Think Like a Scientist

Think Like a Scientist Ms. Fisher 6th Grade Science

Think Like a Scientist • Scientists are people who solve problems. • Some of these solutions improve the quality of life, some do not. • Technology is the use of scientific knowledge to improve the quality of human life. • Scientists use several different skills to help them gather information about the world. • Some skills that scientists use are observing, inferring, predicting, classifying, making models, and communicating.

Observing • You observe when you use one or more of your five senses to gather information about the world. • When I watch the Olympics, I am observing by watching the athletes and listening to the commentators. • After I take a fresh load of laundry out, I can observe by smelling the fabric softener sheet scent on my clothes. • (Some of you might observe laundry by doing the sniff test!) • Observations can be qualitative or quantitative. • Qualitative observations use our five senses. • Quantitative observations use measurements.

Types of Quantitative Observations http://www.brainpop.com/science/matterandchemistry/measuringmatter/

Mass • Mass- the amount of matter in a given amount of space. • To measure mass you use a balance. • Mass is measured in grams (g). • Before using a balance you must zero it. • Make sure the pan is clean. • Move all sliders to the zero marks on the left side. • If the zero lines are even, the balance is already zeroed. • If the zero lines are uneven, turn the knob under the left side of the balance to move the arm so the zero lines are even.

Weight • Weight- determined by the force of gravity as it pulls your body mass toward the center of the earth. • To measure weight, you use a scale. • Weight is measured in pounds, ounces. • Weight and mass are not the same thing. • If you were to travel to the moon or another planet, your weight would change because gravity would be different, but your mass would be the same. • Mass is not affected by the force of gravity, it is determined by the type of material you are made of and the amount of space you take up.

Volume • Volume- the amount of space an object takes up. • There are four different types of volume we will use in lab. • Volume of a regularly shaped object. • To measure you use a ruler. • Measured in cubiccentimeters and cubicmillimeters. • To find volume measure length, width, and height. Then multiplylxwxh. • Volume of an irregularly shaped object. • To measure you use a graduatedcylinder. • Measured in mL, milliliters. • To find the volume, place a certain amount of water in a graduated cylinder, • place the irregularly shaped object in the cylinder, • Determine how much the level of water moves up. • This is called water displacement.

Volume • Volume of a liquid. • To measure you use a graduatedcylinder or air piston. • Measured in mL. • 1mL is equal to 1 cubic centimeter. • To find the volume, pour water in and use your meniscus to help read the measurement. • Volume of a grainy material. • To measure you use a graduatedcylinder. • Measured in mL. • To find the volume, pour the material into a graduated cylinder. • Level off the top layer of the material and read your measurement.

Volume • Volume of a sphere. • To measure you use a ruler or graduated cylinder. • Measured in mL or cubic centimeters. • To find the volume, measure the diameter of the sphere. • Divide the diameter by 2. (to find the radius) • V=1.3 x 3.14 xrxrxr • To find the volume of a sphere with a graduated cylinder, use the water displacement method.

Length & Circumference • Length- how long, high, or wide something is. • To measure you use a ruler. • Measured in millimeters, centimeters, or decimeters. • 10 mm=1 cm, 10 cm=1 dm • Circumference- the distance around an object. • To measure you use a ruler/string. • Measured in mm, cm, dm • To measure circumference, take your string and wrap it around the object you are measuring, • Mark the beginning and ending points on the string, • Measure the length of the string between those two points with a ruler.

Temperature and Time • Temperature-hot hot or cold a substance is • To measure temperature you use a thermometer. • Measured in degrees Celsius. • Time. • To measure time, use a clock or stopwatch. • Measured in seconds, minutes.

Tools & Accuracy • Scientists sometimes use several tools to help strengthen their observations. • Some scientists use microscopes to help them see an image more detailed and clearly. • One thing I use daily to help sharpen my senses is contact lenses or glasses. • Some people use hearing aids to help them hear better. • Observations are considered factual and accurate when they are an exact report of what your senses detect. • We will keep track of our observations in several lab activities by gathering data or evidence in tables, charts, and graphs.

Inferring • You make an inference when you explain or interpret an observation. • For example, while preparing for a baseball game on a summer night, you may hear thunder and infer that it is raining close by. (The game will be cancelled if it is rained out!) • To make this inference, you combine the evidence or data. • An inference is not a fact. It is only one of many possible explanations for an observation. • Have you ever heard thunder and noticed that it isn’t actually raining? • An inference may still be incorrect even if it is based on accurate data and logical reasoning. • Yes, you actually heard thunder, but it is not raining. • To find out if an inference is correct, you must investigate further.

Predicting • You predict when you make an inference about a future event based on current evidence or past experiences. • Can you think of any predictions people make every day? • The weather forecast is an example of a prediction. • You might also predict that your favorite football team will win against an opponent, because they defeated them last year. • When people go to the Kentucky Derby, they predict which horse will win the race, and they sometimes put MONEY on it! • Since a prediction in an inference, it may turn out to be false. • Think of how many times you expected a beautiful sunny day, only to be stuck inside because it is raining outside. Or when the Fighting Illini lost a game they shouldn’t have! • Example: Suppose you predict that larger paper airplanes can fly farther than smaller paper airplanes. How could you test your prediction? What can you do to make sure your results are as accurate as possible?

Classifying • Classifying is when you group together items that are alike in some way. • Examples: books in libraries are classified so you do not have to devote so much time to hunting for a book. Grocery stores are classified, ads in the newspaper are classified, and my closet is classified! • Items may be classified by size, by shape, by use, color… • Scientists use the skill of classifying to organize information and objects. • When things are sorted into groups, the relationships among them may become easier to understand.

List as many ways you can think of to classify these objects.

Here are some different categories: Healthy vs. unhealthy Food that grows on a tree vs. food that doesn’t Food with a stem vs. food that doesn’t Food group (bread/fruit/veggies/sweets) Food served cool vs. food served hot Food color (red, blue, multi) Food with a skin or covering Did you think of any others?

Making Models • A model is a picture, diagram, computer image, or other representation of a complex object or process. • An example of a model is a map of your neighborhood. • Coaches use models in their playbooks to help a team understand a formation they are trying to explain. • Making models helps people understand things they cannot observe directly. • Scientists use models to represent things that are either very large or very small such as parts of the solar system, or parts of an atom. • These are called physical models-drawings or 3D structures that look like the real thing. • Other models are mental models-mathematical equations or words that describe how something works.

Communicating • Communicating is the process of sharing ideas and information with other people. • Talking on your cell phone, sending a postcard, or listening to Ms. Fisher in class are all examples of communication. • Communication requires many skills, such as: writing, reading, speaking, listening, and making models. • You might wonder how making a model can assist you in communicating. • Pretend you are trying to explain where you live to a friend who has never been to your house before. What would you do to make this easier for him/her to understand? • Scientists communicate to share results, information, and opinions. • During labs, you will communicate with a partner to share your observations, inferences, and predictions etc.

BrainPop Video http://www.brainpop.com/science/scientificinquiry/scientificmethod/

Problem Solving • We’ve all heard about the scientific method. This method is a set of steps that scientists use to solve different problems. • An investigation or experiment always begins with a question, or a problem. • Scientists use background information they have and research what it will take to solve the problem. • Then, scientists form a hypothesis. • A hypothesis is a prediction about the outcome of an experiment. • A hypothesis must be something than can be tested. • A hypothesis is an “if….then” statement. • After forming a hypothesis, scientists need to gather evidence to help answer their scientific question. • The scientist will then test their hypothesis. There are several different ways to do this.

Testing a Hypothesis • Trial and error- think of a logical solution and try it out. Guess again if the idea doesn’t work. • Find a pattern- is this problem similar to another one you have solved? • Construct a model- Use computer graphics program to see what something will look and act like. Build a model of a possible solution to the problem and see how it acts. • Consult a resource- Libraries, websites, and experts are full of useful information that may save you time. • Rewrite as a math expression- Some word problems will become clear when expressed in numbers. • Read something aloud- it may sound more clear when read aloud.

Conduct a controlled experiment- this type of test includes constants, variables, and a control. • A variable is any factor that can change in an experiment. • A manipulated variable is the factor you change. (independent) • The responding variable is the factor that changes as a result of the manipulated variable. (dependent) • A controlled experiment is an experiment when all factors except one are kept constant. • A control is something that doesn’t change in the experiment.

Recording Data & Forming a Conclusion • During an experiment, scientists record data and then analyze their data to look for any patterns or trends. • Does the data support your hypothesis? • Do you need to gather more data? • A conclusion is a statement that tells what you have learned from the experiment. • A conclusion may or may not support your hypothesis. • Even if a conclusion answers your hypothesis, more questions may arise after the experiment. • A hypothesis that is found to work over and over might become a theory. • If no scientist has disagreed with the results over a very long time, the theory may turn into a law.

Quick Check: The Scientific Method • Problem/Question • Research the problem • Form a hypothesis • Test the hypothesis • Record Data • Draw a conclusion from the data • If your hypothesis is incorrect, form a new one and retest. • An inference is different from a conclusion because an inference is made from data that is only observed and not tested.

Example of a controlled experiment Problem: Does synthetically fertilized dirt make grass grow faster? (I think it will!) The experiment: For this experiment I put 50 plants into the experimental group and 50 plants in the control group. The only difference in the way the plants were treated is that the control group used organic fertilizer, and the experimental group used synthetic fertilizer. All plants were in the same amount of sunlight. All plants received the same amount of water. The plants were exposed to the same temperature. The amount of soil was the same in each plant. The type and size of the containers were the same. What is the problem? Hypothesis? Manipulated Variable? Responding Variable?

Think Like a Scientist