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Unit 1: Experiments and Interactions

This interactive learning resource guides students through measuring accurately, exploring relationships, and evaluating experimental designs and conclusions in science experiments. Engage with key questions, activities, and pedagogical focuses to enhance scientific thinking skills.

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Unit 1: Experiments and Interactions

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  1. Unit 1: Experiments and Interactions • Cycle 1: Doing and Analyzing Science Experiments • Cycle 2: Magnetic, Electric Circuit and Electromagnetic Interactions Interactions

  2. U1C1: Doing and Analyzing Science Experiments • Act 1: Measurements in Science • Act 2: Relationships in Science • Act 3: Good and Poor Experimental Designs • Act 4: Evaluating Experimental Designs • Act 5: Evaluating Experiment Conclusions

  3. U1C1 Act 1: Measurements in Science • Purpose • Key Question: When you measure something, can you obtain an exact value? • Skill focus: Be Aware of & Monitor Your Own Thinking

  4. U1C1 Act 1: Measurements in Science … • Key Question: When you measure something, can you obtain an exact value? • I Think… • Work through Explore Your Ideas as if you were a student in your class.

  5. U1C1 Act 1: Measurements in Science … • Work through Make Sense of Your Ideas • Read More Exploration, More Making Sense, and Putting it all Together • Read How To Make and Interpret Experimental Measurements (located at back of workbook) • Quick read through of Practice for this activity

  6. U1C1 Act 2: Relationships in Science • Purpose • Key Question: What (if any) is the relationship between the length of a pendulum and how long it takes to swing back-and-forth ten times? • I Think…

  7. U1C1 Act 2: Relationships in Science … • Work through Explore Your Ideas • Read Make Sense of Your Ideas • Quickly read through the Practice for this activity

  8. Pedagogical Focus: CIPS Skills

  9. U1C1 Act 3: Good and Poor Experimental Designs • Purpose • Key Question: What makes the design of an experiment good or poor? • I think …

  10. U1C1 Act 3: Good and Poor Experimental Designs … • Work through Explore Your Ideas • Introduce TO DO list • Team Skills Chart • Look at How To Read a Ruler

  11. U1C1 Act 3: Good and Poor Experimental Designs … • Conclusion in Make Sense of the Experiment • Read through remainder of activity • Read Practice for this activity • Look at How To Answer Multiple Choice Questions

  12. Pedagogical Focus: CIPS Team Roles

  13. U1C1 Act 4: Evaluating Experimental Designs • Purpose • Work through Example--Heating the Earth’s Materials Experiment • You Try It!

  14. U1C1 Act 4: Evaluating Experimental Designs • Read How To Evaluate an Experiment for a Fair Test • Read the Practice for this activity. Students will use the How To tool for the Practice and for all future opportunities to analyze experimental designs.

  15. U1C1 Act 5: Evaluating Experiment Conclusions • Purpose • Key Question: How can we tell when a supporting reason for a conclusion is good or poor? • Work through Explore Your Ideas

  16. U1C1 Act 5: Evaluating Experiment Conclusions • Work through Putting it all Together and You Try It! • Read How To Evaluate an Experiment Conclusion • Work through the Practice for this activity (later)

  17. Pedagogical Focus: Nature of Science Learning Goals • Benchmark 1B6-8#1: Scientists differ greatly in what phenomenon they study and how they go about their work. Although there is no fixed steps that all scientists follow, scientific investigations usually involve (a) the collection of relevant evidence, (b) the use of logical reasoning, and (c) the application of imagination in devising hypotheses and explanations to make sense of the collected evidence. • Benchmark 12D6-8#1: Organize information in simple tables and graphs ….

  18. Pedagogical Focus: Nature of Science Learning Goals … • Benchmark 1B6-8#2: If more than one variable changes at the same time in an experiment, the outcome of the experiment may not be clearly attributable to any one of the variables… • Benchmark 12E6-8#5: Notice and criticize the reasoning in arguments in which (1) fact and opinion are intermingled or the conclusion does not follow logically from the evidence given…

  19. U1C1 Quiz • Based on NOS learning goals • Questions similar to the type students have worked on in activities and for Practice.

  20. CIPS Fiction Story:

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