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7 views

Untitled Design

Uploaded by

Satria Setiawan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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You are on page 1/ 17

FROM OBSERVATION TO SCIENTIFIC ENQUIRY

PRIOR LEARNING QUIZ

NUMBER STATEMENT TRUE OR FALSE

1. You can only do science experiments in a lab using lab equipment.

2. You use all your senses to observe, not just your sight.

3. The best questions in science always have a simple yes or no answer.

4. Scientists use tools like thermometers to make observatiosn more precise.


PRIOR LEARNING QUIZ

NUMBER STATEMENT TRUE OR FALSE

1. You can only do science experiments in a lab using lab equipment. False

2. You use all your senses to observe, not just your sight. True

3. The best questions in science always have a simple yes or no answer. False

4. Scientists use tools like thermometers to make observations more precise. True
OBJECTIVES

• Develop questions that arise from observations.

• Develop a step-by-step plan of investigation.

• Use prior knowledge to process results.


LESSON REFLECTION - I CAN...

• Identify questions that arise from observing the

world.

• Use prior knowledge to formulate inquiries for

further exploration.

• Develop a step-by-step plan to investigate

questions.
OBSERVATION

• Observation is the first step in scientific inquiry.

• It involves using all five senses to gather


information about the surroundings.

• Any patterns, anomalies, or events of interested


are noted.

• e.g. Noticing how different plants respond to


sunlight and shade throughout the day.
SCIENTIFIC QUESTIONS

• Start with basic 'how,' 'what,' 'why,' 'when' based


on your observations.

• Gradually, refine these into scientific questions


that are specific, testable, and allow you to
collect evidence to support or disprove them.

• e.g. How does the amount of sunlight affect the


growth rate and health of different plant species?
VARIABLES

• Identify independent variables (what you


change), dependent variables (what you
measure), and control variables (what you keep
constant).

e.g.
• The independent variable is the amount of
sunlight.
• The dependent variable is the plant’s growth.
• Control variables might include the amount of
water, soil type and fertiliser.
HYPOTHESIS

• After identifying the variables, you can propose


a hypothesis. This links the variables to suggest a
possible answer or explanation that can be tested.

• e.g. Plants deprived of sunlight will grow more


slowly.
PREDICTION

• You can also make a prediction about how


changing the independent variable will influence
the dependent variable's outcome.

• e.g. If I place a plant in a dark room, it will grow


shorter than a plant placed in sunlight.
CARRYING OUT A METHOD

• A method details the way the variables will be


changed, measured and controlled.
• The best equipment for precise, accurate and safe
data collection should be chosen.
• It is also important to decide how data will be
recorded during this planning stage.

• e.g. Plants will be grown in the sun or shade. We


will measure their heights with a ruler every
week for a month and record the measurements
in a table.
RESULTS ANALYSIS

• The results are examined for patterns and


comparisons to the hypothesis.

• e.g. Our table shows that plants in sunlight grew


an average of 2 cm taller than those in the shade.
This supports our hypothesis that sunlight
positively affects plant growth.
CONCLUSION

• It is also important to use scientific concepts and


prior knowledge to explain the results.

• e.g. We know that photosynthesis is the process


by which plants convert sunlight, water, and
carbon dioxide into food (glucose) for energy
and growth.

• Since plants with more sunlight likely performed


more photosynthesis, it makes sense that they
would have grown more.
EVALUATION

• Any errors in the use of equipment or techniques


can affect the accuracy and reliability of results.
• It is necessary to evaluate the process of
scientific enquiry so it can be refined and
improved.

• Example: We did not measure the height at the


same time each day, which may have affected the
precision of results. Next time we will always
measure at the same time.
GLOSSARY

• Experiment: A test to explore a hypothesis by changing variables to see their effects.


• Hypothesis: A guess about how variables relate, based on knowledge and reasoning, testable by investigation.
• Observation: Noting the natural world's phenomena with senses or instrument.
• Prediction: A forecast based on past experience or reasoning, similar to a hypothesis.
• Scientific Inquiry: Asking questions about nature and conducting experiments for answers.
• Scientific Questions: Specific, testable questions about observable phenomena.
• Variables: Parts of an experiment that can be changed, measured, or kept constant.
LESSON REFLECTION - I CAN...

• Identify questions that arise from observing the

world.

• Use prior knowledge to formulate inquiries for

further exploration.

• Develop a step-by-step plan to investigate

questions.
NATIONAL CURRICULUM STATEMENT

Ask questions and develop a line of enquiry


based on observations of the real world,
alongside prior knowledge and experience.

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