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Chapter 2 Objectives
2.1 The Nature of Science
2.2 Skills and Methods
2.3 Environmental Science
Maryland Core Learning
Goals Teacher Objectives
Maryland Core Learning
Goals
Teacher Objectives
Chapter
2 Objectives:
Chapter 2 Notes
Methods of Science
2-1. The
Nature of Science (pp 19-20)
Provide each group of five students
with a flashlight that does not work for one of the following reasons:
Ø The
batteries are inserted incorrectly
Ø The
batteries are removed
Ø Some
or all of the batteries are dead
Ø The
bulb has been loosened or removed entirely.
Tell students to turn on the
flashlights. Once students realize their flashlights do not work, tell them they
have five minutes to find the cause of the problem. At the end of five minutes
have one group member report the cause of the problem. Ask student to describe
the methods the group used to find the cause. Point out to students that
scientists use similar methods to answer questions they have about nature.
Performance Objectives
Ø Explain
why there is always uncertainty in science.
Ø Distinguish
between a hypothesis and a guess.
Skills Objectives
Ø Evaluate
the role of science in solving real-life problems.
Ø Apply
new developments in science and technology to old ways of thinking.
Section vocabulary: hypothesis
science
A. What is Science (p 19)
1. There are a large variety of
scientists. Each uses different tools and instruments to measure different
things, but all use the scientific method to gather information.
2. Science: A process to gather
and interpret information.
3. Information, itself, is not
science.
B. Uncertainty In Science (p 19)
1. Analogy of a detective.
a. A detective cannot go back
in time to watch a crime being committed. The mystery must be solved by
putting together pieces of evidence. The detective first gathers as much
evidence as possible about the crime. Then, based on the evidence, the
detective forms a likely explanation. If new evidence is brought to
light that disproves the explanation, the detective will have to come up
with a new explanation.
b. A scientist cannot see the
natural processes at work. Instead, the scientists must make as many
observations as possible about the results of those processes. The
scientist then forms an explanation (hypothesis) for what was observed based
upon the observations. If additional observations disprove the
explanation (hypothesis), the scientist will have to come up with a new
explanation.
2. Uncertainty of outcome. Since
scientists cannot see the natural processes, they can never be certain that
they have observed everything about a certain subject. A new tool may be
developed or additional information may be collected to change the outcome
at any time.
a. Because of this simple
fact, change is basic to science. There are no absolutes in
science. Scientists simply try to limit errors.
b. You observe that after a
hard rain, the gutters on your street fill up with water. You form a
hypothesis that all the water in the gutter comes from rain. The next
sunny day a neighbor up the street washes her car, and the gutter fills
with water even though there has been no rain. You need to change your
hypothesis.
3. Uncertainty of measurement.
a. The tools that they use to
measure nature and to make observations with always limit scientists.
b. All tools have
limitations.
1) If you wanted to
observe the stars during the year 2000 BC you would have laid on
your back and watched.
2) In the 1800's you
could use a telescope and watch.
3) Today we can use the
Hubble telescope.
4) What will we use in
200 more years?
C. Science and Society (p20)
1. Science is often driven by the
needs and challenges of society.
a. Feeding a hungry world.
b. Curing and preventing
diseases.
c. Developing new energy
sources.
d. Finding a way to deal with
Pfiesteria.
e. Others
2. Science cannot answer
questions of ethics or personal values.
a. Science cannot determine
which research is most important.
b. Science can determine how
well a new drug works.
3. Science can do great good, or
great harm to the world.
a. Everyone must work to make
sure that scientific findings are put to good use.
b. As a future or current
voter and a consumer of products of science, you will be involved in
making decisions about the impact of science on society.
c. The more you know, the
better prepared you will be.
P 20, #1-3
2-2. Skills
and Methods
Performance Objectives
Ø Describe
the steps involved in conducting a scientific experiment.
Skills Objectives
Ø Infer
the importance of communication skills in science.
Ø Observe
characteristics of objects and events in the local environment.
Section Vocabulary:
scientific method, empirical data, independent variable, dependant
variable, variable, control experiment, control variables, deductive
logic, inductive logic
1 How do Scientists approach
problems?
A. Basic Definitions:
1. Scientific Method: A system of
finding logical answers to questions based upon repeatable experiments.
2. Hypothesis: a possible
explanation for a set of observations (it predicts the outcome).
3. Theory: An explanation of the
outcome of an observation or experiment (it explains the outcome).
4. Law: a statement or
mathematical expression of some consistency about the behavior of the
natural world (it is broad explanation of many various outcomes).
B. Principles of the Scientific
Method:
1. Based upon evidence: Two types
of descriptions of evidence:
a. Quantitative Measurement:
Describes evidence in terms of numbers and units.
b. Qualitative Measurement:
Describes evidence in words.
2. Repeatability: The experiments
must be repeatable by others.
3. Never Ending Process
4. Uncertainty: Always at least
two types
a. Uncertainty of outcome:
Since we are using evidence and cannot see directly the principles
involved we cannot assume we understand fully any one principle.
Scientific principles are never assumed to be proven. It is
always assumed that they can be improved upon.
b. Uncertainty of
measurement: No matter how accurate our measurements, we could always
measure more accurately.
5. Objective: The conclusion
should be not be subject to the personal bias of the person doing the
experiment.
a. Subjective: To draw a
conclusion based upon personal judgment or beliefs. This is the antonym
of objective.
C. The Scientific Method
(Scientific Method Notes Handout, Scientific
Method Check List Form, Scientific Method Worksheet)
1. Define the problem.
a. Research the problem
i. Make observations about
the problem
ii. Find out what others
think about the problem.
iii. Look for relationships
between the data.
b. Be specific with the
problem. Limit it to a dependent and independent variable. Identify
the independent and dependant variables.
i. Independent Variable:
Is controlled (changed) by the experimenter.
ii. Dependent Variable:
Is the variable under study. How is the dependent variable affected by
the independent variable?
c. State the problem in
question form. It is usually better not to ask why questions
because they are hard to prove. What questions are usually better.
The best way to state this is as follows: What is the relationship between
(independent variable) and dependent variable.
2. State the hypothesis:
a. The hypothesis is an
educated guess.
b. This should be stated in the
"If . . . then . . ." format.
c. The hypothesis should be
stated in terms of the independent variable versus the dependent variable.
Examples:
i. If the
temperature is changed then the volume will change in direct
proportion, when pressure is held constant.
ii. If an object is
dropped in a vacuum then the size of the object will not effect
the acceleration due to gravity.
3. Design Experiment
a. Develop a standard set of
definitions for words used in the procedure.
b. Develop group of constants.
Describe in the procedure how you are accounting, controlling, or
otherwise managing these factors that could affect the outcome of
the experiment.
c. The only
variables should be the independent and dependant variables.
d. Identify the data to be
collected.
i. How will the data be
collected?
ii. How will the data be
recorded?
e. State explicitly the
procedures for the experiment. Remember that the experiment will only be
valid if another experimenter can repeat it.
f. Types of Experiments
i. Direct Experiment:
independent variable is changed during the experiment causing a change
to the dependent variable.
ii. Control Experiment: The
experiment is run once without any changes, then is run after applying
changes.
a.) Control group:
population being studied that has not had the independent variable
changed.
b.) Experimental group:
population being studied where the independent variable was
changed.
4. Run Experiment.
5. Collect Data
6. Analyze the Data
a. Math Analysis
b. Graph Data if possible.
c. Look for mathematical
relationships in the data.
7. Draw Conclusions
a. Compare and contrast
conclusion with hypothesis.
b. Make suggestions to improve
the experiment. Propose changes to the procedures, a different way to
approach the problem, or even a new hypothesis or problem!
c. If the hypothesis is
supported, then try to design another experiment to test the hypothesis.
D. Things Science does not study.
1. One-time events.
2. (Classic) Ideas that cannot be
quantified.
3. Religion
4.
Scientific Law:
A hypothesis predicts the outcome of
an experiment.
A theory explains a number of
experiments.
A law describes the principle of a
number of theories.
2-3. Environmental
Science
A. Environment: everything
that surrounds an organism.
1. Why study the environment?
a. Provides everything
which organisms need.
b. If conditions in the
environment change, the organism may not survive.
c. Keeping the
environment healthy is the first step in insuring that the biosphere
can support life in the future.
2. An Integrated Science:
Draws from sciences of many fields (Table 2.1 pg 27 "Areas of Study
in Environmental Science")
3. Difference between ecology
and environmental science:
a. Cannot study
environmental science without understanding the principles of
ecology.
b. The principles of
ecology do not change by simply adding humans to the picture.
c. Unlike other
organisms, humans have the ability to create and enforce policy, and
to affect the environment on a global scale.
B. Parts of the Environment
1. Biotic factors: all the
living parts of the environment.
a. people, microbes,
bacteria, birds, animals plants, insects, trees, etc.
2. Abiotic factors: all the
nonliving parts of the environment.
a. wind, temperature,
sunlight, soil, air, water, wood, etc.
C. Environmental Interactions
1. Much of the research that
is done in the area of environmental science involves interactions.
Organisms interact with the biotic and abiotic factors in the
environment.
2. Organisms can be affected
by the environment and the environment can be affected by organisms.
3. Predicting change:
a. Sometimes predicting
change seems easy.
b. But usually changes
are hard to predict.
D. Making Decisions
1. Many changes taking place
in the biosphere are the result of human activities.
a. Some of these changes
are harmful and would damage the environment if allowed to continue.
b. While it seems obvious
that people should not damage the environment, deciding what needs
to be done, and how to do it, are not easy tasks.
2. The interactions in the
biosphere are very complex.
a. When governments try
to affect the environment usually they try to predict the impact of
the policy with a team of researchers.
b. The government must
also consider the economic and social impact the policy may have.
3. Who should decide how,
where, and when the environment is to be protected?
a. One essential key to
making good decisions is an understanding of the environment and its
interactions.
b. The more you know
about the environment, the better prepared you will be to protect
the biosphere.
p30, Sec Rev 1-3
P 31-33, Define key terms, Multiple
Choice, True/False, Concept Review, Think Critically, Graphic Analysis. For
Concept Review, Think Critically, and Graphic Analysis use complete sentences.
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