Scientific Investigation - hybrid (1)

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Modesto Junior College *

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101

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Biology

Date

Feb 20, 2024

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docx

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Biology Name _Kylie MJC Scientific Investigation Introduction: Science is a natural process of investigating living and non-living things leading to organized knowledge. This means that science is an activity and one in which we use our senses to participate in. We use our senses of seeing, hearing, tasting, touching and smelling to collect information (data) from our environment. Science involves the collection of data and then conclusions are made based on that data. These conclusions often generate further questions for investigation. As new questions are generated, scientists make hypotheses that can then be tested in an organized and methodical unbiased way; data collected is then used to make further conclusions. Scientists then report their results and conclusions to other scientists and citizens. Steps in the scientific method: Observations à Questions à Hypothesis à Experiment à Results (Data Collection) à Conclusions à New Questions and reporting findings to others. You will do some of these activities at home and some in lab when we return to class next week. Materials Needed at home: Metric Ruler (measures in meter, centimeter, or millimeter units), products in your kitchen and bathroom. Metric System and Measurement: Measurement of Distance (length) - The meter 1 meter (M) = 100 Centimeters (cm) or 1000 millimeters (1000mm) or 1,000,000 micrometers (µm) 1cm = 0.01m or 10mm or 10,000 µm 1 µm = 1 x 10 -6 or 0.0001cm or 0.001mm Measurement of Volume: 1 liter (L) = 1000 milliliters (mL) 1mL = 0.001L Measurement of Mass: 1 gram (g) = 1000 milligrams (mg) 1 kilogram (kg) = 1000 grams (g) Measurement of Temperature: 100°C = Boiling point for water 37°C = Normal body temperature for humans 0°C = Freezing point for water

Making Measurements: Make measurements labeled at home before coming to class. Using a metric ruler, meter stick, Celsius thermometer, graduated cylinders, beakers or triple beam balance make the following measurements. Make your measurements using the unit of measurement in the first column. Then make conversions to the other units listed. Use the tool on the last page to help you with the conversions. Temperature San Francisco today 16.1°C __ Temperature where you are in _Modesto (list town you are in) 17°C __ Metric Mass of dry good you have at home (sugar, flour, beans, pasta, etc.) 0.01 kg 10 g Mass of 1ml of Water (ask Google, Siri or Alexa) 1 g 1000 mg Diameter of penny 19.05 mm 1.90 cm Length of your index finger 88.9 mm 8.89 cm Your height 177.55 cm 1.78 m 12oz. aluminum can of soda 354.88 mL 0.35 L List the name of a cereal and its mass in grams Chex 43 g 43,000 mg List the name or a cleaning product and its volume in mL Windex  680.19 mL  0.68 L Raw Data and Calculations: Post your height in the discussion, “Student Height and Finger Length” and then gather data from the posts of 7 other students. Using raw data obtained by yourself and 7 other students fill in the following table and make the calculations required. Student Height (cm) Length of Student Index Finger (cm) Student 1 165 cm 8.5 cm Student 2 154.94 cm 8.2 cm Student 3 172 cm 8.6 cm Student 4 175 cm 10.2 cm Student 5 178 cm 8.1 cm Student 6 190.5 cm 9.2cm Student 7 165 cm 8.2 cm Student 8 167 cm 9 cm

Average 170.93 cm 8.75 cm 1. Raw data obtained from 8 different individuals is listed in the table above. This raw data was used to make a calculation (the average). What is the difference between “raw data” and a “calculation”? Raw data is better to use and is more accurate because it isn't processed or rounded. 2. Would you expect all students’ averages to be the same in this class? Explain your answer. No, because they could have used 8 different people than the 8 people I used. Construction of a Line Graph: Using the raw data from the table, plot each of the 8 students’ height and finger length. One point on the graph will consist of both height and finger length for one student. There should be a total of 8 points on your graph when you are finished. Blue diamonds are an example.

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Drawing Conclusions from Data: Please answer the following questions in complete sentences. 1. A possible hypothesis – tall people tend to have longer fingers. Do you think that this hypothesis is correct or incorrect? No, some of my peers have longer fingers than mine and are shorter. Majority have around the same size finger some people taller than others. What test did the class do to test this hypothesis? The test was to see if short people have short fingers and tall people have longer fingers. How could the experimental methods have been improved? I feel the the experimental methods could have been improved by everyone using the same people and the same rulers. Did the data that was collected support the hypothesis? I feel the data I used supported the hypothesis because it showed that the taller you are the longer your fingers will be. 2. Describe what your graph may have looked like if tall students had shorter fingers. The peak would have been lower and the average would have been a smaller number. 3. What would it mean about the hypothesis if your 8 points were scattered randomly on your chart? This would mean that the hypothesis is untrue if the points were all far appart. Changing Units in the Metric System Locate the base metric units on the chart below. To convert from one unit to another, count the steps from where you are on the chart to where you want to end up on the chart. Then move the decimal point that many spaces in the correct direction. See the examples.

Example 1: 37ml = ______?____hl Locate milli on the chart. How many steps do you need to move to reach hecto? There are five steps between milli and hector. Move the decimal point five places to the left. Remember you are going up the ladder. 37ml = _.00037_____ hl Example 2: 1.49kg = _______?___g 1.49kg = ____1,490__ g Move decimal to the left Kilo (k) Hecto (h) Deka (da) Move decimal to the right Milli (m) Centi (c) Deci(d) Base units Gram/liter/meter

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