Describe the main branches of natural science and relate them to each other. Describe the relationship between science and technology.

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1 Section 1 The Nature of Science Objectives Describe the main branches of natural science and relate them to each other. Describe the relationship between science and technology. Distinguish between scientific laws and scientific theories. Explain the roles of models and mathematics in scientific theories and laws.

2 Section 1 The Nature of Science How Does Science Take Place? Scientists investigate. Scientists plan experiments. Scientists observe. Scientists always test the results.

3 Section 1 The Nature of Science How Does Science Take Place? continued Science has many branches. Biological science is the science of living things. Physical science is the science of matter and energy. Earth science is the science of the Earth, the atmosphere, and weather. Science is the knowledge obtained by observing natural events and conditions in order to discover facts and formulate laws or principles that can be verified or tested.

4 Section 1 The Nature of Science Natural Science

5 Section 1 The Nature of Science Biology

6 Section 1 The Nature of Science Physics

7 Section 1 The Nature of Science Earth Sciences

8 Section 1 The Nature of Science How Does Science Take Place? continued Science and technology work together. Some scientists practice pure science defined as the continuing search for scientific knowledge. Some scientists and engineers practice applied science defined as the search for ways to use scientific knowledge for practical applications. Technology is the application of science for practical purposes.

9 Section 1 The Nature of Science Scientific Laws and Theories Laws and theories are supported by experimental results. Scientific theories are always being questioned and examined. To be valid, a theory must: explain observations be repeatable be predictable

10 Section 1 The Nature of Science Scientific Laws and Theories, continued Scientific law a summary of many experimental results and observations; a law tells how things work Scientific theory an explanation for some phenomenon that is based on observation, experimentation, and reasoning

11 Section 1 The Nature of Science Comparing Theories and Laws

12 Section 1 The Nature of Science Scientific Laws and Theories, continued Mathematics can describe physical events. A qualitative statement describes something with words. A quantitative statement describes something with mathematical equations.

13 Section 1 The Nature of Science Scientific Laws and Theories, continued Theories and laws are always being tested. Models can represent physical events. A model is a representation of an object or event that can be studied to understand the real object or event. Scientists use physical and computer models to study objects and events.

Wanted Elements Project Physical Science Project Wanted Elements Name: Date: Period: Your assigned Element: DUE DATE: DIRECTIONS: Create a wanted poster for your assigned element.

14 Wanted Elements Project Physical Science Project Wanted Elements Name: Date: Period: Your assigned Element: DUE DATE: DIRECTIONS: Create a wanted poster for your assigned element. INCLUDE: ½ poster board in size MUGSHOT: picture of your element FINGERPRINT: chemical structure of your element (Bohr model) NAME: name of element plus include any known aliases (Latin, Greek, Russian, etc ) HEIGHT: atomic radius WEIGHT: atomic mass DISTINGUISHING CHARACTERISTICS: characteristics of your element (minimum of 5) DANGERS: why is it wanted (why is it dangerous) AMOUNT OF REWARD: cost of element ($$$) OTHER: any other information that you think might be important for the capture of your element PRISONER NUMBER: atomic number CAPTURED BY: who gets credit for the discovery of the element and what date it was discovered on. REFERENCES: Cite your references on the back of your poster. If you use a website(s), cite the actual site you use to obtain the information, not simply

15 Atomic Model for Helium

16 Section 1 The Nature of Science Models

17 Section 1 The Nature of Science Physical, Mathematical, and Conceptual Models

18 Section 2 The Way Science Works Objectives Understand how to use critical thinking skills to solve problems. Describe the steps of the scientific method. Know some of the tools scientists use to investigate nature. Explain the objective of a consistent system of units, and identify the SI units for length, mass, and time. Identify what each common SI prefix represents, and convert measurements.

19 Section 2 The Way Science Works Bellringer Your teacher has given you the following assignment: Investigate the impact on plant growth of adding various amounts of fertilizer to potted plants. Think about what you would need to do to be certain that the fertilizer was having the impact on the plant growth. Then answer the items below.

20 Section 2 The Way Science Works Bellringer Place a Y besides items that would be part of your plan to investigate plant height and fertilizer. Place a N besides items that will not help you investigate this particular connection. a. Put one plant in a sunny windowsill and one in a dark corner. b. Give plants the same amounts of water. c. Give different plants different amounts of fertilizer without keeping track of which plant got extra fertilizer. d. Use some new plants from seeds and some old plants that have been growing for months. e. Start with plants that are the same size. f. Keep all plants in a similar location. g. Carefully note amounts of fertilizer each plant is given. h. Keep one plant fertilized but with no water.

21 Section 2 The Way Science Works Bellringer 2. Name at least five tools or supplies will you need to perform this experiment. 3. What quantities will be measured, and what units will you use to record these measurements?

22 Section 2 The Way Science Works Science Skills Critical Thinking Scientists approach a problem by thinking logically. Critical thinking is the ability and willingness to assess claims critically and to make judgments on the basis of objective and supported reasons.

23 Section 2 The Way Science Works Science Skills, continued Using the scientific method The scientific method is a general description of scientific thinking rather than an exact path for scientists to follow. Scientific method a series of steps followed to solve problems including collecting data, formulating a hypothesis, testing the hypothesis, and stating conclusions

24 Section 2 The Way Science Works Scientific Method

25 Section 2 The Way Science Works Science Skills, continued Testing hypotheses Scientists test a hypothesis by doing a controlled experiment. In a controlled experiment, all the factors that could affect the experiment are kept constant except for one change. Hypothesis a possible explanation or answer that can be tested Variable a factor that changes in an experiment in order to test a hypothesis

26 Section 2 The Way Science Works Hypothesis

27 Section 2 The Way Science Works Controlled Experiment and Variable

28 Section 2 The Way Science Works Science Skills, continued Conducting experiments No experiment is a failure The results of every experiment can be used to revise the hypothesis or plan tests of a different variable.

29 Section 2 The Way Science Works Science Skills, continued Using scientific tools There are many tools used by scientists for making observations, including microscopes telescopes spectroscopes particle accelerators computers

30 Section 2 The Way Science Works Units of Measurement SI units are used for consistency. Scientists use the International System of Units (SI) to make sharing data and results easier.

31 Section 2 The Way Science Works SI (Le Système Internationale d Unités)

32 Section 2 The Way Science Works Units of Measurement, continued SI prefixes are for very large and very small measurements. The table below shows SI prefixes for large measurements.

33 Section 2 The Way Science Works Units of Measurement, continued The table below shows SI prefixes for small measurements.

34 Section 2 The Way Science Works Math Skills Conversions A roll of copper wire contains 15 m of wire. What is the length of the wire in centimeters? 1. List the given and unknown values. Given: length in meters, l = 15 m Unknown: length in centimeters =? cm

35 Section 2 The Way Science Works Math Skills 2. Determine the relationship between units. Looking at the table of prefixes used for small measurements, you can find that 1 cm = 0.01 m. This also means that 1 m = 100 cm. You will multiply because you are converting from a larger unit (meters) to a smaller unit (centimeters) 3. Write the equation for the conversion. length in cm = m 100 cm 1 m

36 Section 2 The Way Science Works Math Skills 4. Insert the known values into the equation, and solve. length in cm = 15 m 100 cm 1 m length in cm = 1500 cm

37 Section 2 The Way Science Works Units of Measurement, continued Making measurements Many observations rely on quantitative measurements. Length a measure of the straight-line distance between two points Mass a measure of the amount of matter in an object Volume a measure of the size of a body or region in three-dimensional space Weight a measure of the gravitational force exerted on an object

38 Section 2 The Way Science Works Volume

39 Section 3 Organizing Data Objectives Interpret line graphs, bar graphs, and pie charts. Use scientific notation and significant figures in problem solving. Identify the significant figures in calculations. Understand the difference between precision and accuracy.

40 Section 3 Organizing Data Bellringer Imagine your teacher asked you to study how providing different amounts of fertilizer affected the heights of plants. You perform a study and collect the data shown in the table below. Use this data to answer the items that follow.

41 Section 3 Organizing Data Bellringer, continued 1. Which amount of fertilizer produced the tallest plants? 2. Which amount of fertilizer produced the smallest plants? 3. Plot the data on a grid like the one below. 4. Describe the overall trend as more fertilizer is added to the plants.

42 Section 3 Organizing Data Presenting Scientific Data Line graphs are best for continuous change. Line graphs are usually made with the x-axis showing the independent variable and the y-axis showing the dependent variable. The values of the dependent variable depend on what happens in the experiment. The values of the independent variable are set before the experiment takes place.

43 Section 3 Organizing Data Line Graph

44 Section 3 Organizing Data Presenting Scientific Data, continued Bar graphs compare items. A bar graph is useful for comparing similar data for several individual items or events. A bar graph can make clearer how large or small the differences in individual values are.

45 Section 3 Organizing Data Bar Graph

46 Section 3 Organizing Data Presenting Scientific Data, continued Pie charts show parts of a whole. A pie chart is ideal for displaying data that are parts of a whole. Data in a pie chart is presented as a percent.

47 Section 3 Organizing Data Writing Numbers in Scientific Notation Scientific notation is a method of expressing a quantity as a number multiplied by 10 to the appropriate power. Some powers of 10 and their decimal equivalents are shown below = = = = = = = 0.001

48 Section 3 Organizing Data Writing Numbers in Scientific Notation, continued Using scientific notation When you use scientific notation in calculations, you follow the math rules for powers of 10. When you multiply two values in scientific notation, you add the powers of 10. When you divide, you subtract the powers of 10.

49 Section 3 Organizing Data Math Skills Writing Scientific Notation The adult human heart pumps about L of blood each day. Write this value in scientific notation. 1. List the given and unknown values. Given: volume, V = L Unknown: volume, V =? x 10? L

50 Section 3 Organizing Data Math Skills, continued 2. Write the form for scientific notation. V =? x 10? L 3. Insert the known values into the form, and solve. First find the largest power of 10 that will divide into the known value and leave one digit before the decimal point. You get 1.8 if you divide into L. So, L can be written as (1.8 x ) L

51 Section 3 Organizing Data Math Skills, continued Then write as a power of 10. Because = 10 4, you can write L as 1.8 x 10 4 L. V = 1.8 x 10 4 L

52 Section 3 Organizing Data Scientific Notation

53 Section 3 Organizing Data Math Skills Using Scientific Notation Your state plans to buy a rectangular tract of land measuring 5.36 x 10 3 m by 1.38 x 10 4 m to establish a nature preserve. What is the area of this tract in square meters? 1. List the given and unknown values. Given: length, l = 1.38 x 10 4 m width, w = 5.36 x 10 3 m Unknown: area, A =? m 2

54 Section 3 Organizing Data Math Skills, continued 2. Write the equation for area. A = l w 3. Insert the known values into the equation, and solve. A = ( m) ( m) Regroup the values and units as follows. A = ( ) ( ) (m m) When multiplying, add the powers of 10. A = ( ) ( ) (m m) A = m 2 A = m 2

55 Section 3 Organizing Data Using Significant Figures Precision and accuracy Precision the exactness of a measurement Accuracy a description of how close a measurement is to the true value of the quantity measured Significant figure a prescribed decimal place that determines the amount of rounding off to be done based on the precision of the measurement

56 Section 3 Organizing Data Accuracy and Precision, part 1

57 Section 3 Organizing Data Accuracy and Precision, part 2

58 Section 3 Organizing Data Accuracy and Precision

59 Section 3 Organizing Data Using Significant Figures, continued When you use measurements in calculations, the answer is only as precise as the least precise measurement used in the calculation. The measurement with the fewest significant figures determines the number of significant figures that can be used in the answer.

60 Section 3 Organizing Data Math Skills Significant Figures Calculate the volume of a room that is m high, 4.25 m wide, and 5.75 m long. Write the answer with the correct number of significant figures. 1. List the given and unknown values. Given: length, l = 5.75 m width, w = 4.25 m height, h = m Unknown: Volume, V =? m 3

61 Section 3 Organizing Data Math Skills, continued 2. Write the equation for volume. V = l w h 3. Insert the known values into the equation, and solve. V = 5.75 m 4.25 m m V = m 3 The answer should have three significant figures, because the value with the smallest number of significant figures has three significant figures. V = 76.4 m 3

62 Section 3 Organizing Data Significant Figures

63 Section 3 Organizing Data Concept Mapping

64 Standardized Test Prep Understanding Concepts 1. During a storm, rainwater depth is measured every 15 minutes. Which of these terms describes the depth of the water? A. controlled variable B. dependent variable C. independent variable D. significant variable

65 Standardized Test Prep Understanding Concepts, continued 1. During a storm, rainwater depth is measured every 15 minutes. Which of these terms describes the depth of the water? A. controlled variable B. dependent variable C. independent variable D. significant variable

66 Standardized Test Prep Understanding Concepts, continued 2. Why were scientists unable to form a theory that diseases are caused by bacteria before the late fifteenth century? F. No on tried to understand the cause of disease until then. G. Earlier scientists were not intelligent enough to understand the existence of bacteria. H. The existence of microbes could not be discovered until the technology to make high-quality lenses had been developed. I. Doctors believed they understood the disease process, so they would not accept new ideas about the causes.

67 Standardized Test Prep Understanding Concepts, continued 2. Why were scientists unable to form a theory that diseases are caused by bacteria before the late fifteenth century? F. No on tried to understand the cause of disease until then. G. Earlier scientists were not intelligent enough to understand the existence of bacteria. H. The existence of microbes could not be discovered until the technology to make high-quality lenses had been developed. I. Doctors believed they understood the disease process, so they would not accept new ideas about the causes.

68 Standardized Test Prep Understanding Concepts, continued 3. What is a scientific theory? A. A theory is a guess as to what will happen. B. A theory is a summary of a scientific fact based on observations. C. A theory is an explanation of how a process works based on observations. D. A theory describes a process in nature that can be repeated by testing.

69 Standardized Test Prep Understanding Concepts, continued 3. What is a scientific theory? A. A theory is a guess as to what will happen. B. A theory is a summary of a scientific fact based on observations. C. A theory is an explanation of how a process works based on observations. D. A theory describes a process in nature that can be repeated by testing.

70 Standardized Test Prep Understanding Concepts, continued 4. When designing a new airplane, experienced pilots use computer simulations to determine how changes from previous designs affect the plane s handling in flight. What is the advantage of computer simulation over actually building the plane and having pilots test it in actual flight situations?

71 Standardized Test Prep Understanding Concepts, continued 4. When designing a new airplane, experienced pilots use computer simulations to determine how changes from previous designs affect the plane s handling in flight. What is the advantage of computer simulation over actually building the plane and having pilots test it in actual flight situations? Answer: The computer simulation provides a model of the new plane so that potential design problems can be corrected without risk to the pilots and without the expense of building an airplane that does not function well.

72 Standardized Test Prep Reading Skills Two thousand years ago Earth was believed to be unmoving and at the center of the universe. Tthe moon, sun, each of the known planets, and all of the stars were believed to be located on the surfaces of rotating crystal spheres. Motion of the celestial objects could be predicted based on the complex movement of the spheres that had been determined using observations recorded over many years. 5. Demonstrate why this description of the universe was a useful model to ancient astronomers but not to present-day astronomers.

73 Standardized Test Prep Reading Skills, continued 5. [See previous slide for question.] Answer: It was useful because it could predict motions of objects in the sky.

74 Standardized Test Prep Interpreting Graphics 6. What is the volume of the gas 40 seconds into the experiment? F. 15 ml G. 24 ml H. 27 ml I. 50 ml

75 Standardized Test Prep Interpreting Graphics, continued 6. What is the volume of the gas 40 seconds into the experiment? F. 15 ml G. 24 ml H. 27 ml I. 50 ml

Introduction to Science. Chapter 1. Section 1 The Nature of Science. Section 2 The Way Science Works. Section 3 Organizing Data

Introduction to Science. Chapter 1. Section 1 The Nature of Science. Section 2 The Way Science Works. Section 3 Organizing Data Chapter 1 Introduction to Science Section 1 The Nature of Science Section 2 The Way Science Works Section 3 Organizing Data Skills Experiment Design SI Units and SI unit conversions Using graphs Scientific