Communicating Scientifically Study Guide

Communicating Scientifically Unit Assessment

We have to be able to communicate for others to understand what we did in our experiments. Keeping an organized notebook with lots of details, technical drawings, and descriptions of experiments will help anyone who wants to read it.

In science experiments, we make observations. Observations are the things that we can see, hear, feel, taste, touch or measure in an experiment. Examples of observations are: size, shape, color, amount of liquid, any measurement using data

When making observations it is important to use both qualitative and quantitative descriptions.

 Quantitative descriptions use numbers/measurements to explain what happened. It is more accurate and gives more understanding to the experiment to say that there was 14 ml of water in the bowl (instead of saying there was some water in the bowl).

1, 2, 3… 25°C 157g 3mph 250m 50L

 Qualitative descriptions use words. Synonyms, comparisons, adjectives are all qualitative words that help us understand our observations better. For example, if I said the leaf changed color when I added a chemical, you may not understand. But if I said the leaf changed from a dark green to a red-brown you would have a much clearer picture of what the leaf now looks like.

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We also make inferences. Inferences are opinions, judgements, and ideas we have. We use observations and inferences to draw conclusions about what is happening. Communicating Scientifically Unit Assessment

Direct evidence is something for which we have proof. We have that information in front of us. Our observations are examples of direct evidence.

Indirect evidence is something that we decide based on other things we have seen. We make inferences based on indirect evidence.

Conclusions--- we draw conclusions based on our observations and our inferences. Our conclusions are more accurate when we have multiple observations and if we get the same observations/data multiple times... Simple Conclusion---based on a claim, uses data to back it up Complex Conclusion—7 parts—Answering the question, using data to explain, creating a summary statement of what happened, revisiting hypothesis, making inferences about what happened, comparing data to other groups, and asking further questions.

It is very important to follow all safety rules in an experiment. Rules about what to wear, how to cover your eyes, face, and hands are all there to keep you safe.  Remember to always wait for the teacher’s instructions before beginning an experiment  Never touch chemicals if you don’t know that they are safe.  Read all directions before you begin the experiment  Follow all safety rules posted in your notebook.

Think about all of the safety tools you have to use in your science experiments. When would you need: goggles? Gloves? Lab coat or apron? Hot pads or oven mitts? Fire blanket? Saftey shower?

The variables are the parts of the experiment that do or don’t change.  The independent or manipulated variable is the variable you change/the one you are testing.  The dependent or responding variable is the result you are measuring.  All other parts of the experiment are the constants and need to stay the same.

In a simple science experiment, there should only be one variable that changes. This way we will know why a result happened the way it did. If we change more than one variable, we would not really know which thing caused the end result. Communicating Scientifically Unit Assessment

When conducting an experiment, it is important to do multiple trials. A trial is each time the experiment procedure is performed.

If I am testing the amount of water to use when launching a rocket, I cannot get accurate results after one trial. I need to repeat the experiment multiple times. This way I can get an average result (mean). If I can see a pattern to my data, I will be able to show that my data is valid.

1st Try 2nd Try 3rd Try Rocket with 20 12 cm 14 cm 10 cm ml water Rocket with 10 5 cm 6 cm 7 cm ml water

Organize your data in a chart or data table. Use column headings to show what the numbers mean. This will make it easier for others to understand your data and what it means. Always label your numbers with units so others will know what each number represents.

When conducting an experiment, it is important to use the steps that make it easy for others to understand the experiment, and try to recreate it.

 Question  Hypothesis  Procedure  Data/Observations  Conclusion

Testable Question: When conducting an experiment, you need to make sure that you have written your question in a format that can be tested. A testable question has to be something that a fifth grader could do. Fifth graders create a question that a simple experiment can solve. These experiments test one variable and compare the results. The results should be measureable. A testable question is not answered just by research or by building a model.

Technical drawings - when you are drawing a picture you want to make sure to label all of the parts, including if a change occurs. This helps others who are looking at your journal understand what you have learned.

Communicating Scientifically Unit Assessment

Models are examples of real things, such as picture or a miniature version of an object. A limitation is something that keeps a model from being a perfect example of the “real thing”.  Would you rather have a pencil sketch that looks like a strawberry, a red clay model of a strawberry with the bumps, or a ripe red strawberry? o You want the model you create to have as few limitations as possible. Examples of limitations could be: size, shape, color, 2D/3D, texture, dimensions, or temperature.

Many things we buy have labels on them that advertise how wonderful the product is. We see TV commercials, print ads, and listen to radio advertising that persuade us to find those products in the store. Companies put slogans (catchy words and phrases) all over the package to convince us to buy their product.

Food products have labels with nutrition facts. The USDA (United States Department of Agriculture) requires companies to put accurate nutrition information on the labels.

You can read the label and see if the advertising is as true as it claims to be.

How would you figure out?: Nutrition Facts Serving Size: 2 tbsp (32 g) Servings Per Container: 14 How much fat is in each serving? Amount Per Serving Calories 195 Fat Cal. 150 % Daily Value* How much fat is in two servings? Total Fat 16 g 25% Saturated Fat 1 g 6% Trans Fat 0g What is the percent of fat in two servings? Cholesterol 0 mg 0% Sodium 0 mg 0% Total Carbohydrates 6g 2% Dietary Fiber 4g 15% Sugars 2g Protein 7 g Vitamin A 0% Vitamin C 0% Calcium 6% Iron 6% *Percent Daily Values are based on a 2,000 calorie diet.