How to think like a scientist…….S2
Practice thinking like a scientist
BUBBLE SHAPES
Make Observations S4
Ask a Question S5
Make a Hypothesis S6
Plan and Do a Test S7
Record and Analyze S8
Draw Conclusions S9
Using Science Process Skills……S10
Reading to Learn……….S12
Safety………………….. s14
S1
How To Think Like a Scientist
Make Observations
To think like a scientist, learn as much as you can by observing things around you. Everything you hear, smell, taste, touch, and see is a clue about how the world works. As you test your ideas, you'll continue to make careful observations.
Ask a Question
Look for patterns. You'll get ideas. "- For example, you can smell certain odors, such as that of vanilla flavoring, from a distance. Ask questions such as this.
How does the odor travel from the open container to my nose?
Make a Hypothesis
If you have an idea about why something happens, make an educated guess, or hypothesis, that you can test. For example, suppose that you have a hypothesis about how odors travel. You think that odors travel by invisible particles that move through the air.
S2
Plan and Do a Test
Plan how to test your hypothesis. Your plan would need to consider some of these problems.
How will you determine if the odor takes longer to travel a greater distance?
How will You measure the time between opening a bottle of vanilla and detecting the odor? Then test your hypothesis.
Record and Analyze
When you test your idea, you need to observe carefully and record, or write down, everything that happens. When you finish collecting data, you may need to do some calculations with it. For example, you may need to compare the distance between you and the container of vanilla with the time it takes for the odor to reach you.
Draw Conclusions
Whatever happens in a test, think about all the reasons for your results. Sometimes this thinking leads to a new hypothesis. If it takes longer for odors to travel a greater distance, think about what else the data shows. Would all odors travel at the same speed?
S3
Practice Thinking Like A Scientist
Bubble shapes
Make Observations
One afternoon Alicia and Darnell were blowing bubbles outdoors. Both were using a wand with a circle shape at one end. They observed that the bubbles were all coming out round
To learn about the world, you observe it. Observations can be made with any of the senses—sight, hearing, touch, taste, or smell.
S4
Ask a Question
Alicia wondered whether the bubbles were all round because the wand shape was round. Both children thought about the shapes of bubbles. All the bubbles they had ever seen were round. But all had been blown though a wand with a circle shape. Alicia and Darnell had questions about the shapes of bubbles.
Do bubbles take the shape of the object that they are blown through?
Will a square shape make a square bubble?
Will an oval shape make an oval bubble?
They decided to try to answer the first question. They thought they would find the answers to all the questions by answering just that one.
Scientific investigations usually begin with ideas that you're not sure about. Such Ideas can help you ask a question that you really want to answer.
S5
Make a Hypothesis
Alicia and Darnell had an idea that blowing a bubble through a square wand would make a square bubble. They thought that an oval bubble would come from an oval-shaped wand. They both thought the shape of a wand would make a bubble of that same shape. So they made that their hypothesis.
Darnell wanted to know if the bubbles would come out square if the wand shape was square. Alicia was eager to learn if a wand with an oval shape would make an oval shaped bubble.
When you use what you've observed to suggest a possible answer to your question, you're making a hypothesis. Make sure that your hypothesis is an
idea that you can test. If you can't test your hypothesis, try changing it.
S6
One way to try out your hypothesis is to use a test called a controlled experiment. The setups in this kind of experiment are identical in all ways except one. The one difference is the variable. In Alicia and Darnell's experiment the variable is the shape of the bubble wand
Plan and Do a Test .
Later that day Alicia and Darnell planned how they would test their hypothesis. They decided to make different shaped wands for blowing bubbles. They used a length of straight wire to make a square-shaped wand. With a second length of wire they made an oval-shaped wand. They already had the bubble mixture, so they began their test.
S7
Record and Analyze
Alicia blew through the oval-shaped wand six times and through the square-shaped wand six times. Each time she blew counted as one trial. Darnell recorded the shape of the bubbles from each trial on a chart like the one shown.
Next, Darnell took a turn and repeated exactly what Alicia had done. Then, to check their results, they each took another turn. They noticed that as a bubble formed, it had the shape of the wand it was made from. But as soon as the bubble left the wand, the bubble became round.
When you do an experiment, you make observations so that you can obtain information called data. You need to write down, or record, this data and then organize it. Graphs and tables are ways to organize data. Analyze the information that you collect by looking for patterns. To see if your results are reliable, repeat the experiment several times. \\._
S8
Draw Conclusions
Alicia and Darnell concluded that all bubbles are round. They decided that the shape of the wand doesn't matter. All bubbles look like the wand shape at first. Then they all become round. So Alicia and Darnell concluded that their hypothesis was not correct.
After you have analyzed your data, you should use what you learned to draw a conclusion. A conclusion is a statement that sums up what you learned. The conclusion should be about the hypothesis you made. A hypothesis supported by a lot of evidence may be called a theory.
S9
Using Science Process Skills
Observing involves gathering information about the environment through your five senses—seeing, hearing, smelling, touching, and tasting.
Classifying is grouping objects or events according to common properties or characteristics. Often you can classify in more than one way.
Measuring and using numbers involves the ability to make measurements (including time measurements), to make estimates, and to record data.
Communicating involves using words, both speaking and writing, and using actions, graphs, tables, diagrams, and other ways of presenting information.
Inferring means coming to a conclusion based on facts and observations you've made.
Predicting involves stating in advance what you think will happen based on observations and experiences.
S10
Collecting, recording, and Interpreting data all involve gathering and understanding information. This skill includes organizing data in tables, graphs, and in other ways. Interpretation includes finding patterns and relationships that lead to new questions and new ideas.
Identifying and controlling variables involves determining the effect of a changing factor, called the variable, in an experiment. To do this, you keep all other factors constant, or unchanging.
Defining Operationally means to describe an object, an event, or an idea based on personal observations. An operational definition of a plant might be that it is a green living thing that is attached to soil and that does not move around.
Making a Hypothesis suggesting a possible answer to a question or making an educated guess about why something happens. Your hypothesis should be based on observations and experiences.
Experimenting is testing your hypothesis to collect evidence that supports the hypothesis or shows that it is false.
Making and using models includes designing and making physical models of processes and objects, or making mental models to represent objects and ideas.
S11
Reading to Learn
Before you read
1. Scan each page.
titles
subheads
highlighted words
photos and illustrations
captions
2. Identify the
main topic.
3. Ask yourself what you know about the topic.
4. Predict what you will learn by turning subheads into questions.
S12
Scientists use scientific methods when they do experiments. They also use special methods when they read to learn. You can read like a scientist, too. Just follow the steps below.
While you read
1. Look for words that signal cause and effect and sequence.
2. Make inferences and draw conclusions.
3. Ask questions when you don't understand and then reread.
After you Read
1. Say or write what you've learned.
2. Draw, chart, or map what you've learned.
3. Share what you've learned.
S13
The best way to be safe in the classroom and outdoors is to use common sense. Prepare for each activity before you start it. Get help from your
teacher when there is a problem. Always pay attention.
Stay From Stains Stay
Wear protective clothing or an old shirt when you work with messy materials.
If anything spills, wipe it up or ask your teacher to help you clean it up.
Stay Safe From Flames
Keep your clothes away from open flames. If you have long or baggy sleeves, roll them up.
Don't let your hair get close to a flame. If you have long hair, tie it back.
Stay Safe From Injuries
Protect your eyes by wearing safety goggles when you are told that you need them.
Keep your hands dry around electricity. Water is a good conductor of electricity, so you can get a shock more easily if your hands are wet.
Be careful with sharp objects. If you have to press on them, keep the sharp side away from you.
Cover any cuts you have that are exposed. If you spill something on a cut, be sure to wash it off immediately.
Don't eat or drink anything unless your teacher tells you that it's okay.
Make Wise Choices About Materials
Use only the amount of material you need.
Recycle materials so they can be reused.
Take care when using valuable tools so they can be used again.
Stay Safe During Cleanup
Wash up after you finish working.
Dispose of things in the way that your teacher tells you to.
S14
HAIR Keep it out of the way of a flame.
EYES Wear safety goggles when you are told to.
CLOTHES Keep long sleeves rolled up. Protect yourself from stains. Stay away from open flames.
DON'T MAKE A MESS If you spill something, clean it up right away. When finished with an activity, clean up your work area. Dispose of things in the way your teacher tells you to.
If you ever hurt yourself, or one of your group members gets hurt, tell your teacher right away.
MOUTH Don't eat or drink ANYTHING unless your teacher tells you it's okay.
HANDS Keep your hands dry around electricity. Cover any cuts. Wear gloves when told to. Wash up after you finish.