ____,_____ 8 ____, ____, ___, ____,_____ 11 ____, ____, ___, ____,_____ 14 ____, ____, ___, ____,_____ P 16: Conclusions Data Table: 16 17

  10. Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre Graph of Data- 9-28-11 Marble Motion 9-23-11 1.Question: How does increasing the mass of a car affect its time to go down a ramp? Skip 1 line 2. Hypothesis: If we increase the mass of the car, it will ………. Because… Skip 1 line 3. Experimental Variable: Weight of car (# of marbles) 4. Dependent Variable: measure time to get from A to B 5. Variables that must be controlled are: a. _______ b ______ c ______ 6. Data: • A good graph has: • Descriptive Title • Axes labelled • Line drawn/ Bars colored Data Table: Page 18:Mass/time analysis Conclusion:Answer the problem. List some evidence for your conclusion. Does data support hypothesis? Why or why not? Analysis 1. Explain why the CAR MASS was the experimental variable in this experiment, but RAMP STEEPNESS was the experimental variable in the previous experiment. 2. How and why were variables controlled (to make it a fair test?) Did the CONTROLLED VARIABLES in this experiment affect the TIME down the ramp? Why or why not? 3. Some sort of concluding sentence ( “I wonder if…”., or “ It was surprising that…”, or I learned that…” 18 19

  11. P20: Experiments and Variables Study Guide P 21: Experiments and Data Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre Page 37-39 in textbook AFTER reading, take notes together with partner. For each, draw a picture or describe an example 20 21

  12. Loop Flyer- Graph and conclusions 9-30-11 Conclusion: Which was the best design and why? Explain your hypothesis and the changes you made. Did the change make it go farther? Describe which design flew better and why you think this happened What variables did you control:name 4 variables that could have affected the outcome Which variables were difficult to control…. Loop Flyer Lab- 9-29-11 Background Information: I think best flight is….. Because…..(use only two lines) Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre • Problem: Which Loop Flyer design results in the “best” flight? • Variable: • Something that changes and affects the outcome of an experiment. • Controlled Variables: (Kept the same so it is a fair test): List: • Throwing force Throwing direction/angle • WindStraw length • Loop diameter Distance between loops • Number of loops • The ONE variable we are changing is: ___________ 22 23

  13. Conclusion : Label paper cups: R and B for red and blue. Mark a line about 1/3 of the way from bottom Put 1 level tsp of each mix in your cups. Test the aroma (use correct technique) and appearance of each. Record ratings. Use the toothpick to taste each dry mix. Record ratings. Mix with water: Recipe Don't mix up the spoons.1 level tsp. powder + 1/3 of the small cup of warm water.STIR WITH TOOTHPICK!! Analysis of cocoa lab The experimental variable is __________ Variables we Made the Test Controlled: Unfair: 3. The thing about this experiment is.... (THE COCOA EXP!) 4. The cocoa experiment was not a valid "scientific" experiment because the variables were not controlled.TRUE OR FALSE. EXPLAIN How could bias influence the outcome of the cocoa lab? PICTURES!! Draw a picture of a Mug of Cocoa Inside- Complete this sentence: “The thing about this lab is….. “ Reflect on the survey results you discussed in class. Tape in Cocoa Lab WS Science Notebook Layout DON’T COPY UNDERLINED TEXTMrs. Aguirre’s Webpage:http://www.quia.com/profiles/caguirre Use 6 lines ONLY!! 24 25

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