Unit 1: Experiments Unit 1: Experiments and Interactionsand Interactions

Cycle 1Cycle 1: Doing and Analyzing : Doing and Analyzing Science ExperimentsScience Experiments

Cycle 2Cycle 2: Magnetic, Electric Circuit : Magnetic, Electric Circuit and Electromagnetic Interactions and Electromagnetic Interactions InteractionsInteractions

U1C1: U1C1: Doing and Doing and Analyzing Science Analyzing Science

ExperimentsExperiments Act 1: Measurements in ScienceAct 1: Measurements in Science Act 2: Relationships in ScienceAct 2: Relationships in Science Act 3: Good and Poor ExperimentalAct 3: Good and Poor Experimental

DesignsDesigns Act 4: Evaluating Experimental Act 4: Evaluating Experimental

DesignsDesigns Act 5: Evaluating ExperimentAct 5: Evaluating Experiment

ConclusionsConclusions

U1C1 Act 1: U1C1 Act 1: Measurements Measurements

in Sciencein Science PurposePurpose Key QuestionKey Question: When you measure : When you measure

something, can you obtain an exact value?something, can you obtain an exact value? Skill focusSkill focus: Be Aware of & Monitor Your : Be Aware of & Monitor Your

Own ThinkingOwn Thinking

U1C1 Act 1: U1C1 Act 1: Measurements Measurements

in Science …in Science … Key QuestionKey Question: When you measure : When you measure

something, can you obtain an exact something, can you obtain an exact value?value?

I ThinkI Think…… Work through Work through Explore Your IdeasExplore Your Ideas as as

if you were a student in your class.if you were a student in your class.

U1C1 Act 1: U1C1 Act 1: Measurements Measurements

in Science …in Science … Work through Work through Make Sense of Your Make Sense of Your

IdeasIdeas Read Read More Exploration, More Making More Exploration, More Making

Sense, and Putting it all TogetherSense, and Putting it all Together Read Read How To Make and Interpret How To Make and Interpret

Experimental Measurements (located Experimental Measurements (located at back of workbook)at back of workbook)

Quick read through of Quick read through of PracticePractice for this for this activityactivity

U1C1 Act 2: U1C1 Act 2: Relationships in Relationships in

ScienceScience PurposePurpose Key QuestionKey Question: What (if any) is : What (if any) is

the relationship between the the relationship between the length of a pendulum and how length of a pendulum and how long it takes to swing back-long it takes to swing back-and-forth ten times?and-forth ten times?

I ThinkI Think……

U1C1 Act 2: U1C1 Act 2: Relationships in Relationships in

Science …Science … Work through Work through Explore Your Explore Your

IdeasIdeas Read Read Make Sense of Your IdeasMake Sense of Your Ideas Quickly read through the Quickly read through the

PracticePractice for this activity for this activity

Pedagogical Focus: CIPS Pedagogical Focus: CIPS SkillsSkills

U1C1 Act 3: Good and U1C1 Act 3: Good and Poor Experimental Poor Experimental

DesignsDesigns PurposePurpose Key QuestionKey Question: What makes the : What makes the

design of an experiment good or design of an experiment good or poor?poor?

I thinkI think … …

Work through Work through Explore Your Explore Your IdeasIdeas

Introduce Introduce TO DOTO DO list list Team Skills ChartTeam Skills Chart Look at Look at How To Read a RulerHow To Read a Ruler

U1C1 Act 3: Good and U1C1 Act 3: Good and Poor Experimental Poor Experimental

Designs …Designs …

Conclusion in Conclusion in Make Sense of the Make Sense of the ExperimentExperiment

Read through remainder of activityRead through remainder of activity Read Read PracticePractice for this activity for this activity Look at Look at How To Answer Multiple How To Answer Multiple

Choice QuestionsChoice Questions

U1C1 Act 3: Good and U1C1 Act 3: Good and Poor Experimental Poor Experimental

Designs …Designs …

Pedagogical Focus: Pedagogical Focus: CIPS Team RolesCIPS Team Roles

U1C1 Act 4: U1C1 Act 4: Evaluating Evaluating

Experimental DesignsExperimental Designs PurposePurpose Work through Work through Example--Example--

Heating the Earth’s Materials Heating the Earth’s Materials ExperimentExperiment

You Try It!You Try It!

U1C1 Act 4: U1C1 Act 4: Evaluating Evaluating

Experimental DesignsExperimental Designs ReadRead How To Evaluate an How To Evaluate an

Experiment for a Fair TestExperiment for a Fair Test Read the Read the PracticePractice for this activity. for this activity.

Students will use the Students will use the How ToHow To tool tool for the for the PracticePractice and for all future and for all future opportunities to analyze opportunities to analyze experimental designs. experimental designs.

U1C1 Act 5: U1C1 Act 5: Evaluating Experiment Evaluating Experiment

ConclusionsConclusions PurposePurpose Key Question:Key Question: How can we tell when a How can we tell when a

supporting reason for a conclusion is supporting reason for a conclusion is good or poor?good or poor?

Work through Work through Explore Explore Your IdeasYour Ideas

U1C1 Act 5: U1C1 Act 5: Evaluating Experiment Evaluating Experiment

ConclusionsConclusions Work through Work through Putting it all Putting it all

Together Together andand You Try It! You Try It! Read Read How To Evaluate an How To Evaluate an

Experiment ConclusionExperiment Conclusion Work through the Work through the PracticePractice for this for this

activity (later)activity (later)

Pedagogical Focus: Pedagogical Focus: Nature of Science Nature of Science

Learning GoalsLearning Goals Benchmark 1B6-8#1Benchmark 1B6-8#1: Scientists differ greatly : Scientists differ greatly in what phenomenon they study and how in what phenomenon they study and how they go about their work. Although there is they go about their work. Although there is no fixed steps that all scientists follow, no fixed steps that all scientists follow, scientific investigations usually involve (a) scientific investigations usually involve (a) the collection of relevant evidence, (b) the the collection of relevant evidence, (b) the use of logical reasoning, and (c) the use of logical reasoning, and (c) the application of imagination in devising application of imagination in devising hypotheses and explanations to make sense hypotheses and explanations to make sense of the collected evidence. of the collected evidence.

Benchmark 12D6-8#1Benchmark 12D6-8#1: Organize information : Organize information in simple tables and graphs ….in simple tables and graphs ….

Pedagogical Focus: Pedagogical Focus: Nature of Science Nature of Science Learning Goals …Learning Goals …

Benchmark 1B6-8#2Benchmark 1B6-8#2: If more than one : If more than one variable changes at the same time in an variable changes at the same time in an experiment, the outcome of the experiment, the outcome of the experiment may not be clearly attributable experiment may not be clearly attributable to any one of the variables… to any one of the variables…

Benchmark 12E6-8#5Benchmark 12E6-8#5: Notice and criticize : Notice and criticize the reasoning in arguments in which (1) the reasoning in arguments in which (1) fact and opinion are intermingled or the fact and opinion are intermingled or the conclusion does not follow logically from conclusion does not follow logically from the evidence given…the evidence given…

U1C1 QuizU1C1 Quiz

Based on NOS Based on NOS learning goalslearning goals

Questions similar Questions similar to the type to the type students have students have worked on in worked on in activities and for activities and for PracticePractice..

CIPS Fiction Story:CIPS Fiction Story: