Science Skills Metric Unit Powerpoint Part II For Educators - Download Powerpoint at Www. Science Powerpoint

Science Skills
Unit Part
II
Download the Powerpoint version of this
video, as well as assessments, unit notes,
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much more at
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• RED SLIDE: These are notes that are very
important and should be recorded in your
science journal.
• BLACK SLIDE: Pay attention, follow
directions, complete projects as described
and answer required questions neatly.
Copyright © 2010 Ryan P. Murphy

• Keep an eye out for “The-Owl” and raise
your hand as soon as you see him.
– He will be hiding somewhere in the slideshow
“Hoot, Hoot”
“Good Luck!”

“I love my
chocolate
Milk!”
“Oh
no!”
• What the next activity will look like when it is done.
– Make room in your journal.
• King - Kilometer 1000m 103

• Henry - Hectometer 100m 102
• Died - Decameter 10m 101
• While - Standard 1m 100
• Drinking - Decimeter .1m 10-1
• Chocolate - Centimeter .01m 10-2
• Milk - Millimeter .001m 10-3

 (K)ing
 (H)enry
 (D)ied
 (W)hile
 (D)rinking
 (C)hocolate
 (M)ilk

 (K)ing
 (H)enry
 (D)ied
 (W)hile
 (D)rinking
 (C)hocolate
 (M)ilk
Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy
 (K)ing
 (H)enry
 (D)ied
 (W)hile
 (D)rinking
 (C)hocolate
 (M)ilk

 (K)ing
 (H)enry
 (D)ied
 (W)hile
 (D)rinking
 (C)hocolate
 (M)ilk

 (K)ing
 (H)enry
 (D)ied
 (W)hile
 (D)rinking
 (C)hocolate
 (M)ilk

 (K)ing
 (H)enry
 (D)ied
 (W)hile
 (D)rinking
 (C)hocolate
 (M)ilk

 (K)ing
 (H)enry
 (D)ied
 (W)hile
 (D)rinking
 (C)hocolate
 (M)ilk

 King - Kilometer
 Henry - Hectometer
 Died - Decameter
 While - Standard
 Drinking - Decimeter
 Chocolate - Centimeter
 Milk - Millimeter







 King - Kilometer 1000m
 Henry - Hectometer 100m
 Died - Decameter 10m
 While - Standard 1m
 Drinking - Decimeter .1m
 Chocolate - Centimeter .01m
 Milk - Millimeter .001m



Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy



 King - Kilometer 1000m 103
 Henry - Hectometer 100m 102
 Died - Decameter 10m101
 While - Standard 1m 100
 Drinking - Decimeter .1m 10-1
 Chocolate - Centimeter .01m 10-2
 Milk - Millimeter .001m 10-3
Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy






• It keeps going but we won’t use those
much because they are very large and
very small.

• Activity! Measuring the U.S. One Dollar.
• How many millimeters is the printed dollar
bill long?
• How many centimeters is the printed dollar
bill long?
• How many decimeters is the printed dollar
bill long?
• How many meters is the printed dollar bill
long?
• How many decameters is the printed
dollar bill long?
• How many hectometers is the printed
dollar bill long?
• How many kilometers is the printed dollar
bill long?
• Answers! Measuring the U.S. One Dollar.
bill long?
bill long? Answer: 150 mm (millimeters)
bill long?
bill long? Answer: 15 cm (centimeters)
bill long?
bill long? Answer: 1.5 d
long?
long? Answer: .15 m (meters)
dollar bill long?
dollar bill long? Answer: .015 da
(decameters)
dollar bill long?
dollar bill long? Answer: .0015 h (hecto)
bill long?
bill long? Answer: .00015 km (kilometers)
• Activity! Without using any conversion,
how many centimeters is one inch?

• Activity! Without using any conversion, how
many centimeters is one inch? Answer:
2.54 cm (centimeters)
We will learn some conversions
later…
2.54
cm

• Notes will look like the following.
• Length Meter (m)
• Mass Kilogram (kg)
• Temperature Kelvin (k)
• Time Seconds (s)
• Amount Mole (mol)
• Force Newton (n)
• Electric Current Ampere (a)
• Luminous Intensity candela (cd)

 Quantity Base Unit
Symbol

Symbol
 Length Meter M

Symbol
 Length Meter M
 Mass gram g

Symbol
 Length Meter M
 Mass gram g
 Temperature Kelvin K

Symbol
 Length Meter M
 Mass gram g
 Time Second s

 Quantity Base Unit Symbol
 Length Meter M
 Mass gram g
 Time Second s
 Amount Mol mol
Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy
 Length Meter M
 Mass gram g
 Time Second s
 Amount Mol mol
 Force Newton N

 Length Meter M
 Mass gram g
 Time Second s
 Amount Mol mol
 Force Newton N
 Electric Current Ampere a

 Length Meter M
 Mass gram g
 Time Second s
 Amount Mol mol
 Force Newton N
 Luminous Intensity Candela cd

 Length Meter M
 Mass gram g
 Time Second s
 Amount Mol mol
 Force Newton N
 Volume Liter l

 Length Meter M
 Mass gram g
 Time Second s
 Amount Mol mol
 Force Newton N
 Volume Liter l

• Quiz Wiz 1-10 Name the quantity, base
unit, and symbol for each picture.
– Two will be used twice.

1
2
3
4
5
6
7
8
9
1
0
• Bonus: I won three Piston Cups.
• Answers1-10 Name the quantity, base
unit, and symbol for each picture.
– Two will be used twice.

1
1 Force,
Newton, N
2
2 Electric
Current,
Ampere, a
3
3 Time,
Seconds, s
4
4 Mass, Gram,
g
5
5 Amount,
Mole, mol
6
6 Length,
Meter, m
7
7
Temperature,
Kelvin, K
8
8 Luminous
Intensity,
candela, cd
9
9 Volume,
Liter, l
1
0
10 Length,
Meter, M
This is an altimeter.
• Bonus: I won three Piston Cups.
• Bonus: Hudson Hornet from the Pixar
movie Cars.
“We are
not the
same!”
 Area of Focus: Length.

• Activity! Measure the length of the lab
table using the meter. How many…is it
long?
– Millimeters
– Centimeters
– Meters
– Kilometers

• Activity! Measure the length of the lab
table using the meter. How many…is it
long?
– Millimeters 1530
– Centimeters 153
– Meters 1.53
– Kilometers .00153

• Activity! Please measure the curvy line
below in meters as a class.

• Answer! ?

• Activity! Measure the width of the assorted
types of balls.

• Activity! Use the calipers to measure the
width of each type of ball.
– Caution! It does have a sharp edge.

• Activity! Use the calipers to measure the
width of each type of ball.
– Caution! It does have a sharp edge.

• Activity! Recreate a drawing of a plastic
spoon in your journal without tracing it or
freehand drawing.
– Use the calipers to measure widths and
lengths and transcribe information back into
your journal.

 Area of Focus: Mass

 Mass:The amount of matter in an
object. Weight has to do with gravity.
On earth, mass and weight are the
same.

same.
“I’m
weightless
but I still
have
mass.”

same.

 The
standard unit of mass in the
metric system is the gram.
1 milligram = 0.001 gram
1 centigram = 0.01 gram
1 decigram = 0.1 gram
1 kilogram = 1000. grams

• The standard unit of mass in the metric
system is the gram.

system is the gram.

system is the gram.

system is the gram.

system is the gram.

system is the gram.

system is the gram.

“Oh no!”
“We have to
do it again
the opposite
way.”

system is the gram.

system is the gram.

system is the gram.

system is the gram.

system is the gram.

system is the gram.

• Each box is a gram. A gram is the weight
of one centimeter cubed full of water.
1c
1 cm m
1 cm

• Activity! Using an equal balance.
– Please sketch a picture of an equal balance in
your journal.

• Activity! Using an equal balance.
– Task #1) Find two objects of equal weight and
try to balance the scale. What objects were
they?
– Task #2) Which cube weighs the most? How
do you know?
– Task #3) Using a gram set, how many grams
do two washers weigh?

• Activity! Using a Triple Beam Balance.
– Make a quick sketch of a triple beam balance.
– When complete try and zero the scale using
this dial. So the balance lines up here.

• Activity! Using a Triple Beam Balance.
– Weigh the ____ gram weight?
• How many grams should it weigh?
– In what ways was this balance better or
worse?
– Weigh the pink bouncy ball? Can you solve
the problem of it rolling off?
– Which battery weighs more?

• Activity! Using an Equal Balance
– Please find the weight in grams of the two
density blocks that you have.
• Record a description of your blocks so you can
obtain it later to get it’s volume.

• Activity! Digital Balance.
– Make a quick sketch of a digital balance in
your journal.
• How does this compare to the other scales?

• Activity! Digital Balance.
– Make sure to zero the scale before you begin
and that the scale is set to grams.
– Place Petri-dish on scale, and then hit the
zero button.
• What happened?

• Activity! Using the Digital Balance.
– How much does 240 gram weigh?
– Zero 100 milliliter container.
– Place 100 milliliters of water in the container
and weigh it.
• How much did it weigh?
– Place 400 more milliliters in? How much does
it weigh?
– Try 1 milliliter of water? How many grams do
you think it weighs?

• Special Relationships
– 1 cubic meter of water has a mass of one ton,
thus…
• 1 liter of water weighs 1 kilogram,
• 1 milliliter of water is one cubic centimeter.

thus…
• 1 liter of water weighs 1 kilogram.

thus…

thus…

• This is one ton of gold

• These are one ton bags of grain.

 Metric
Ton: A cubic meter filled with
water or 1,000 kilograms.

• Activity! Making a metric ton.
– Please use the tape and the meter sticks to
create one meter cubed.

• Activity! Who wants to submerge
themselves in a trash can full of warm water
so the class and figure out your volume by
water displacement.
– You need a bathing suit and towel.

• Activity! Who wants to submerge
themselves in a trash can full of warm water
so the class and figure out your volume by
water displacement.
– You need a bathing suit and towel.
No plastic bag
liner and hopefully
the barrel will be
clean.
 Area of Focus: Volume, Liter, l
How is
your
OFE?
 Volume: The three-dimensional
space an object occupies.

 The
standard unit of volume in the
metric system is the liter.
1 milliliter = 0.001 liter
1 centiliter = 0.01 liter
1 deciliter = 0.1 liter
1 kiloliter = 1000. liters

• The standard unit of volume in the metric
system is the liter.
– 1 milliliter = 0.001 liter







“Again!”
“C’mon!”







• Always measure a liquid at the bottom of
the curved meniscus.
– How many milliliters is this?

• Answer: 6.8 ml (milliliters)
– How many milliliters is this?

• Activity!
– Please fill a measured container with 100 ml
of liquid. Add one drop of food coloring.
– Please fill with 500 ml of water. Add a
different drop. Mix the colors.
I hope you
are current
on your OFE.
• Activity! Measure 7 ml using a small
graduated cylinder.

 Volumeis also the space that matter
occupies.
Matter is anything that has mass and
takes up space.

 Volumeis also the space that matter
occupies.
Matter is anything that has mass and
takes up space.

 How to find the volume of a cube?
Length x Width x Height - ____cm3

 Howdo you find the volume of a
cube?
Length x Width x Height = ____cm3

• Activity! Finding the volume of a cube.
– Please measure the length, width and height
and multiply L x W x H to get answer.

• What is the volume of this cube?
cm
5
5 cm
5 cm
• Answer: 53 or 5 x 5 x 5 = 125 cm3
cm
5
5 cm
5 cm
• What is the volume of this cube?
4 0
40 cm
cm
40
cm

• Answer! 40 x 40 x 40 = 64,000 cm3
4 0
40 cm
cm
40
cm

• What is the volume of this rectangle?

• Answer! 144 cm3

• What is the volume of this rectangle?
Each unit is equal to 1 cm3

• Answer! 5 (L) x 4 (W) x 3 (H) =

• Answer! 5 (L) x 4 (W) x 3 (H) =

• Answer! 5 (L) x 4 (W) x 3 (H) =

• Answer! 5 (L) x 4 (W) x 3 (H) = 60 cm3

• Find the volume of the density cubes?
2.5 2.5 cm
cm
2.5 cm
Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy
• Answer! 15.625 cm3
2.5 2.5 cm
cm
2.5 cm
 Volume of a cylinder: Where Pi =
3.14

 Volume of a cylinder: Where Pi =
3.14

• Activity! Please find the rough volume of
the large battery.
– Volume of a cylinder: Where Pi = 3.14

• Activity! Can you find the volume of the
cylinder below using the equation.

• Answer: Volume = π x r2 x h you find the
volume to be π(102 )(7) = 700 =

volume to be π(102 )(7) = 700 =
– PEMDAS – Must do exponents

volume to be π(10 x 10 )(7) = 700 =
PEMDAS – Must do exponents

volume to be π (100) (7) = 700 =
PEMDAS – Must do exponents

volume to be π 3.14 x 700 =

volume to be π 3.14 x 700 = 2198 cm3

• Activity! Assume the soda can is a perfect
cylinder. What is it’s volume.
• How many milliliters is the toy T-Rex by
using water displacement?

• Answer:

• Answer: About .8 ml. Each line represents
about .2 ml.

• How many milliliters is the toy scuba diver
by using water displacement?

• Answer:

• Answer: About 1.6 ml.

• Activity! Please find the volume of the
irregular object below using water
displacement.
– Draw each object and provide it’s volume next
to the picture.
– Use the graduated cylinders and materials to
figure it out. Don’t make a mess!

 Density:How much mass is contained
in a given volume. We use grams/cm
3(grams per cubic centimeter)
Density – mass divided volume
Mass
D = ------------- = grams/cm3
Volume

Density = Mass divided by volume
Mass
D = ------------- = grams/cm3
Volume

Density = Mass divided volume
Mass
D = ------------- = grams/cm3
Volume

 An object will float in water.
Density of less than one = float.
Density of more than one = sink.



• Which object from the tank below has a
density of more than one g/cm3.
• Which object from the tank below has a
density of more than one g/cm3.
• Activity! Finding density.
– Go back to the irregular shaped objects,
weigh them in grams and determine their
density.
• Which objects will float, and which will sink?
• Remember your answer is grams / cm 3
• Activity! Density Cubes.
– Find the density of the six cubes as they are
passed around.
– They all have the same volume. 1 inch cubed 

• Activity! Finding the volume of a person by
water displacement.
– First we need to find out the volume of a large
bucket.
– Cut hole in side of plastic garbage can and
stick hose in with leak prevention.
– Next we need to fill it with some warm water.
– Next we need a smaller person to submerge
themselves slowly, as we catch all the water.
– Measure all of the water displaced, then we
will weigh student to find the students density.

water displacement.
bucket.

water displacement.
bucket.

water displacement.
bucket.

water displacement.
bucket.

water displacement.
bucket.

water displacement.
bucket.

Fill barrel and let water spill out until it
stops.
Person must
be slowly
lowered into
the barrel.
Collect
Displace
d
Water
 New Area of Focus: Temperature.

 Temperature: The degree of hotness
or coldness of a body or
environment.
 Corresponds to its molecular activity.

 Temperature: The degree of hotness
or coldness of a body or
environment.
 Corresponds to its molecular activity.

• Which of the pictures below represents hot
and cold on a molecular level?

• Answer: Molecules move faster when hot,
and slower when cold.
Hot Cold

• This is really cold.
– Absolute zero has no molecular motion.

 Temperature:
-
-

• Which two of the thermometers below
represent units that follow the SI system?
Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy
• Answer: The Celsius and Kelvin Scale.
 Measured in degrees Celsius.

 Zero Degrees Celsius is freezing
point of water, 100 degrees Celsius is
boiling point.

• Activity! Please convert 95 degrees
Fahrenheit into degrees Celsius.
– Formula is on the next slide.
“The
Fahrenheit
Scale makes
me angry”

• To convert Fahrenheit temperatures into
Celsius:
– Begin by subtracting 32 from the Fahrenheit
number.
– Divide the answer by 9.
– Then multiply that answer by 5.

• Answer: 35 Degrees Celsius.
– 95 minus 32 is 63.
– Then, 63 divided by 9 is 7.
– Finally, 7 times 5 is 35 degrees Celsius.

“Try it again
you hot head”
“Convert 55
degrees
Fahrenheit
into degrees
Celsius.”
Begin by “Try it again
subtracting 32 you hot head”
from the
Fahrenheit “Convert 55
number. degrees
Divide the Fahrenheit
answer by 9.
into degrees
Then multiply
that answer by Celsius.”
5.
“The answer
is 12.7
degrees
Celsius.”
“55-32=23,
23/9 =2.5,
2.5 x 5=12.7
degrees C.”
• Because many people have never learned
the metric system. Please convert 20
Degrees Celsius into Fahrenheit:
– Begin by multiplying the Celsius temperature
by 9.
– Now add 32.

• Answer: 68 Degrees Fahrenheit.
– Begin by multiplying the Celsius temperature
by 9.
– Now add 32.
20 X 9 = 180
180 / 5 = 36
36 +32 = 68

“Please
convert 30
degrees
Celsius into
degrees
Fahrenheit.”
“Please
Begin by
multiplying convert 30
the Celsius degrees
temperatur Celsius into
e by 9.
Divide the
degrees
answer by Fahrenheit.”
5.
Now add
32.
“The answer
is 86
Degrees
Fahrenheit.”
30 x 9 / 5 +
32 = 86
 KelvinScale: Zero Kelvin is absolute
zero where molecular motion stops.
That is the coldest something can be.
(Never been reached.)
Water freezes at 273.16K; water boils at
373.16K. K = C + 273.16°

 KelvinScale: Zero Kelvin is absolute
zero where molecular motion stops.
That is the coldest something can be.
(never been reached.)
Water freezes at 273.16K; water boils at
373.16K. K = C + 273.16°

• Molecular motion stops at zero degrees K.

• Activity! Red Light, Green Light. Except
it’s Zero K, Warm Again.

• Activity! Please record the temperature in
Celsius of the fluid in the three containers.
– Draw picture and record temp next to
drawing.
– Use two different thermometers.

 New Area of Focus: Time.

• What is time?
– This question has puzzled scientists,
philosophers, and scholars for all of time.

 Time:A measuring system used to
sequence events, to compare the
durations of events and the intervals
between them, and to quantify the
motions of objects.

• Remember: Time is not the same
everywhere. Time speeds up and slows
down. The faster you are going, the
slower time travels.

• Time
– The following conversions are useful when
working with time:

• Time
working with time:
1 minute = 60 seconds

• Time
working with time:
1 hour = 60 minutes = 3600 seconds

• Time
working with time:
1 day = 24 hours

• Time
working with time:
1 day = 24 hours
1 week = 7 days 52.17 weeks in a year

• Time
working with time:
1 day = 24 hours
1 year = 365 1/4 days (for the Earth to
travel once around the sun)

• Time
working with time:
1 day = 24 hours
1 year = 365 1/4 days (for the Earth to
travel once around the sun)

• Leap year: A year containing one extra
day in order to keep the calendar year
synchronized with the astronomical or
seasonal year.
– Occurs every 4 years, February gets an extra
day, the 29th of February.

seasonal year.

seasonal year.

 Distance divided by time = Speed.
Distance (meters)
Time (seconds)
Speed (meters/second)

Time (seconds)

Time (seconds)

Time (seconds)

• Distance divided by time = Speed.
– Distance (meters)
– Time (seconds)
– Speed (meters/second) (km/hr) (mph)

• Velocity: The rate at which an object
changes its position.

changes its position. (Direction)
West

“Hoot”(Direction)
“Hoot” “Did
anybody see me
on the bike?”
West

“Hoot”(Direction)
“Hoot” “Did
anybody see me
on the bike?”
West

• Activity! A car traveled 150 kilometers in
two hours.
– What was the average speed of the vehicle.

two hours.
– Speed = D/T

two hours.
– Speed = D/T
– 150 km / 2 hrs =

two hours.
– Speed = D/T
– 150 km / 2 hrs = 75 km/hr

• How far did a car travel it was moving at
120 km for 3 straight hours.

• Answer! 120km x 3 hr = 360 km/hr

• Activity! 10 meter walk.
– Set-up a measuring tape for ten meters.
– Have a partner record your speed from start
to finish.
– What is your speed in meters/second.

• Can you convert your time m/s into how
many kilometers you can walk in one hour.
To find this out.
– (Meters / second) * (3600 sec / 1 hr) * (1 km /
1000 m) = 3600/1000 = 36/10 = 3.6
• So take the number of m/s you have, and multiply
by 3.6 to get the number of km you will travel in
one hour.

 New Area of Focus: Some of the
other SI units.

 Themole: The molecular weight of a
substance expressed in grams.

• A mole has 6.0221415×1023 atoms or
molecules of the pure substance being
measured.
– A mole will possess mass exactly equal to the
substance's molecular/atomic weight in
grams.

• We won’t use the mole very much in
middle school. You will use it when you
take Chemistry in High School.
• We won’t use the mole very much in
middle school. You will use it when you
take Chemistry in High School.
“I’ll be seeing
you again, ha,
ha, ha.”
 Ampere: The unit of measurement of
electric current, equal to one
coulomb per second.
Coulomb: The measurement of a
number of electrons.

 Ampere: The unit of measurement of
electric current, equal to one
coulomb per second.
Coulomb: The measurement of a
number of electrons.

• Activity! Examining Amperes.
– Using a volt meter to test electrical current.
– Why is this an important tool to have?

 Candela: The unit of luminous
intensity. One candela is equivalent
to 12.57 lumens.
Use to be the light of a standard candle.

 Candela: The unit of luminous
intensity. One candela is equivalent
to 12.57 lumens.
Use to be the light of a standard candle.

 New Area of Focus: Observation,
Inferences, and the Scientific
Method.

• What is science?

 Science is…
-
-
-
Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy
A study of natural phenomenon.
A systematic study and method.







 Knowledge through experience.

A good Scientist is….
-
-
-
-
-
-
-
-

 Is safe!

 Is accurate, precise and methodical.

 Is unbiased, a seeker of the truth.

 Can observe and question.

 Canfind solutions, reasons, and
research.

 Works in all weather conditions if
safe.

 Can overcome obstacles.

 Collaborates (talks) with others.
E OFE
OF
Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy
 Scienceis a systematic attempt to
get around human limitations.
Science tries to remove personal
experience from the scientific process.


 TRY
AND WRITE WITHOUT PERSONAL
PRONOUNS.
DO NOT USE…I, me, you, he, she, we,
you, they, them, theirs, names, etc.

 TRY
AND WRITE WITHOUT PERSONAL
PRONOUNS.
DO NOT USE…I, me, you, he, she, we,
you, they, them, theirs, names, etc.

• Do not end science writing with the words
“The End.” Save that for Disney movies.

• Activity! Please pass three items around
the table three times.
– Then write about your experience without
using any personal pronouns.



• How the paragraph could have been
written.
– Three items were passed around the table in
a random fashion. Each member of the table
passed and contributed one item.

• Activity! Find the personal pronouns in this
poorly written example.
– Our table group was asked to pass three
items around. I passed a pencil while Mark
and Jill both passed their textbook. We
passed our items around until we heard our
teacher say “stop.” -The End.

• Answer! Find the personal pronouns in
this poorly written example.
– Our table group and I were asked to pass
three items around. I passed a pencil while
Mark and Jill both passed their textbook. We

Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy




Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy


• Branches of Science…
– How many branches of science do you know.
–-
–-
–-
–-
–-
–-
–-
–-

• Types of scientists…
– Biology – The study of life.
– Geology – The study of earth.
– Chemistry – The study of Matter.
– Physics – The study of matter and energy.
–-
–-
–-
–-
– -The list will continue on the next page. Each
branch is a possible career field.

• Aerodynamics: the study of the motion of gas on objects and the
forces created
• Anatomy: the study of the structure and organization of living things
• Anthropology: the study of human cultures both past and present
Archaeology: the study of the material remains of cultures
• Astronomy: the study of celestial objects in the
universe Astrophysics: the study of the physics of the universe
• Bacteriology: the study of bacteria in relation to disease
• Biochemistry: the study of the organic chemistry of compounds and
processes occurring in organisms
• Biophysics: the application of theories and methods of the physical
sciences to questions of biology
• Biology: the science that studies living organisms
• Botany: the scientific study of plant life
• Chemical Engineering: the application of science, mathematics,
and economics to the process of converting raw materials or
chemicals into more useful or valuable forms
• Chemistry: the science of matter and its interactions with energy
and itself
• Climatology: the study of climates and investigations of its
phenomena and causes
• Computer Science: the systematic study of computing systems
and computation
• Ecology: the study of how organisms interact with each other
and their environment
• Electronics: science and technology of electronic phenomena
• Engineering: the practical application of science to commerce
or industry
• Entomology: the study of insects
• Environmental Science: the science of the interactions
between the physical, chemical, and biological components of
the environment
• Forestry: the science of studying and managing forests and
plantations, and related natural resources
• Genetics: the science of genes, heredity, and the variation of
organisms
• Geology: the science of the Earth, its structure, and history
• Marine Biology: the study of animal and plant life within
saltwater ecosystems Mathematics: a science dealing with the
logic of quantity and shape and arrangement
• Medicine: the science concerned with maintaining health and
restoring it by treating disease
• Meteorology: study of the atmosphere that focuses on weather
processes and forecasting
• Microbiology: the study of microorganisms, including viruses,
prokaryotes and simple eukaryotes
• Mineralogy: the study of the chemistry, crystal structure, and
physical (including optical) properties of minerals Molecular
• Biology: the study of biology at a molecular level
• Nuclear Physics: the branch of physics concerned with the
nucleus of the atom
• Neurology: the branch of medicine dealing with the nervous
system and its disorders
• Oceanography: study of the earth's oceans and their
interlinked ecosystems and chemical and physical processes
• Organic Chemistry: the branch of chemistry dedicated to the study of the
structures, synthesis, and reactions of carbon-containing compounds
• Ornithology: the study of birds
• Paleontology: the study of life-forms existing in former geological time
periods
• Petrology: the geological and chemical study of rocks
• Physics: the study of the behavior and properties of matter
• Physiology: the study of the mechanical, physical, and biochemical
functions of living organisms
• Radiology: the branch of medicine dealing with the applications of radiant
energy, including x-rays and radioisotopes
• Seismology: the study of earthquakes and the movement of waves
through the Earth
• Taxonomy: the science of classification of animals and plants
• Thermodynamics: the physics of energy, heat, work, entropy and the
spontaneity of processes
• Zoology: the study of animals
• Every Branch uses the Scientific Method!

 Scientific
method: A process that is
the basis for scientific inquiry
(questioning and experimenting).

• Activity! Sketching out the scientific
method.
– This requires a full page and will look like the
example on the next page when done.

Observe
Add to Form a new
backgroun
d Hypothesis
informatio
n Create an
Analyze the data
Collect data experiment with a
control group and
experimental group.
Support Reject
hypothesis hypothesis
Everything in the
experiment should be
Repeat Do something the same except for
experiment With the findings.the independent variable
which is the one thing
that is different.
Observe
and question

Observe
Collect
backgroun
d
informatio
n
Copyright © 2010
Copyright Ryan
© 2010 P. Murphy
Ryan P. Murphy
Observe
Collect Form a
backgroun
d Hypothes
informatio is
n
Observe
Collect Form a
backgroun
d Hypothes
informatio is
n Create an
experiment with a
control group and
experimental group.
Observe
Collect Form a
backgroun
d Hypothes
informatio is
n Create an
control group and
experimental group.

Observe
Collect Form a
backgroun
d Hypothes
informatio is
n Create an
Analyze the data
control group and
experimental group.

Observe
Collect Form a
backgroun
d Hypothes
informatio is
n Create an
Analyze the data
control group and
experimental group.
Reject
hypothesis

Observe
Collect Form a new
backgroun
d Hypothesis
informatio
n Create an
Analyze the data
control group and
experimental group.
Reject
hypothesis

Observe
Collect Form a new
backgroun
d Hypothesis
informatio
n Create a new
Analyze the data
control group and
experimental group.
Reject
hypothesis

Observe
Collect Form a new
backgroun
d Hypothesis
informatio
n Create an
Analyze the data
control group and
experimental group.
Support Reject

Observe
Collect Form a new
backgroun
d Hypothesis
informatio
n Create an
Analyze the data
control group and
experimental group.
Support Reject
Repeat
experiment

Observe
Collect Form a new
backgroun
d Hypothesis
informatio
n Create an
Analyze the data
control group and
experimental group.
Support Reject
Repeat
experiment

Observe
Collect Form a new
backgroun
d Hypothesis
informatio
n Create an
Analyze the data
control group and
experimental group.
Support Reject
Repeat Do something
experiment With the findings.

Observe
Add to Form a new
backgroun
d Hypothesis
informatio
n Create an
Analyze the data
control group and
experimental group.
Support Reject
Repeat Do something
experiment With the findings.

Observe
Add to Form a new
backgroun
d Hypothesis
informatio
n Create an
Analyze the data
control group and
experimental group.
Support Reject
Everything in the
experiment should be
Repeat Do something the same except for
experiment With the findings.the independent variable
which is the one thing
that is different.
 Observation – Anything you can see,
hear, smell, touch, taste, (Using your
senses).

• Observation Basics.
– Our perceptions are not photographs, they are
constructions - something that our minds
manufacture.
– What we perceive is partially determined by
what we know or believe.
– Constructive perception has survival value - it
helps us make sense of the world
– So, seeing is not necessarily believing.
– USE YOUR JOURNAL!

manufacture.

manufacture.

manufacture.
helps us make sense of the world.

manufacture.

manufacture.

 Inference:
A conclusion based on
your observations.

 Inference:
A conclusion based on
your observations.
Try to make an inference

about what board game
beneath this box based on
clues on the next slide.

Let’s Play…I’m
thinking of a
person… Yes/No
Questions only. You
are allowed 4
questions.

• Activity! How well do you observe the
world around you.
– Observe each scene for 30 seconds and then
answer some questions afterward.

• Questions for the street scene.

– How many vehicles were driving?
• Two were driving, two were parked

– How many vehicles were driving?

– What type of vehicles were they?

– What type of vehicles were they?
• Utility van with no labels and small 4
door SUV.

– What colors were they?

– What colors were the they?
• Utility van was white, SUV was dark
blue with no license plate on the front.

– What was the speed limit?

• 35 mph
• What country is this picture in?

• 35 mph
• What country is this picture in?
• The United States most likely
because 35 mph is not Metric. The
U.S. is one of the few countries to use
the Old English System.

– How many witnesses were there, what
were they doing?

– How many witnesses were there, what
were they doing?
• One witness, he was mowing the
lawn.

– What season was it?

– What season was it?
• Summer, the leaves were well
established and green.

• Utility van with no labels and small 4 door SUV.
• Utility van was white, SUV was dark blue with no license
plate on the front.
• 35 mph (No Metric here, must be in the US)
• One witness, he was mowing the lawn.
• Summer, the leaves were well established and green.

• Question about the backyard scene?
– What was the color of the roof of the shed?

• What color was the roof?
– Answer: You can’t tell from the photograph. In
this area of the country the roofs are dark
colored shingles so that’s what we construct
in our head.

• If we lived in the Slovenia, Germany , our
constructions would be different as the
rooftops here are all orange.

• Please write down the name of the
common nursery rhyme that you will see
on the next slide? You get one second.

Mary had
had a little lamb

“Write down
what it said
in your
journal?”

“Did your
brain act
faster than
your eyes?”

Mary had
had a little lamb

Mary had
had a little lamb

• Read the color of the words below (not the
actual words), try to do it as fast as you
can. Is it difficult?

• Say the color of the words below (not the







can. Was this easier? Why?







• Please record what you see beneath this
box.

• Answer! The white marks say the word
LIFT.
L I F T

• Activity! How well do you observe the
world around you.
– Observe each scene for 30 seconds and then
answer some questions afterward.

• Questions about the street scene?

– What type of location are the people at?

– What type of location are the people at?
• Airport, Train Station, Bus Station?

– Describe the person who walked away with
someone else’s green suitcase.

– Describe the person who walked away with
someone else’s green suitcase.
• Male, 5’8” Black Hair, Red short sleeved shirt and
blue jeans and wearing a backpack.

• Questions for the ocean scene
– Who is this a picture of?
• Who is this a picture of?
– A women (adult) with blonde hair, maroon
shirt and wearing eyeglasses.

• Questions for the ocean scene?
– Specifically, where was this photo taken?

• Questions for the ocean scene?
– Specifically, where was this photo taken?
– Picture taken by passenger on a bus or train
(tinted windows). Image is of a women sitting
by the window seat. No smoking sign can be
seen in the reflection. Her left arm is against
her cheek.

• Questions about the grand opening.
– What is the grand opening for?
• Hint- You have all most likely been there.

Path of Travel
• Questions about the grand opening.
– What is the grand opening for?
• This is most likely a McDonalds (Red and Yellow
color scheme) or another fast food chain. You can
see the illuminated value menus in the upper right
hand corner, and the Coca-Cola drink dispenser on
the left. The wall behind the people is most likely a
condiment station.

 Hypothesis:
An educated guess to
your problem / question that is
testable.

• Activity! Goldenrod Gall Observation.
– Make quick prediction of what you think this
is?
• Activity! Goldenrod Gall
– A quick lesson in the scientific method.
– Make an observation of your goldenrod in the
form a detailed drawing in your journal of the
outside of the gall.
– Ask a question / Form a hypothesis (educated
guess)
– Conduct an experiment (dissect it and record
a picture of what you find inside.).
– Accept or reject the hypothesis. Make a new
hypothesis if wrong.

• Three common gall types exist, the stem
gall, ball gall, and leaf gall.
Escape hole from
the adult fly
• Stem gall fly larvae are an important food
source for many birds during the winter.

• Parasitic Wasp – lays egg in gall and
larvae eats the stem gall fly larvae inside.
Eurystoma obtusiventris

• Stem gall fly larvae has a natural anti-
freeze in it’s body to prevent freezing.

• NASA was interested in this biological
antifreeze as a way to prevent humans
from freezing in the cold of deep space.
• Activity! Investigating the scientific method
and soda cans.

 Please set up the spread sheet below. (6
by of
Brand 6)Calories Sodium Sugar Mass (g) Volume
Soda
375ml
375ml
375ml
375ml
375ml

• Soda and the Scientific Method.
– Problem: What type of soda should we bring
on a rafting trip.
– We are going rafting down a Class V section
of whitewater.
– The first rapid called the turbine will definitely
flip the raft and everything on it.

• Soda and Scientific Method
– Please find the density of each brand of soda.
– Remember, Density = Mass / Volume.

• Soda and Scientific Method
– Please study the soda cans.
– Feel free to place them in water and weigh
them / find their density. g/cm3
– Water and scales will be provided.
– Based on all of your findings, what soda
should we bring and why? Use your data!

• Answer: The diet soda floats because it
has a density of less than 1. The regular
soda sinks because the excess sugar
adds to it’s density.

• Activity! CSI
– You will visit a crime scene.
– Sketch out the scene focusing on all of your
observations.
– Create a hypothesis (educated guess) of what
happened based on your observations.
– We will share back at the classroom.

• Raise your hand when you think you know
the picture beneath the boxes.
– You only get one guess.

“I’m King Henry
and apparently I
died while
drinking chocolate
milk.”
• Try Again! Raise your hand when you
think you know the picture beneath the
boxes.
– You only get one guess.

Yoda
“The
Metric
System
you should
use!”
• Activity! Science Skills Unit Review Game

End Part II / II
Science Skills Introduction

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