G6 Science - Thinking Like a Scientist Aug2013 by VIS Science Department

Thinking Like a Scientist!

Grade:

Unit Title:

Thinking Like a Scientist

Name:

_____________________________

Teacher:

_____________________________

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

VIS Science Department

This booklet has been developed by the Vienna International School Science Department MYP Team.

Science Department Vienna International School Strasse Der Menschenrechte 1 A-1220 VIENNA AUSTRIA Phone: +43 1 203 5595 312 Fax: +43 1 203 5595 329.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Calendar Week

Date

Description

26/08/13

Introduction and Safety Science equipment & Scavenger Hunt Bunsen Burner

02/09/13

Observation circus Invention Project Introduction

09/09/13

Hallstatt

16/09/13

Invention Project (Assessment A,B)

23/09/13

History of measurement Measuring circus

30/09/13

Hot water Experimenting like a scientist Ah-Tissue

07/10/13

Ah-Tissue

14/10/13

Plot your data

21/10/13

Test ( assessment C)21/10/11 Stretching the point

28/10/13

Break

04/11/13

Blue bottle

11/11/13

Bunsen burner assessment (D,E,F) Self reflection

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

The MYP Programme Model

The Area of Interaction for this Unit is; Community and Service The Unit Question is; Do All Scientific Inventions and Discoveries Benefit the Community?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Areas of Interaction

Approaches to learning (ATL) How do I learn best? How do I know? How do I communicate my understanding?

Community and service How do we live in relation to one another? How can I contribute to the community? How can I help others?

Human Ingenuity Why and how do we create? What are the consequences?

Environment Where do we live? What resources do we have or need? What are my responsibilities?

Health and social education How do I think and act? How am I changing? How can I look after myself and others?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

MYP Science Criteria A

One world To understand how science and society are linked together. To understand the consequences of science on our lives. To understand that science can be used to solve local & global problems.

Communication in science To develop communication skills in science. To develop presentation skills of scientific information. To develop processing skills of scientific information.

Knowledge and understanding of science To understand the main ideas and concepts of science. To apply scientific information to solve problems. To develop critical and reflective thinking skills.

Scientific inquiry To define the research question to be investigated. To design and carry out a scientific investigation. To analyse and evaluate the investigation.

Processing data To collect and record data appropriately. To present data using appropriate methods. To draw reasoned conclusions.

Attitudes in science To safely and skilfully carry out scientific investigations. To work effectively as members of a team. To show respect for themselves, others and the environment.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Thinking Like a Scientist

“Let’s Face it friends….. we’re not exactly Rocket Scientists”

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

AB Assessment – Eureka!

You will have one assessment for Criteria A and B. This assessment is entitled Eureka! In this assessment you will study one invention or discovery that has made a significant difference to our lives.

Scenario You will make a presentation, in the form of a poster, about a significant invention or discovery. You will present your information on a poster. Your poster should include; •

Information about an invention or scientific discovery

•

How it developed over time

•

How it affects our lives and the environment.

•

A bibliography

As a starting point, you could make a choice from the list below: telephone

plastic

atomic power

television

light bulb

mobile phone

steam engine

air conditioning

clock

antibiotics

car

plane

ball point pen

photocopier

microwave oven

watch

radio

glue

Personal computer

anaesthetics

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Criterion A Level A - One World

1-2

Student Description

The student does not reach a standard described by any of the descriptors given below.

The student states how science is applied and how it may be used to address a specific problem or issue in a local or global context.

•

I have attempted to describe the invention or discovery

•

I have stated some benefits or limitations of the discovery or invention

•

I have described the invention or discovery

•

I have described some of the science behind the invention or discovery

•

I have described some of the benefits and limitations of the invention or discovery

•

I have described how the invention or discovery affects at least one of the following factors: moral, social, economic, political, environmental, cultural and ethical.

•

I have explained how the invention or discovery has addressed a problem

•

I have discussed some of the science behind the invention or discovery

•

I have explained some of the benefits or limitations of the invention or discovery

•

I have discussed how the invention or discovery affects some of the following factors: moral, social, economic, political, environmental, cultural and ethical.

The student states the effectiveness of science and its application in solving the problem or issue.

The student describes how science is applied and how it may be used to address a specific problem or issue in a local or global context.

3-4

The student describes the effectiveness of science and its application in solving the problem or issue. The student describes the implications of the use and application of science interacting with at least one of the following factors: moral, social, economic, political, environmental, cultural and ethical.

The student explains how science is applied and how it may be used to address a specific problem or issue in a local or global context.

5-6

The student discusses the effectiveness of science and its application in solving the problem or issue. The student discusses and evaluates the implications of the use and application of science interacting with at least two of the following factors: moral, social, economic, political, environmental, cultural and ethical.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Criterion B

Level

B: Communication

Student Description

The student does not reach a standard described by any of the descriptors given below.

The student uses a limited range of scientific language correctly.

•

I have presented my information using some scientific words or ideas

The student communicates scientific information with limited effectiveness.

•

I have made an effort to present my information clearly.

The student makes little attempt to document sources of information.

•

I have made an effort to include a bibliography

•

I have presented my information using some clearly described scientific terms and ideas.

•

I have made an effort to present my information clearly using both text and graphical sources, so that my audience can understand it,

•

I have included a bibliography

•

I have presented my information using a range of clearly described scientific terms and ideas.

•

I have presented my information clearly using text and graphics with impact, so that my audience can understand it.

•

I have included a detailed bibliography and I have fully referenced my sources using the MLA referencing style.

1-2

The student uses some scientific language correctly. 3-4

The student communicates scientific information with some effectiveness. The student partially documents sources of information.

The student uses sufficient scientific language correctly. 5-6

The student communicates scientific information effectively. The student fully documents sources of information correctly.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Assessment C

You will have a test on this topic on ____________________________________ You will need to revise and learn about the following: •

Measuring length, mass, temperature, time, volume

•

Using SI units

•

Naming laboratory equipment

•

Writing data in a table with labels, units and a title.

•

Drawing graphs

•

Analysing data from tables and graphs

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Criterion C

Level

C – Knowledge and Understanding

Student Description

The student does not reach a standard described by any of the descriptors given below.

The student recalls some scientific ideas, concepts and/or processes.

•

I know about the main ideas in this topic (see previous page)

The student applies scientific understanding to solve simple problems.

•

I can answer simple problems on this topic.

The student describes scientific ideas, concepts and/or processes.

•

The student applies scientific understanding to solve complex problems in familiar situations.

I can describe and give examples of the main ideas in this topic (see previous page)

•

I can use information from tables and graphs.

The student analyses scientific information by identifying parts, relationships or causes.

•

I can write conclusions from the information given

The student uses scientific ideas, concepts and/or processes correctly to construct scientific explanations.

•

The student applies scientific understanding to solve complex problems including those in unfamiliar situations.

I can explain and give examples of the main ideas in this topic (see previous page)

•

I can use information from tables and graphs in problems that are new to me.

•

I can write conclusions and evaluations from the information given

1-2

3-4

5-6

The student analyses and evaluates scientific information and makes judgments supported by scientific understanding.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

DE Assessment

You have one assessment of criteria D, E entitled Working Like a Scientist. Your Task The question that you will have to answer in this assessment is; how can you compare the amount of heat given out by the different types of Bunsen Burner flame?

Scenario To solve the problem of heating laboratory experiments Mr. Bunsen invented the Bunsen Burner. This piece of equipment maximized the heat produced but minimized the light. By mixing gas and air in a controlled fashion before combustion the temperature of the flame can be changed. This invention helped scientists and the community because scientists could now carry out investigations more accurately by controlling the heat during laboratory experiments which made the results more reliable. The Bunsen Burner can have different types of flame. The amount of heat can be controlled by adjusting the air-hole. It can; Be used to heat liquids gently Be used to heat Solids strongly Be left alight but unattended

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Tips for Planning

Aim What are you going to investigate? How are you going to do it?

Hypothesis •

What will be the effect of changing the independent variable?

•

Explain using scientific knowledge why you think this will happen

•

Have you any trial preliminary data to help you identify the significance of possible variables?

Variables Make a list of your variables in the following way; •

Independent variable – the factor that you change.

•

Dependent variable – the factor that you will measure.

•

Controlled variables – factors that you will keep the same to make it a fair test.

Apparatus •

Write a list of apparatus you will need in order to do your experiment.

•

Draw a labelled diagram of your apparatus for each design that you make.

Method Describe what it is you are trying to do in this investigation. It is good to make a plan that is a step by step guide, so that somebody else could follow it. •

Describe how you will make your experiment a fair test.

•

Describe how you will make your experiment safe.

•

Explain how you will make your measurements reliable

•

Explain how you will make your measurements valid

•

State the number of repeats and range of values for your independent variable.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Tips for Concluding and Evaluating

Data Collection Make sure that all tables have; •

A heading (title)

•

Labels and units

Data Processing •

Calculations (e.g. average, range, calculation …)

•

An appropriate graph

Make sure that all graphs have; •

A title

•

Labels and units where appropriate

•

An smooth line or curve of best fit through the data

Conclusion •

Describe what your results tell you – look for trends and patterns in your data

•

Explain the results using scientific knowledge

•

Compare your results to your hypothesis. Do your results support your hypothesis?

•

Describe how you could extend or modify the investigation to look at a related area.

•

Evaluate the strengths and weaknesses of your experiment.

•

Complete a table as shown below.

Problem

MYP6 - Thinking Like a Scientist Aug2013

Why it is a problem

Possible Improvements

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Criterion D

Level

D – Scientific Inquiry

Student Description

The student does not reach a standard described by any of the descriptors given below.

The student attempts to state a focused problem or research question. 1-2

The method suggested is incomplete. The student attempts to evaluate the method and respond to the focused problem or research question.

The student states a focused problem or research question and makes a hypothesis but does not explain it using scientific reasoning.

3-4

The student selects appropriate materials and equipment and writes a mostly complete method, mentioning some of the variables involved and how to manipulate them. The student partially evaluates the method. The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests some improvements to the method or makes suggestions for further inquiry when relevant. The student states a clear focused problem or research question, formulates a testable hypothesis and explains the hypothesis using scientific reasoning.

5-6

The student selects appropriate materials and equipment and writes a clear, logical method, mentioning all of the relevant variables involved and how to control and manipulate them, and describing how the data will be collected and processed. The student evaluates the method, commenting on its reliability and validity. The student comments on the validity of the hypothesis based on the outcome of the investigation. The student suggests realistic improvements to the method and makes suggestions for further inquiry when relevant.

MYP6 - Thinking Like a Scientist Aug2013

•

I have attempted to write an aim

•

I have written a simple method

•

I have attempted to evaluate the method

•

I have written an aim

•

I have written a simple hypothesis

•

I have listed independent, dependent and controlled variables

•

I have written a method including apparatus.

•

I have described the difficulties in my method

•

I have attempted to give improvements to my method

•

I have mentioned my hypothesis in my conclusion

•

I have written a detailed aim

•

I have explained the hypothesis

•

I have described the independent, dependent and controlled variables appropriately for a fair test

•

I have written a detailed method including apparatus.

•

I have evaluated the method in detail. (weaknesses and reasons)

•

I have given detailed improvements to my method

•

I have described other factors that could be investigated

•

I have compared my conclusion to my hypothesis

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Criterion E

Level

E – Processing Data

Student Description

The student does not reach a standard described by any of the descriptors given below.

The student collects some data and attempts to record it in a suitable format. The student organizes and presents data using simple numerical or visual forms. 1-2

•

I have obtained some results in an experiment

•

I have written my results in a simple table

•

I have written a simple conclusion

•

I have obtained a range of results from my experiment

•

I have written my results in a table

•

The student states a trend, pattern or relationship shown in the data. The student draws a conclusion consistent with the interpretation of the data.

I have processed my results and have presented them in an appropriate way

•

I have written a conclusion based on my results

The student collects sufficient relevant data and records it in a suitable format.

•

I have obtained an appropriate range of results from my experiment

•

I have written my results in a table, with labels and units

•

I have processed my results and have presented them in an appropriate way

•

I have written a scientific conclusion for my results, identifying any trends in my results and calculating any values as appropriate.

The student attempts to identify a trend, pattern or relationship in the data. The student attempts to draw a conclusion but this is not consistent with the interpretation of the data.

The student collects sufficient relevant data and records it in a suitable format.

3-4

The student organizes, transforms and presents data in numerical and/or visual forms, with few errors or omissions.

The student organizes, transforms and presents data in numerical and/or visual forms logically and correctly. 5-6

The student describes a trend, pattern or relationship in the data and comments on the reliability of the data. The student draws a clear conclusion based on the correct interpretation of the data and explains it using scientific reasoning.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Criterion F

Level

F – Attitudes in Science

Student Description

The student does not reach a standard described by any of the descriptors given below.

The student requires some guidance to work safely and some assistance when using material and equipment.

•

I attempted the experiment but often needed help.

•

I had to be reminded about working safely

•

I found that working with other students was difficult and had to be reminded about cooperation several times

•

I carried out the experiment with only occasional help.

The student works responsibly with regards to the living and non-living environment.

•

I had due regard for the safety of myself, others and the environment.

When working as part of a group the student cooperates with others on most occasions.

•

I found that working with other students was straightforward.

•

I carried out the experiment without any help.

The student works responsibly with regards to the living and non-living environment.

•

I had due regard for the safety of myself, others and the environment

When working as part of a group, the student cooperates with others.

•

I found that working with other students enhanced the experiment

1-2

The student requires some guidance to work responsibly with regards to the living and non-living environment. When working as a part of a group, the student needs frequent reminders to cooperate with others.

The student requires little guidance to work safely and little assistance when using material and equipment. 3-4

The student requires no guidance to work safely and uses material and equipment competently. 5-6

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Traffic Lights

â&#x2DC;ş

No.

Question / Statement

I can measure quantities using SI units.

I can work with due regard for the safety of myself, others and the environment

I can follow the scientific method for an experiment

I can design an experiment to investigate one factor.

I can collect reliable and repeated data responsibly

I can present my result in tables â&#x20AC;&#x201C; with a title, labels and units.

I can calculate values from my results

I can present my results in an appropriate way

I can write a scientific conclusion based on the results.

I can evaluate the strengths of, and improvements to, my method.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Safety First!

Look at the picture below. Can you identify things that are unsafe? Make a list of your observations on the next page.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Safety First!

Unsafe thing

MYP6 - Thinking Like a Scientist Aug2013

Why it was unsafe

What could be done to make it safe?

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Safety First!

Look at these Laboratory Rules. Give the reason why the rule is necessary in a Laboratory each time. Rule

Reason

Always listen carefully to instructions. Make sure that your follow them

Do not push or run Always act sensibly

Keep the benches and floor clear of bags and coats

Always wear safety glasses when told to, and keep them on

Tie back long hair, and fasten loose clothes

Do not touch gas taps, electricity sockets, or other equipment unless you are told to

Never eat or drink in a laboratory

Light a Bunsen burner carefully, with a proper lighter, on a heat proof mat

If you break anything or have an accident, tell your teacher straight away

Always clean up spills, and put things away

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Laboratory Rules

1. Do not enter any laboratory or science office unless your teacher has asked you to do so. 2. You must always follow the instructions given to you by your teacher. You must not use chemicals or apparatus for any other purpose. 3. Do a ‘risk assessment’. Does the experiment you are doing have any risks (danger) for you or your neighbour? If so, take precautions. Make sure you: •

Wear an apron and goggles if necessary

•

Take great care of any flames.

•

Keep hair and loose clothes away from flames.

•

Keep bags where people will not fall over them.

4. The following activities are not allowed in any of the laboratories: •

Running

•

Throwing things

•

Wearing outside coats

•

Eating, drinking or chewing gum

•

Doing your own experiments without permission

•

Touching any science equipment without permission

5. Any accident or near- accident, or any breakage, must be reported to your teacher immediately 6. Make sure you know the emergency routines; •

Where is the eye wash equipment?

•

Where is the fire blanket?

•

Where is the nearest fire escape?

•

Where is the fire extinguisher?

•

Where is the nearest first aid kit?

•

(you would not normally have to use these last two yourselves)

7. Most laboratory rules are just common sense. If you think you should not be doing something – then do not do it!

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Hazard Symbols Oxidising The substance provides oxygen. Other materials will burn more fiercely in its presence.

Highly Flammable The substance will catch fire easily.

Toxic The substance is poisonous and can kill. Possible routes into the body are breathing, swallowing and absorption through the skin.

Harmful Similar to toxic but less dangerous. Anyone using a harmful substance should wear eye protection such as goggles, and they should take care to wash any spills off their skin immediately.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Hazard Symbols Corrosive The substance will attack and destroy living tissue, including the skin and eyes.

Irritant The substance is not corrosive but may cause reddening, irritation or blistering of the skin.

Biohazard These are living organisms that may cause infection.

Radioactive These substances are radioactive. Radioactivity can damage cells and cause cancer.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Equipment Check

Using the list below label the items of equipment on the following pages.

Thermometer

Test tube

Stopwatch

Spatula

Scales

Pipette

Petri Dish

Pestle & Mortar

Measuring Cylinder

Filter Funnel Conical Flask, magnifying glass, test-tube rack & test tubes Boss and Clamp

Beaker, Thermometer, Tripod, Gauze, Heat Proof mat

Beaker (250 mL)

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Equipment Check

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Equipment Check

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Scavenger Hunt

In the science laboratory, find all of the items listed in the table below. â&#x20AC;˘

Write down where they are found in the laboratory.

â&#x20AC;˘

Write down what they are used for.

Item

Where found

Use

Beaker Conical flask Test tube Test tube rack Dropping pipette Goggles Aprons Bunsen burner Measuring cylinder Thermometer Glass rod Fire extinguisher Heatproof mat Tripod Gauze

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Mr Bunsenâ&#x20AC;&#x2122;s Burner Your teacher will demonstrate the safe use of a Bunsen Burner Then label the diagram below using the words in the box Collar

Rubber tube

Base

Air-Hole

Barrel

Heat-proof mat

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Mr Bunsen’s Burner

How to use a Bunsen burner. •

Connect the rubber tube to the gas supply.

•

Make sure the air hole is on safety position: fully closed

•

Light a wooden splint

•

Turn on the gas

•

Light the Bunsen burner.

•

To switch off the Bunsen burner, switch off the gas supply.

•

Do not blow out the flame!

To practice go to the following website: http://www.media.pearson.com.au/schools/cw/au_sch_phillips_sci1_1/int/bunsen.html

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Think Like a Scientist

A good scientist notes down everything he observes. This includes things which seem odd or unimportant at the time. Read the examples below of the observations of famous scientists

Electricity The observation: In 1791, an Italian called Galvani was dissecting a frog’s leg. He hung the leg from a copper hook and when he cut into it with an iron knife, the leg twitched. The discovery: Volta, Galvani’s friend realised that electricity had been produced when the 2 metals touched moisture in the frog’s leg. In 1800 he used this discovery to make the first battery.

Penicillin The observation: In 1928, Sir Alexander Fleming noticed a fungus growing on a dish of bacteria. The fungus was killing the bacteria. The discovery: It was later discovered that the fungus was producing a bacteriakilling chemical called penicillin. The first penicillin drugs were produced in 1943.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Use Your Senses

Mixing liquids. What you need: •

a bottle of liquid A., a bottle of liquid B and a bottle of liquid C

•

2 test tubes and a beaker ( 100 cm3)

•

Goggles

What to do: •

Pour liquid A into one test tube. Fill it 1/3 full.

•

Pour liquid B into the other test tube. Fill it 1/3 full.

•

Pour the 2 liquids into the beaker. Stir and watch what happens.

•

Pour a little of liquid C into the beaker containing A and B. Stir and watch what happens.

•

Now write down what you saw, by completing these sentences.

What I saw: When I mixed Liquids A and B; ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… When I added Liquid C; ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Use Your Senses

Sort out the smells What you need: •

A set of sample tubes

What to do: •

Pick one tube. Take the top off.

•

Take the tube close to your nose. Using your hand, waft the smell towards you.

•

Try to describe the smell.

•

Put the top back on the tube.

•

Test the other tubes.

•

Record your results in a table.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Use Your Senses

Taste Test What you need: •

A piece of white bread

What to do: •

Put the piece of bread in your mouth.

•

Chew it slowly, round and round, but do not swallow it.

•

Notice what happens to the taste as you chew. (What does it taste like at the beginning?

•

Does the taste change as you chew?)

•

Write down what you observed.

My Observations ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Use Your Senses

What does it feel like? •

What you need:

•

Two sets of materials,

•

Blindfold

What to do: •

Your partner will blindfold you.

•

Touch the different materials.

•

Try to identify the materials.

•

Now swap over and use the second set of materials.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

A Brief History of Measurement

The International standard metric system is the International system of units, SI, abbreviated from the French SystĂ¨me International d'unitĂŠs. The Bureau International des Poids et Mesures (BIPM) ensures a worldwide uniformity of measurement. Another common system of measurements if based on the British Imperial system of weights and measures, still commonly used in both Britain and in the United States of America. A comparison is given below. Quantity

SI System

Imperial System

Mass

Gram (g)

Ounce (oz)

Kilogram = 1000 g

Pound (lb)= 16 oz Stone = 14 lb

Length

Tonne = 1000 kg

Ton = 2240 lb

Centimetre (cm)

Inch (in) Foot (ft) = 12 in

Metre = 100 cm

Yard (yd) = 3 ft

Kilometre = 1000 m

Mile = 1760 yd

Area

Hectare = 10 000 m2

Acre = 4840 square yd

Volume

Litre = 1000 cm3

Pint = 20 fluid oz Gallon = 8 pints

Conversions Mass

1 lb = 0.454 kg

Length

1 in = 2.54 cm

Area

1 Acre = 0.405 Hectare

Volume

1 Pint = 0.568 Litre

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

A Brief History of Measurement

1. A description of a suspected criminal in the U.S.A reads; “Approximately 220 pounds and 6 feet 3 inches tall” a) What is the suspect’s height in metres? b) What is the suspect’s mass in kilograms?

2. A student in the U.K gives his mass as “10 and a half stone”. What is this mass in kilograms?

3. The petrol tank in a car in the United Kingdom is described as having a capacity of 12 gallons. How many litres is this?

4. On the 6th May 1954 Roger Bannister ran the world’s first sub- 4 minute mile. How far is a mile in metres?

5. (Very hard!). A description for a car in the U.S.A reads “an average fuel economy of 40 miles per gallon”. What would this be in units of litres per kilometre?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Reading Scales Read the scales below. Do not forget to include the unit along with the measurement.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Reading Scales Read the scales below. Do not forget to include the unit along with the measurement. One has been done for you.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Measuring Liquids

Measuring cylinders are used to measure the volume of liquids. Volume is measured in centimetres cubed, written cm3, or milli-litres, written mL. Always look at the scale first. On this measuring cylinder each small division is 2cm3. Make sure that your eyes are level with the reading. Take your reading from the bottom of the curve. Never hold the measuring cylinder when you are taking a reading. It is difficult to hold it level. Never pour very hot liquids into a measuring cylinder as it might crack.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Measuring Temperatures Thermometers measure temperature. Temperature is measured in degrees Celsius, written 째C. The thermometer here shows a temperature of 30째C.

Stem

Always look at the scale. On this thermometer each small division is 1째C. Always measure the temperature with the thermometer bulb in the beaker. Make sure your eyes are level with the reading. Always hold the thermometer by the stem and not the bulb.

Liquid Column

Never leave a thermometer near the edge of the bench where it can roll off. Never put a thermometer directly in a flame as it will shatter. Bulb

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Measuring like a Scientist

Make sure that your measuring device shows zero before you start. Make sure you always include the correct unit Using a Top Pan Balance to Measure Mass Book 10 cent coin 20 cent coin 20 paper clips Hence 1 paper clip 100cm3 of water

Investigating a pendulum Length of pendulum Time for 10 swings If the length is halved... Time for 10 swings If the length is doubled... Time for 10 swings

Measuring your body. Measure yourâ&#x20AC;Ś Height Mass Temperature Breathing rate Pulse rate

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Pebbles

Some objects are very difficult to measure. In this experiment, you will find the volume of a pebble –an irregular shaped object. You can use this method to find the volume of any solid object (provided that it does not dissolve in water!) Method •

Choose a measuring cylinder that your pebble will fit into.

•

Half fill the measuring cylinder with water

•

Record the volume – don’t forget the unit.

•

Place the pebble into the cylinder

•

Record the new volume.

•

Calculate the volume of the pebble.

First Reading Volume of water

Second Reading Volume of water + pebble

MYP6 - Thinking Like a Scientist Aug2013

Volume of pebble

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Rice

Some shapes are very difficult to measure. In this experiment, you will find the mass of a grain of rice –a very small mass. You can use this method to find the mass of any small solid shape.

Method •

Collect some grains from your teacher.

•

Try measuring a single grain of rice – its mass is probably too small to give a reading on the scales.

•

Now count out 10 grains and find the mass.

•

Record the mass and number of grains in the table – don’t forget the units.

•

Calculate the average mass.

•

Repeat with 50 grains and 100 grains. Mass

MYP6 - Thinking Like a Scientist Aug2013

Number of Grains

Average Mass

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Measuring Challenge

Challenge 1. Find the thickness of a single sheet of A4 paper. Working ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………..

Challenge 2. Find the volume of a single grain of rice. Working ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………..

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Test Yourself

Connect each measurement of the left with its equivalent on the right hand side. Measurement 1

Measurement 2

5 mm

5 minutes

0.2 kg

2.5 m

300 s

0.5 cm

2 500 mm

1 Litre

0.25 Tonne

100 m2

1.5 km

5 hours

300 min

200 g

1000 cm3

10 Litre

1000 m2

0.1 Hectare

0.01 m3

1500 m

0.01 Hectare

250 kg

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Reflection Point

What are the advantages of using a measuring cylinder instead of a beaker? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………

What are the disadvantages or limitations of using scales to find the mass of a single paper clip? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………

What is the best way of finding your pulse rate? ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Hot Water

How does the temperature of the water change while heating it with a Bunsen burner? Fill a beaker with 200 cm3 of water. Set up the apparatus as shown in the diagram. Measure the starting temperature of the water and record it in your table. Ask your teacher to light the Bunsen burner. Measure the temperature of the water every minute for at least 6 more minutes after the water is boiling and record it in your table. Table showing the temperature of the water every minute. Time / min

Temperature / â °C

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Experimenting like a Scientist

Aim What are you going to investigate? How are you going to do it?

Hypothesising What do you think (predict) will happen? Explain using scientific knowledge why you think this will happen.

Variables Make a list of your variables in the following way; Independent variable – the factor that you change. Dependent variable – the factor that you will measure. Controlled variables – factors that you will keep the same to make it a fair test.

Apparatus Write a list of apparatus you will need in order to do your experiment. Draw a labelled diagram of your apparatus 9 if appropriate)

Method Describe what it is you are trying to do in this investigation. It is good to make a plan that is a step by step guide, so that somebody else could follow it. Include how you will make your experiment a fair test. Include how you will make your experiment safe. Include how you will make your measurements accurate.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Experimenting like a Scientist

Data Collection Make sure that all tables have; A heading (title) Labels and units where appropriate

Data Processing Calculations (e.g. averages, range) Bar or line graph

Make sure that all graphs have a title, labels and units.

Conclusion Describe what your results tell you. Explain the results using scientific knowledge. Do your results support your hypothesis? Are your results reliable? (Do all students have similar results?)

Evaluation Complete a table as shown below Problem or weakness

Reason (why is it a problem?)

Improvement

State what else could be investigated.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Ah-Tissue!

Aim In this experiment I will find out which of the three tissues can soak up the biggest volume of water. I will put the tissues in a certain volume of water in a beaker and measure the left over volume of water after taking out the tissue Hypothesising What I think will happen is… ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. This is because…. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. Variables (Independent variable) The thing that I will change is… ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. (Dependent variable) The thing that I will measure is… ………………………………………………………………………………………………………………………………………………….. ………………………………………………………………………………………………………………………………………………….. (Control variables) The things that I will control are…. ………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………..

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Ah-Tissue!

Apparatus: 1 beaker ( 250 cm3), 3 different tissues, Measuring cylinder (100 cm3), Stopwatch, Tweezers.

Method: •

Cut out the tissues to make squares of 10 cm x 10 cm

•

Measure 100 cm3 of water in the measuring cylinder and pour it in the beaker

•

Put the first tissue (A) in the beaker and start the stopwatch. Make sure the whole tissue is under water.

•

Leave the tissue in the water for 30 s

•

Take out the tissue with the tweezers

•

Let it drip over the beaker until it stops

•

Pour the left over volume of water in the measuring cylinder

•

Record the volume of the left over water

•

Repeat the same procedure with the two other tissues (B,C).

•

Repeat the whole experiment for the three tissues (A,B,C).

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

VIS Science Department

19/08/2013

cm3

(A, B or C)

MYP6 - Thinking Like a Scientist Aug2013

Average Volume of water

Volume of water in beaker

Type of Tissue

Title: A Table to show _______________________________________________________________________________________________

Data Collection and Processing

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

cm3

Average volume of water soaked up

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Ah-Tissue!

Conclusion According to my results tissue ___________soaks up the biggest volume of water . Tissue __________ soaked up ___________cm3 more water than tissue __________ and _________cm3 more water than tissue ___________

In my hypothesis I wrote that …………………………………………….……..……………………………………………………. …………………………………………………………………………………………………………………………………………………………

My results support / do not support the hypothesis. Tissue __________soaked up the most water because ………………..………………………………………………….. ………….…………………………………………………………………………………………………………………………………………… ……………………….……………………………………………………………………………………………………………………………… …………………………………….…………………………………………………………………………………………………………………

Other students had similar / different results. For example _______________________ had the following results; Average volume for Tissue A: ________________ Average volume for Tissue B: ________________ Average volume for Tissue C: ________________

My results are / are not reliable because my results in several trials were very similar/ different. My results are also similar / different from _________________________ ‘s results.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Ah-Tissue!

Evaluating Problem or weakness

Reason (why is it a problem?)

Improvement

There was water left in the beaker after pouring it into the measuring cylinder

The volume measured was not exact. It was too small.

Put the tissue in a measuring cylinder instead of the beaker

Further Work State what else could be investigated and describe how you would investigate it. ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………………

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Stretching the Point

In this experiment, you will measure the extension of an elastic band when different masses are hung from it. A diagram showing the sort of arrangement is shown opposite. The extension is how much longer it is compared to its original length. So the first job is to find the original length of your elastic band – how long it is before it is stretched. The steps in your investigation are; •

Aim

•

Hypothesis

•

Variables

•

Method

•

Data Collection

•

Data Processing (for example, calculating an average extension when you have repeated your results)

•

Plot your processed data onto a graph – remember to label the axis and include units.

•

Draw a line of best fit through your data.

•

Conclude – what is the pattern shown by the line of best fit?

•

Evaluate I – comment on the strengths and weaknesses of your data.

•

Evaluate II – suggest improvements to your experiment and describe another factor that you could investigate,

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Stretching the Point

Aim …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… Hypothesis: I think that … …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… This is because … …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… Variables My Independent variable is… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… My Dependent variable is… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… My controlled variables are… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Stretching the Point

Apparatus and Method The equipment that I will need is… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… I will use the equipment to… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………

Labelled Diagram

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

Title: A Table to show _______________________________________________________________________________________________

Data Collection and Processing

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Stretching the Point

Axis Label & Unit _______________________________________________

Title _____________________________________________________________

Axis Label & Unit __________________________________________

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Stretching the Point

Concluding ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………………….

Evaluating ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………………………………. …………………………………………………………………………………………………………………………………………………….

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Stretching the Point

Evaluating Problem or weakness

Reason (why is it a problem?) Improvement

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Blue Bottles

In this experiment, you will be given a sealed bottle. Inside the bottle is a solution. This solution changes colour when shaken. You will investigate this effect.

The steps in your investigation are; •

Aim

•

Hypothesis

•

Variables

•

Apparatus and Method

•

Data Collection

•

Data Processing (for example, calculating an average when you have repeated your results)

•

Plot your processed data onto a graph – remember to label the axis and include units.

•

Draw a line of best fit through your data.

•

Conclude – what is the pattern shown by the line of best fit?

•

Evaluate

•

Comment on the strengths and weaknesses of your data.

•

Suggest improvements to your experiment and describe another factor that you could investigate.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Blue Bottles

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Blue Bottles

Labelled Diagram

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

Title: A Table to show _______________________________________________________________________________________________

Data Collection and Processing

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Blue Bottles

Axis Label & Unit _______________________________________________

Title _____________________________________________________________

Axis Label & Unit __________________________________________

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Blue Bottles

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Blue Bottles

Evaluating Problem or weakness

Reason (why is it a problem?) Improvement

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Reflection Point

What are the advantages of using the Scientific method? ……………………………………………………………………………..……………………………………………….…… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………..……………………………………………….…… ……………………………………………………………………………..……………………………………………….…… ……………………………………………………………………………..……………………………………………….…… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… Are there any limitations in using this method? …………………………………………………………………………………………………………………………………… ……………………………………………………………………………..……………………………………………………. ……………………………………………………………………………..……………………………………………….…… ……………………………………………………………………………..……………………………………………….…… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… Are there any improvements that you can suggest to this method? …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………..……………………………………………….…… ……………………………………………………………………………..……………………………………………….…… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Traffic Lights

â&#x2DC;ş

No.

Question / Statement

I can measure quantities using SI units.

I can work with due regard for the safety of myself, others and the environment

I can follow the scientific method for an experiment

I can design an experiment to investigate one factor.

I can collect reliable and repeated data responsibly

I can present my result in tables â&#x20AC;&#x201C; with a title, labels and units.

I can calculate values from my results

I can present my results in an appropriate way

I can write a scientific conclusion based on the results.

I can evaluate the strengths of, and improvements to, my method.

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community? Community?

Self Reflection

Where can you apply what you have learned in this unit to look after yourself and others in the future? In this unit what areas of interaction were experienced? Write an example underneath the headings that were explored. ex Circle the main area of interaction for this unit.

Approaches to learning (ATL)

Community and service

Human Ingenuity

Environment

Health and social education

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Dep Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Self Reflection What I liked about this Unit

What I disliked about this Unit.

What we could change to make the Unit better.

How useful I found this Unit.

Additional Comments

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Learner Profile

In this Unit where did you get the opportunity to develop being I asked questions or performed research about… Inquirer I showed my understanding and knowledge when … Knowledgeable I had to think a lot about…. Thinker I communicated best when… Communicator I showed I was fair when…. Principled I accepted different points of view when… Open-minded I looked after my classmates and/or the environment when… Caring I was nervous about…. Risk taker I felt most positive in this unit when…. Balanced I learned best when I … Reflective

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

Notes Use this space for notes. ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………………………

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013

MYP6: Do all Scientific Inventions and Discoveries Benefit the Community?

MYP6 - Thinking Like a Scientist Aug2013

VIS Science Department

19/08/2013