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Science inquiry

 

Science as observation of properties & using them to make conclusions

Used with sixth grade at start of year.

Questioning is the foundation of all learning.
The first step in rejecting not knowing is to ask, why?
Sweetland

Overview

Contents Overview

A sequence of plans to facilitate a review and develop a deeper understanding of science as observation of properties & using them to identify variables to explore to cause and effect to make informed conclusions with experiments.

Background resources:

This plan is designed for learners who have very little prior knowledge of science inquiry, but have a background in reasoning with observational data.

Related study topics:

Planning information

Learner background information

A plan designed for learners who have prior knowledge in cause and effect, use of observations to make inferences, models as explanations for observble and non observable events, and working in groups.

Intended learnings & learners thinkings

See for more information on what to include in general planning

Content concepts or outcomes
(Source concepts & misconceptions)

Big ideas and specific outcomes:

  • Siignificant progress has been made in understanding the world by using observations to identify properties from which variables can be selected to experiment by changing their values and observing if that change effects the outcome in ways that can be explained.

Concepts and facts

  • Understanding the world increases our survival and opportunties for a better life.

Outcome

Make observations and use them to describe change.

Notices change and explores associated variables by experimenting to create evidence that supports explanations for change

Science concepts: physical, earth, life

Big ideas:

Science is based on observation of properties and how they are used to explain change and relationships of physical matter.

Related concepts

  • Pendulum rate varies with the length of string. It doesn't vary with the mass of the bob.
  • Density is the ratio of mass / volume.

Outcome

  1. Describe a pendulum's rate varies with the length of string. It doesn't vary with the mass of the bob.
  2. Describe density as the ratio of mass / volume.

Anticipated learner thinkings & misconceptions

  • Pendulum rate changes with the mass of the bob.
  • Learners who anticipate a faster or slower outcome will slow or fast count and not realize they are doing it. Soution is to count with them.
  • The harder the material the more dense. A pound of feathers is less than a pound of gold.

Inquiry, process, & cross cutting concepts & skills

Inquiry

  • Science is based on observation of properties and how they are used to explain change. When I experiment I collect observations that describe how different properties change (become variables) when objects and systems interact. This helps me make claims, explain what is happening, and to predict what might happen in the future.
  • Inquiry concepts
  • Process concepts
  • Perspective concepts

Cross cutting

Big ideas: See also Concepts & misconceptions

Related concepts and facts

  • Properties are identified from observations and used to make claims about objects, their interactions, and change.
  • Observation requires specific identification of properties, accurate persistent observation (careful and multiple observations or counts), and recording to assist memory. of accurate observations.
  • Observational data and reasoning is used to explain interactions.
  • Scientists observe things carefully and rely on the same results under the same conditions. To do so they describe objects properties, variable, for cause & effect. And in experiments observe variables as they are manipulated / independent, and how they respond / dependent for cause and effect.
  • Evidence is something that is observed and can be used to understand what is happening and make predictions about future changes.
  • Explanations are based on observation derived from experience or experimentation and are understandable.
  • Graphs represent relationships.

Outcome -

  • Describe how properties are identified from observations and used to make claims about objects, their interactions, and change.

Specific outcomes -

Other possible concepts

History of science and development of technology - perspective of science

See also Concepts & misconceptions also science, math, technology timeline

  • People have practiced science and technology for a long time.
  • Science develops over time.
  • Science investigators such as

Scoring guides suggestions (rubric)

(scoring guide)

Top level

  • A

Lower level

(scoring guide)

Top level

  • A

Lower level

Strategies to achieve educational learnings

Based on an Inquiry Model  

Phase One: Area of investigation is posed to learners.

Phase Two: Learners structure the problem.

Phase Three: Learners identify the problem in the investigation.

Phase Four: Learners speculate on ways to clear up the difficulty.

See also Inquiry

Instructional Procedure

Pedagogical Overview

Activities Sequence to provide sufficient opportunities for students to achieve the targeted outcomes.

Make sure learners have the prior knowledge identified in the background information.

  1. Activity 1 - Observations & properties
  2. Activity 2 - How do we make accurate observations?
  3. Activity 3 - Identifying properties & variables for cause & effect
  4. Activity 4 - Pendulum variables to discover cause & effect?
  5. Activity 5 - Predicting or hypothesizing
  6. Activity 6 - Experiment & Stretch your luck
  7. Activity 7 - Compared to what?
  8. Activity 8 - Standard measuring system
  9. Activity 9 - Water mass & volume ratio
  10. Activity 10 - Graphs as pictures
  11. Activity 11 - Swinging

Focus question

Unit focus question:

What is

Sub focus questions:

  1. What is

Materials

  • T

Lab notes

 

 

Lesson Plans

Activity 1 - Observations & properties

Materials

Focus questions:

  1. How is observation used in science?

Learning outcomes:

  1. Explain how observations are used to notice properties with our five senses and how they change to make reasonable explanations.

Suggested procedures overview:

  1. Put learners in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Activity - Make observations and identify properties fto understand them and their relationships. Review that properties are observed with our five senses and how properties are used to describe change and make reasonable explanations of cause and effect.

Phase One: Area of investigation is posed to learners.

How is observation used in science.

Phase Two: Learners structure the problem.

Explore observation, properties, senses, ...

Phase Three: Learners identify the problem in the investigation.

Describe how properties are identified from observations and used to make claims about objects, their interactions, and change.

Phase Four: Learners speculate on ways to clear up the difficulty.

Inquiry summary

Explain why we make observations.

Activity 2 - How do we make accurate observations?

Materials:

Focus questions:

  1. How good are we at remembering our observations?
  2. How do we make accurate observations?

Learning outcomes:

  1. Explain that observations are not always remembered accurately.
  2. Explain observations need to be worked on and recorded to improve accuracy. See pennies for additional memory example

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Activity - Explain that observations are not always remembered accurately.
  3. Explain observations need to be worked on and recorded to improve accuracy. See pennies for additional memory example

Phase One: Area of investigation is posed to learners.

How good are we at making accurate observations?

Phase Two: Learners structure the problem.

How do we make accurate observations?

Phase Three: Learners identify the problem in the investigation.

Being aware, memory, recording evidence ...

Phase Four: Learners speculate on ways to clear up the difficulty.

Inquiry Summary - Observation requires specific identification of properties, accurate persistent observation (careful and multiple observations or counts), and recording to assist memory. of accurate observations.

Activity 3 - Identifying properties & variables for cause & effect

Materials:

Focus questions:

  1. What is the difference between properties and variables?
  2. How are variables used as independent / manipulated / cause and dependent / responding / effect?

Learning outcomes:

  • Describe properties as a characteristic of an object.
  • Describe a variable as a property that can change.
  • Describe how properties of objects can vary and be manipulated / independent / to discover cause or responding / dependent / to discover effect.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Activity - Identify properties and variables to describe how scientists observe things carefully and rely on the same results under the same conditions. Describe how properties of objects, can vary, be identified and manipulated as independent variables to suggest a cause as responding / dependent variables by the change or effect it causes? Or not.

Phase One: Area of investigation is posed to learners.

Phase Two: Learners structure the problem.

Phase Three: Learners identify the problem in the investigation.

Phase Four: Learners speculate on ways to clear up the difficulty.

Inquiry Summary - Scientists observe things carefully and rely on the same results under the same conditions. To do so they describe objects properties, variable, for cause & effect. And in experiments observe variables as they are manipulated / independent, and how they respond / dependent for cause and effect.

If we observe the manipulation of hair color for dropping a ball there will be no difference of how the ball responds when it is dropped. Therefore, hair color does not have a cause and effect relationshiip for what happens to a ball when it is dropped.

Likewise, the location where the ball is dropped will not change the fat that it will fall down (toward the center of the Earth. Relative to the Earth). However, the direction of down will be different when it is relative to the moon.

 

Activity 4 - Pendulum variables to discover cause & effect?

Materials

  • 60 cm string, washer, tape, table, paper clip, and a clock.
  • Lab notes -

Focus questions:

  1. How can variables be used to explain cause and effect?

Learning outcomes:

  1. Describe how the pendulum length is an independent / manipulated variable (cause) used with the dependent / responding variable (effect) for a change in rate to establish a cause and effect?

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Activity - Explore a pendulum and describe how the pendulum length is the independent / manipulated variable (cause) used with the dependent / responding variable (effect) for a change in rate to establish a cause and effect?

Phase One: Area of investigation is posed to learners.

Phase Two: Learners structure the problem.

Phase Three: Learners identify the problem in the investigation.

Phase Four: Learners speculate on ways to clear up the difficulty.

Inquiry Summary

Explain how variables are selected as relevant and used to explain cause and effect. The relevant variable of pendulum length is selected as the independent / manipulated variable (cause) that is changed and the dependent / responding variable (effect) was observed to see a change in rate to establish a cause and effect. Observations are checked with additional trials, careful observation, and recording results.

Activity 5 - Predicting or hypothesizing

Materials:

  • Two bounce able balls (tennis and ping-pong). meter stick, and a good eye.
  • Lab notes -

Focus questions:

  1. Which ball bounces higher?
  2. How are variables used to design an experiment to test a prediction?

Learning outcomes:

  1. Explain how variables are identified as relevant and selected as one to be manipulated / independant and another as responding / dependent to find if there is a cause and effect relationship between them.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Activity - Explore bouncing balls as a sample investigation to Explain how variables are identified as relevant and selected as one to be manipulated / independant and another as responding / dependent to find if there is a cause and effect relationship between them.

Phase One: Area of investigation is posed to learners.

Phase Two: Learners structure the problem.

Phase Three: Learners identify the problem in the investigation.

Phase Four: Learners speculate on ways to clear up the difficulty.

Inquiry Summary

A good way to solve a problem (or answer a question) is to first make a  prediction about a variable  , then design a  procedure where an independent variable is manipulated and you collect your results or data for the responding dependent variable  from your  procedure / experiement  and form a  conclusion  based on your   results / data , then you should     announce / publish your discovery.

An important step in solving a problem or investigating a question is to   predict / hypothesize  what may happen and conduct an experiment.

Activity 6 - Experiment & Stretch your luck

Materials

  • Springs, weight 25 g, 50 g. (depends on the springs)
  • Lab notes -

Focus questions:

  1. How do

Learning outcomes:

  1. Describe hypothesis
  2. An experiment can be created to identify variables and their effects on interactions by using if then thinking.
  3. A hypothesis is an if then statement (but not all if then statements are hypotheses), is it tentative, relates one idea to another, and is testable. 
  4. A formalized hypothesis can be stated in the form. (If plant growth is related to the amount of light shining on it, then more light will increase the plant's growth.) 
  5. Hypothesis can be operationalized as if variable x is changed in a certain way, variable y will respond in a certain way.
  6. Directly proportional - As the amount of time an object is heated increases, the temperature will increase proportionally. 
  7. Indirectly proportional - The longer a rock is removed from boiling water, the lower the temperature. As time increases temperature decreases.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Activity -

Phase One: Area of investigation is posed to learners.

Phase Two: Learners structure the problem.

Phase Three: Learners identify the problem in the investigation.

Phase Four: Learners speculate on ways to clear up the difficulty.

Inquiry Summary

Activity 7 - Compared to what?

Materials

Focus questions:

  1. How are results compared when they are similar?

Learning outcomes:

  1. Describe why a control is important for accuracy.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Activity - Explore different solutions and explain why a control is important for accuracy.

Phase One: Area of investigation is posed to learners.

Phase Two: Learners structure the problem.

Phase Three: Learners identify the problem in the investigation.

Phase Four: Learners speculate on ways to clear up the difficulty.

Inquiry Summary

Activity 8 - Standard measuring system

Materials

  • meter stick with cm & mm, yard stick with feeet & inches, Kilogram and pound scale
  • Also helpful to have kg & pound weights.
  • Volume cups for pint, quart, gallon, liter, milliliter
  • Liter cube
  • Lab notes -

Focus questions:

  1. How is measurement used to compare properties / variables to improve accuracy?

Learning outcomes:

  1. Describe is measurement used to compare properties / variables to improve accuracy.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Activity - Review different types and examples of measurement and Describe how measurement is used to compare properties / variables to improve accuracy. Standard measurement is easier to compare than non standard. Metric measurements are easier to use than Ameerican.

Phase One: Area of investigation is posed to learners.

Phase Two: Learners structure the problem.

Phase Three: Learners identify the problem in the investigation.

Phase Four: Learners speculate on ways to clear up the difficulty.

Inquiry Summary

Activity 9 - Water mass & volume ratio

Materials

  • milk carton, scale, water, ml graduated cylinder
  • Lab notes -

Focus questions:

  1. Why are the measuremnt properties of water important?

Learning outcomes:

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Activity -

Phase One: Area of investigation is posed to learners.

Phase Two: Learners structure the problem.

Phase Three: Learners identify the problem in the investigation.

Phase Four: Learners speculate on ways to clear up the difficulty.

Inquiry Summary

Activity 10 - Graphs as pictures

Materials

Focus questions:

  1. How is a graph a picture?

Learning outcomes:

  1. Plan and conduct an experiment that compares two variables and illustrates it with the aid of a graph and how it doesn't suggest a a relationship for students to made baskets, but does for average of shots made.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Activity - Bounce the balls into the trash can, collect the results, and show the relationship between students and the numbers of shots made.

Phase One: Area of investigation is posed to learners.

Phase Two: Learners structure the problem.

Phase Three: Learners identify the problem in the investigation.

Phase Four: Learners speculate on ways to clear up the difficulty.

Inquiry Summary

Activity 11 - Swinging

Materials

Focus questions:

  1. How do are experiments that have no relationship or cause and effect important?

Learning outcomes:

  1. Explore different masses on a pendulum and show how an investigation can show there is no relationship between variables.

Suggested procedures overview:

  1. Put students in groups, focus their attention, and assess their initial understanding of the focus questions.
  2. Activity - Explore different masses on a pendulum and show how an investigation can show there is no relationship between variables. Possible hypothesis - If the length is increased, the rate of swing will not change.

Phase One: Area of investigation is posed to learners.

Phase Two: Learners structure the problem.

Phase Three: Learners identify the problem in the investigation.

Phase Four: Learners speculate on ways to clear up the difficulty.

Inquiry Summary

 

 

Lab Notes for activities

Lab notes 1 - Experimenting in Science 1

Materials

  • Lab notes

Focus questions:

  • How is observation used in science?

1. List three objects you observe.

2. Take one of the objects above and list five of its properties.

3. List five different types of properties.

4. Close your eyes for two minutes and then list five things you observed.

5. List five different ways you can observe.

6. In order for scientists to understand what happens in our Universe they must do what?

 

7. List five types of equipment scientists use to help them in their observations.

Inquiry Summary

Scientists must be able to __________________ very well.

What do we make observations?

 

Lab notes 2 - How do we make accurate observations?

Materials

  • Lab note

Focus questions:

  • How are accurate observations made?

Try these

1. How many light bulbs are in your living room?

Prediction

Observation

2. How many doors in your house?

Prediction

Observation

3. How many windows?

Prediction

Observation

4. How Many? ________________________________ (Pick your own object.)

Prediction

Observation

5. What fingers do people use to hold their fork?

6. Watch a TV show (or video) at your house and have a friend watch the same show at their house. Make a list of something to watch for and both take a count. Compare after watching the program. Some ideas to watch for: count fights, kisses, different phrases, number of times a person is shown on the screen, or other ideas ...

7. Invent your own observation activity.

Inquiry Summary

1. What did you learn about using observations?

 

2. What other scientific topics were discussed?

Lab notes 3 - Identifying properties & variables for cause & effect

Materials

  • Lab note

Focus questions:

  • What is the difference between properties and variables?
  • How can properties of objects, that vary, be identified and manipulated as independent variables to suggest a cause as responding / dependent variables by the change or effect it causes?


Scientists observe things carefully and rely on the same results under the same conditions.

1. If you hold a ball 1 m off the floor and let go what will happen?

2. What causes this to happen?

3. What color is your hair?

4. What would happen to the ball if someone with different colored hair did the same experiment?

Why?

5. What if you did it at the north pole?      South pole?......    Europe?

0r Africa?

6. What if you did it on the moon?

7. What have we changed?

Variables that affect change are causes and variables that don't are negligible or irrelevant.

Now lets change the experiment a little. Drop a six sided die.

1. What happens?

2. What number was represented?

3. What range of numbers could have been represented?

4. Could the number 8 be represented?    Why not?

So far pretty easy?

Don't let that fool you'

Take a Jar and fill 1/8th of it with sand, 1/8th with pebbles, 1/8th with clay, and 1/4th with water.

Put a lid on, gently shake it, let it settle,

And draw and write your observations for three trials.

Observation trial 1

Observation trial 2

Observation trial 3

1. Did every grain of sand, clay, or pebble end up in the same place for each trial?

2. Did everything settle within a certain range?

3. Draw and label the way the Jar looked after it settled.

What variables are relevant, negligible or irrelevant.

 

Inquiry Summary

What is the difference between properties and variables?

 

How are variables used as independent / manipulated and dependent / responding variables to relate cause and effect?

 

Lab notes 4 - Pendulum variables to discover cause & effect?

Materials

60 cm string, washer, tape, table, paper clip, and a clock.

Focus questions:

  • How can variables be used to explain cause and effect?
  • How is the independent / manipulated variable (cause) used with the dependent / responding variable (effect) to establish a cause and effect?

 

Procedure:

  1. Bend a paper clip so it looks like the letter S.
  2. Tie it to one end of the string.
  3. Tape the other end of the string to the edge of a table so that there is 50 cm from the the edge of the table to the bottom of the washer that you hang on the paper clip.
  4. Hold the washer 10 cm to the right or left and let it go.
  5. Count the number of vibrations it makes in one minute (over and back = 1 vibration).
  6. Repeat the procedure with a distance of 20 cm.

Results:

  Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average
10 cm swing            
20 cm swing            

 

Results summarized:

 

Conclusions: (not an observation)

 

Under the same conditions you get the same ...

Or the same range of

There is           to the universe.

List five types of order in the universe. (cause - effect)

1.

2.

3.

4.

5.

 

Did you include these?

Under certain conditions when water reaches 100 degrees C it

Under certain conditions when water reaches 0 degrees C it

Inquiry Summary

Explain how variables are identified as relevant and selected as one to be manipulated / independant and another as responding / dependent to find if there is a cause and effect relationship between them.

 

Lab notes 5 - Predicting or hypothesizing

Materials

  • two bounce able balls (tennis and ping-pong). meter stick, and a good eye.

Focus question.

  • Which ball bounces higher?
  • How are variables selected and used to design an experiment to test a prediction?

 

When you drop a ball what happens?

When you flip a light switch what do you expect to happen?

What do you call it when you guess what will happen before it happens?

Which ball will bounce higher the         ball.

Or the           ball?

Prediction:

The            ball will bounce higher.

Procedure

Drop the balls from the same height (1 m) and measure how far they bounce.

Results:

  Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average
ball            
ball            

 

Results: (Summarized)

 

 

Conclusions:(not an observation)

 

 

 

Inquiry Summary

Explain how variables are identified as relevant and selected as one to be manipulated / independant and another as responding / dependent to find if there is a cause and effect relationship between them.

 

Summary

A good way to solve a problem (or answer a question) is to first make a        

 

, then design a procedure where an               

collect your            

from your procedure                 and form a             based on your        , then you should              your discovery.

 

An important step in solving a problem or investigating a question is to             what may happen and conduct an experiment.

Lab notes 6 - Experimenting & Stretch your luck

Materials

  • Springs, weight 25 g, 50 g. (depends on the springs)

Focus question

What is a hypothesis?

Scientists sometimes call a prediction describing an outcome based on a variable a hypothesis.

One problem some people have with making a hypothesis or prediction is they always want to be right. You need to understand that there is nothing wrong with you if your hypothesis or prediction is not what you expected.

The idea of the experiment is to make observations and try to understand why they happened.

Take the weather forecaster, they're not always right, but they go right on predicting.
Have you ever done an experiment to see if a heavier or lighter weight will hit the ground first if they are dropped at the same time from the same distance?

If one of the weights Is twice as heavy as the other will the heavy one fall twice as fast?

It's OK to predict, but if you never really did the experiment, you could be wrong, so try it.

Make a prediction or hypothesis about what makes springs bounce faster or slower.
Is it the weight hanging on them or something else?

When you decide, design an experiment to test your hypothesis or prediction.

Hypothesis:

 

Procedure:

 

 

Data for:

  Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average
Weight        

 

vbs/min

 

vbs/min

 

vbs/min

 

vbs/min

 

vbs/min

    

vbs/min
Weight        

 

vbs/min

 

vbs/min

 

vbs/min

 

vbs/min

 

vbs/min

    

vbs/min

 

Results: (summarized)

 

Conclusions: (not an observation)

 

Inquiry Summary

Hypothesis are

Lab notes 7 - Compared to what?

Materials

  • BTB, vinegar (acetic acid), ammonia, (window cleaner)

Focus question

What is a control?

What is wrong with each of these claims?

Croak is the best soft drink.

Tride gets your clothes whiter,

Krest will give 20% fewer cavities.

Procedure

Take a blue BTB solution and add 1 drop of acetic acid(vinegar) until it just turns yellow.

Then add 1 drop of ammonia until it turns back to the color it was first.

Are you sure the colors match?

Why can't you tell for sure?

 

What you needed to be able to tell better was a control.

A control would have been a sample of the BTB when it was blue.

It would give you something to compare with. Something that was not experimented with.

 

Does bad breath turn BTB green?

Procedure

Take 50-100m! of blue BTB water and bubble your breath through it with a straw.

Results:

 

 

Conclusions:(not an observation)

 

What will happen if you let it sit over night?

 

Could you keep the gas in?

How?

Do your own experiment based on your hypothesis.

BTB and breath

Hypothesis:

Material:

Procedure: (Don't forget a control)

 

 

Results:

Conclusions:

 

 

Inquiry Summary

Controls in science are

 

Lab notes 8 - Standard measuring system

Materials

  • meter stick with cm & mm, yard stick with feeet & inches, Kilogram and pound scale
  • Also helpful to have kg & pound weights.
  • Volume cups for pint, quart, gallon, liter, milliliter
  • Liter cube

Focus question

  • What is a standardized measurement system?
  • How is measurement used to compare properties / variables to improve accuracy?
  • Why do scientist use the metric system?


Don't write the answers to these questions just contemplate them.

  • How many bubble gum wrappers tall are you?
  • How many pop cans do you weigh?
  • How many thimbles of milk do you drink In a day?

Tough questions?

 

Contemplate these:

  • How tall are you?
  • How much do you weigh?
  • How do you usually buy milk?

 

Don't solve these problems yet, just read them.

  • A room Is 15 feet 8 inches wide by 23 feet 9 inches long.
  • Rugs sell by the square yard. How many square yards of carpet do need to cover the floor?
  • A recipe calls for 3/4 cups nuts and you want to Know 14 if you have enough nuts to double the recipe. You have a 3/4 pint container of nuts. Do you have enough to double the recipe?
  • You're having a party. Each glass holds 1 1/2 cups of drink. The drink you want to serve comes in gallons. There are going to be 18 people at the party, how much should you buy?

Answer these questions:

Did you Know how many bubble gum wrappers tall you were?

Did you Know how tall you were?

What unit of measure did you use?

Is this a standard unit of measurement?

The most standard system of measure in the world is the metric system.

Most people use it because it is so easy to use.

All you need to know is the prefixes, the three basic units, and how to multiply and divide by multiples of ten.

Much easier than the American System.

Answer the following questions using fractions or decimals with each of the units.

Helpful information:

  • There are 1000 mm in one m
  • 100 cm in one m
  • 10 mm in one cm

 

  • 3 ft in one yd
  • 36 in in one yd
  • 12 in in one ft

How many meters tall are you?

How many centimeters tall are You?

How many millimeters tall are you?

How many yards tall are You?

How many feet tall are you?

How many inches tall are you?

How many meters in a Kilometer?

There are 5280 feet in a mile

Do one.

  • Change 4,000 meters to Kilometers.
  • Change 63,000 feet to miles.

 

What does the 460 stand for on a motorcycle?

Find a cubic box and do the following. Measure the length, width, and height.

Find its volume. (L*W*H=V)

Fill the liter cube with water and pour it into a graduated cylinder and see how many ml of water it holds.

Put the data you collect in the table below.

Repeat the procedure for other boxes.

Cube L W H. L*W*H or ml of water

 

Using the chart above answer these questions.

276 cubic centimeters of water = .......milliliters of water

412 cubic centimeters of water =........milliliters of water

one cubic centimeter of water =.,...... millilters of water

There are 231 cubic inches in a gallon?

Do one of the following:

  • 472 CC = ……………. ml of water
  • 612 cubic inches of water = ……………. gallons of water

What system is easier to work with?

In order to communicate measurements to other people you need a …………….

 

Inquiry Summary

How is measurement used to compare properties / variables to improve accuracy?

 

Why do scientist use the metric system?

 

Lab notes 9 - Water mass & volume ratio

Materials

  • milk carton, scale, water, ml graduated cylinder

Focus question

Why are the measuremnt properties of water important?

How much mass does an empty graduated cylinder have? ........ grams

Put 100 ml of water into it and find their mass. .....
(don't forget the unit)

What is the mass of the water? .........
(unit?)

Record the mass of the water for the class and calculate the mean.

  Group 1 Group 2 Group 3 Group 4 Group 5 Class mean
Mass 100 ml H2O            
ball            

 

Divide this by .......... to find the mass of one ml.

The mass of 1 ml of water is ....

How many ml are there in a liter? ....

How much mass does one liter of water have?

Remember how 1 ml compared to 1 cubic centimeter?

Then predict what you think, or know, about the mass of a cubic centimeter of water.

Try it out time.

Measure a milk carton L = ........ W= ........ H= ......

Volume of milk carton is

Mass of empty milk carton is

Mass of carton with water is

Mass Of water is

What is the volume of the water divided by the mass of the water?
cc / QF g = cc/g (this is called a ratio)

List the class volume/mass ratios

  Group 1 Group 2 Group 3 Group 4 Group 5 Class mean
Volume of carton            
Mass 100 ml H2O            


From the data you can conclude ……………. cubic centimeters of water would = ………….. grams.

Or ………………….. cc water = ……………… g

How many cubic centimeters of water are In a liter?

How much mass does a liter have?

500 cc of water = ……….. g

 

Inquiry Summary

Why properties of water are special?

Lab notes 10 - Graphs as pictures

Materials

Focus question

How is a graph a picture?

How to display your data as a graph is the topic of this science lesson.

After doing a science experiment on hand and eye coordination we will put the data on a graph to show how graphs can give you a better picture of the results of your experiment. This will help you understand the data better and state better conclusions.

Focus question: What is the level! of hand and eye coordination in the class?

Hypothesis: The hand and eye coordination in the class will vary considerably.

Procedure

Stand 4 m from the waste basket can and try to put the ball in the can by bouncing it once.

No practice tries and record the best of ten.

Record the first student as number one, the second as number two, and so on.

  Number made out of ten tries   Number made out of ten tries
Student 1   Student 13  
Student 2   Student 14  
Student 3   Student 15  
Student 4   Student 16  
Student 5   Student 17  
Student 6   Student 18  
Student 7   Student 19  
Student 8   Student 20  
Student 9   Student 21  
Student 10   Student 22  
Student 11   Student 23  
Student 12   Student 24  
total   total  

Total total

Picture of your results:

Graph Title:

Put a title on your graph and label both sides.

Predict the class mean, from your graph.

Calculate the actual MEAN.

What else can you see easily from your graph?

 

Lab notes 11 - Swinging

Materials

Focus question

How is a graph a picture?

Let's swing all we learned together.

Remember the pendulum? It may have fooled some of you because it didn't swing the way you expected. Today you have the opportunity to learn more about it. I would like you to plan an experiment to investigate how the mass will effect the swinging of the pendulum, conduct the experiment, and make a graph to help picture your results.

Hypothesis: (If the independent variable is manipulated by ..., then the dependent variable will respond by ... )

If the length is increased, the rate of swing will

Equipment:

Procedure:

Results(to use on graph)

  Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Average vibrations
mass            
mass            
mass            

 

Results: (summarized)

Conclusions:

Inquiry Summary

Why are graphs important in science?

 

 

Support materials

B

graph paper

 

 

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