the scientific method homework and study guide pdf

Scientific Method

Scientific Method introduces students to the basic steps of this useful process. Students will learn how to develop a hypothesis based on their observations about something and conduct a simple experiment to test it.

The “Options for Lesson” section on the classroom procedure page lists some additional suggestions you might want to add to your lesson. One such option is to spend extra time discussing the concept of variables in experiments. Another suggestion is to allow students to come up with their own experiments to present to the class on an “Experiment Day.”

Description

Additional information, what our scientific method lesson plan includes.

Lesson Objectives and Overview: Scientific Method teaches students how scientists use this process to conduct experiments. Students will learn how to define and explain this method and use it in a simple experiment. They will understand each step and be able to follow them correctly. This lesson is for students in 3rd grade and 4th grade.

Classroom Procedure

Every lesson plan provides you with a classroom procedure page that outlines a step-by-step guide to follow. You do not have to follow the guide exactly. The guide helps you organize the lesson and details when to hand out worksheets. It also lists information in the yellow box that you might find useful. You will find the lesson objectives, state standards, and number of class sessions the lesson should take to complete in this area. In addition, it describes the supplies you will need as well as what and how you need to prepare beforehand. For this lesson, you will need to supply one penny, one dime, one nickel, a ruler, a water dropper, a cup of water, and paper towels for each group of students. You will need to prepare beforehand to know how many of each item you need to get. You are also more than welcome to adjust the activity and have students use different objects, or even different coins.

Options for Lesson

There is a number of suggestions in the “Options for Lesson” section of the classroom procedure page that you might want to consider adding to the lesson. One such suggestion is to have each group of students experiment with a single coin and compare with other groups. Alternatively, you could have them look at more than the three coins you provided. Another options is to discuss variables and the two types that apply to experiments. You could also use the practice page as a homework assignment or the homework as a practice. One final suggestion is to plan an “Experiment Day.” Have students come up with an experiment and hypothesis and then present their work to the class.

Teacher Notes

On the teacher notes page, you will find a paragraph of additional information. It will provide a little extra guidance and thoughts on the material. This lesson, for instance, will outline the scientific method as having four steps with a few sub-steps. You can use the space on the page to write any notes you have before you present the lesson to your class. Or, if you have some ideas on other activities to use or ways you might adjust the lesson, this is a good place to write them down.

SCIENTIFIC METHOD LESSON PLAN CONTENT PAGES

Introduction and background knowledge.

The Scientific Method lesson plan contains two pages of content. To teach students about this process, the pages outline each step using an overarching example about spiders and spider webs. The first page describes the process and explains how to use this process to find answers to questions. It starts off asking students if they have ever needed to solve a problem at home. Perhaps a video game stopped working or started acting strangely. Depending on the problem, maybe they were able to fix it, or they realized that they had to get a new game.

The lesson describes that this process of identifying a problem, guessing how to solve it, and seeing the results is the scientific method in action. This process is not just for scientists in a laboratory, and it’s not just to solve problems within the field of science. The scientific method is a process that students can apply to just about any problem that deals with any topic. Students will discover that the purpose of this process is simply to prove or disprove a theory about why something happens or how to solve a problem. The lesson plan divides the process into four steps: observation, hypothesis, experiment, and conclusion.

Students might enjoy learning how one scientist’s observation of melting chocolate led to the invention of the microwave. You might want to have students research this scientist to learn more about how he used the scientific method to test his theory.

First Two Steps of the Scientific Method

Students will learn about observing and creating a hypothesis (making a guess) based on what they observed. They may not already know this, but observing is not just an action for the eyes. In fact, students may learn that, depending on what they want to observe, they will need an entirely different sense. They may need to listen, taste, smell, or touch something in order to observe it the way they need to. Sometimes, they may even need to use more than one of the five senses. Scientists observe things so that they can study, learn about, or identify an event or object. Regarding the spider web example, the scientist observes the pattern, size, and texture of the web. This observation requires both sight and touch.

Students will next discover what a hypothesis is, which is an educated guess or theory that might explain an event that someone observed. Usually, it is a statement that answers a specific question. It requires three things: it must explain the observation, be testable by others, and produce the same results when repeated. In the example, the scientist asks the question, do big spiders build stronger webs? The hypothesis: if a spider is larger, then it will create a stronger web.

Last Two Steps of the Scientific Method

Next, students will learn about setting up an experiment to test their theory. The experiment will either prove or disprove the hypothesis. In other words, they will be able to see whether their guess was true or false. With the scientific method, the experiment should only test a single variable. That variable must be something that can change. In addition, the experiment must be repeatable. If another scientists cannot repeat the exact same test, then the experiment needs to change. The example shares that the scientist tests the strength of various spiders’ webs. He measures the spiders’ sizes and use the same method to test the web strength for each one. Then he compares the spiders’ sizes to their webs’ strength.

Finally, students will analyze the data they collect to see if they were right or wrong. This is the conclusion step of the scientific method. During this step, scientists gather all the data from the experiment and analyze it to discover the answer to their question. If the hypothesis is correct, then they can use their statement to answer the question. If not, they must come up with a new guess or theory and perform another test. For the example, the scientist gathers his data. If he finds that larger spiders do, in fact, build stronger webs, then that is his conclusion. Otherwise, his new hypothesis might be that the size of a spider does not affect the strength of its web.

SCIENTIFIC METHOD LESSON PLAN WORKSHEETS

The scientific method lesson plan includes three worksheets: an activity worksheet, a practice worksheet, and a homework assignment. (The “Options for Lesson” section of the classroom procedure page suggests the possibility of switching the latter two if you want.) Each worksheet helps gauge students’ grasp of the material. The activity will especially help them practice the scientific method in a hands-on way. The guidelines on the classroom procedure page outlines when to distribute each handout.

COIN TEST ACTIVITY WORKSHEET

The activity requires students to compare a penny, nickel, and dime in relation to how many drops of water each can hold. Students will first write some things they observe about each coin. Then they will write a hypothesis as to how many drops each coin can hold, but they won’t just write a number. Following the steps of the scientific method, students will then test their theories and record the data. At the end, they will conclude whether or not they were correct and explain what they found.

MATCH THE STEP PRACTICE WORKSHEET

For the practice worksheet, students will review 20 descriptions. There are four words in the word bank: observation (O), hypothesis (H), experiment (E), and conclusion (C). Students will mark the statements with the letter they represent.

SCIENTIFIC METHOD HOMEWORK ASSIGNMENT

There are two parts to the homework worksheet. First, students will answer six questions that are multiple choice. For the second section, they will read 12 sentences. They must determine which step of the scientific method the sentence corresponds to.

Worksheet Answer Keys

The last couple pages of the lesson plan provide answer keys all three worksheets. On the activity worksheet, it is possible that there will be some slight variation with the figures for the coin measurements. However, they should be fairly close if not exactly the same. The answer key provides a sample hypothesis to test for the sake of the rest of the activity, which will vary from group to group. The practice worksheet lists the correct answers in red. The same is true for the homework answer key. It highlights the correct multiple choice answer for that section and marks in red the correct terms for the second section.

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scientific method

It was a great way to introduce the scientific method to my students

I was very pleased with the lesson plan on the scientific method. There were some changes made in the middle of the school year, and I ended up teaching science to 4 and 5 grade. The other teacher had only taught with videos, and I wanted to start my teaching off with a fun, hands-on experiment. It was a huge success and now my kids are excited to come to Science class!

Very useful

I used this lesson as an introduction to the scientific method with 3rd and 4th graders and it went very well. The worksheets were clear and easy for the children to follow.

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2.2.4: The Scientific Method

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• Page ID 114821

• Orange County Biotechnology Education Collaborative
• ASCCC Open Educational Resources Initiative

Learning Objectives

• Utilize the steps in the scientific method to design, collect and interpret scientific data.

Student Learning Outcomes:

Upon completion of this lab, students will be able to:

• Formulate a hypothesis based on an observation.
• Design their own experimental method including proper controls.
• Collect results and describe colony growth (morphology) present.
• Determine if data collected supports their hypothesis

INTRODUCTION

Microbes are all around us. In this lab, you will be introduced to this as well as to the scientific method. Throughout the semester, you will learn how to aseptically work with bacteria; meaning learning how to culture bacteria without contaminating yourself and keeping a pure sample of bacteria free from other unwanted bacteria. During this lab exercise, you are going to swab an area of your choice to see what bacteria and/or fungi are present there. You will also test the effect of some disinfectants on the bacterium Escherichia coli ( E. coli ) Using the scientific method, you will design an experiment, collect data, and interpret your results.

The scientific method is a generalized tool used to aid in asking and answering a scientific question by making observations and performing experiments. There are steps that are generally followed when conducting and designing an experiment. First, an initial observation is made. An observation can involve noting any event (a pattern, an action, a behavior, or a reaction). After making an observation, a question can be asked about the event. Once a question is asked, then research regarding what is already known relating to this question (finding background material) can be discovered to better understand the observation. This background information typically comes from publications in scientific literature, such as journal articles and reviews. Once the background information is understood, a hypothesis can be formed. This gathering of information and its application to a solution is an example of inductive reasoning. The hypothesis is then either supported or rejected depending on the analysis of the results of well-designed experiments. Each experiment needs dependent and independent variables . The value of the dependent variable is determined and is a function of the independent variable. In an ideal experimental setup, the independent variable is something over which we have some control and changes in some predetermined way, while changes in the dependent variable are observed and measured. A hypothesis must include both of these variables. A hypothesis can be generated by creating an “if-then” statement. For example, “If I treat cancer cells with drug x then they will die. “

Part I: Disk Diffusion Method to Evaluate Disinfectants

For this portion of the lab, you will be provided the protocol/instructions but you will choose the substances to test. You will develop and test your hypothesis.

• 1 culture of E. coli
• sterile swabs (1 swab needed per plate)
• sterile absorbent paper disks
• sterile water (negative control)
• 10% bleach (positive control)
• 30% hydrogen peroxide (positive control)
• 4 test disinfectant solutions
• 1 petri plate (containing sterile nutrient agar)
• Plan your experiment. In addition to the controls, which solutions would you like to test?
• Answer parts A, B, and C below to help with your planning.
• Dip the sterile swab into the E. coli solution then spread it over the entire surface of the NA plate by rubbing the swab over the entire surface. You want to coat the entire surface with the bacteria so do not leave spaces that have not been in contact with the swab. Be careful to only open the lid of the plate enough to work (like a clamshell). If you open the lid all the way, you risk contaminating the surface with unwanted bacteria/fungi from the environment.
• Dispose of the swab in the appropriate waste container.
• Using sterile forceps (tweezers) dedicated to the solution to be tested, dip sterile disks one at a time into the following solutions and place them onto the agar surface that has been inoculated with E. coli . Be sure not to allow the tweezers themselves to come in contact with the agar because that will cause them to become contaminated with bacteria.
• Include all answers to your questions in your lab notebook along with your procedure for testing the disinfectants.

Observation

• Based on your experience and observations, which solutions do you think will inhibit the growth (or kill) E. coli the most? Which solutions are you interested in testing?
• Based on your observations, write the hypothesis you wish to test.

Experimental Design

Work with your group to write a protocol for your experiment based on the questions below. Start with the instructions and insert the necessary details such that a person with no knowledge of your project would be able to read your protocol and fully understand what to do.

• Based on your hypothesis, which solutions will have the largest zone of inhibition around the disks?
• What will you include as your experimental controls? (Which solutions WILL or will NOT inhibit the bacteria)?
• How will you set up your experiment? (I recommend writing a map on your plate on the agar side where you will place the disks and then making a key to the map in your lab notebook).

Example Protocol

• On the bottom of your NA agar plate (the side with the agar, NOT the lid!!), label the plate using a permanent marker with your initials, “Biotech Lab”, the date, E. coli test, and where you are placing each disk.
• Take the sterile swab and dip it in the E. coli culture. ( Don’t place the lid for the E. coli on the desk or it will now be contaminated!) Place the labeled plate on the desk in front of you with the lid side of the plate up. With one hand, open the lid (only open it a little bit so that you can have access to the agar; think of a clam shell) and use the swab to spread the bacteria all over the plate. Make sure to move the swab around to cover the entire plate.
• Cover the plate with the lid and discard the swab in the appropriate waste container

• Place plate in a 37⁰C incubator, with the agar side up. (note: you can place it into the same 32⁰C incubator as the next experiment)
• The plate will grow in the incubator for 48 hours.
• When incubation is complete, measure the diameter of any zones of inhibition using a millimeter (mm) scale. Report data in the table below.
• Remove your plates from the incubator. DO NOT OPEN THE PLATES!
• Take a picture of your plates and include them in your lab notebook. Be sure to clearly label each portion of the plate.
• Make the following table in your notebook and record your data.
• Which solution did you use as a negative control ? Did this control provide the expected result?
• Based on your observations, which solution had the greatest effect on the E. coli ? Which has little or no effect?

Part II: Environmental Sampling

For this portion of the lab, you will develop and test your hypothesis as well as design the method to test it.

• 1 tube of sterile water
• sterile swabs (1 swab for each sample to be collected)
• Luria broth (LB) or nutrient agar (NA) plates (1 plate for each sample to be collected)
• Working with your group, determine your experimental design for this lab.
• Complete parts A, B, and C below to help with your planning.
• Include all answers to your questions in your lab notebook along with your procedure for collecting your samples.
• Based on your observations of the world around you what surfaces do you think are most “dirty” or “clean”? Which surfaces are you interested in testing?
• Based on your observations write the hypothesis you wish to test in your lab notebook.
• Based on your hypothesis, how many surfaces/samples will you test?
• What will you include as your experimental control?
• How will you perform your experiment? (I recommend dipping your sterile swab into the sterile water and then swabbing your sample).
• How long and in which pattern will you swab your samples? (roll, zigzag, etc.)
• How many plates will you need and how will you section them? (you can use a sharpie to label the bottom of the plate and draw sections if needed).

Based on these questions: Work with your group to write a protocol for your experiment. Include enough detail that a person with no knowledge of your project would be able to read your protocol and fully understand what to do. Below is a general protocol for this lab to help you get started.

• On the bottom of your NA agar plate (the side with the agar, NOT the lid!!), label the plate using a permanent marker with your initials, “Biotech Lab”, the date, and where you are choosing to swab.
• Take the sterile swab and dip it in the sterile water (don’t place the lid for the sterile water on the desk or it will now be contaminated!). Then touch the wet swab to whatever surface you would like to test in order to pick up the bacteria. Place the labeled plate on the desk in front of you with the lid side up. With one hand, open the lid (only open it a little bit so that you can have access to the agar; think of a clam shell) and use the swab to spread the bacteria all over the plate. Make sure to move the swab around to cover the entire plate.
• Cover the plate with the lid and discard the swab.
• Place plate in a 32⁰C incubator, with the agar side up. (Some organisms in the environment do not grow well at 37⁰C.)
• Make tables 2 and 3 in your notebook; record your data.

Use the image below to help you describe the morphology of the colonies present on your plates.

• Based on your experimental data, which surfaces had the most bacterial/fungal growth?
• Which surface had the most diverse number of bacteria/fungi?
• Based on your observations, what types of bacteria/fungus do you think were present on your plate?

Study Questions

• What are the steps of the scientific method?
• Be able to write a hypothesis based on a given observation.
• What is the purpose of an experimental control?
• What is the definition of an independent variable? A dependent variable?
• Why do we incubate plates upside down?
• Why do we label the agar side of the plate?
• What is the purpose of incubating the plates?
• What is the purpose of the LB or NA in the plate?
• Given a set of data, be able to formulate a conclusion based on the results given.

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Biology library

Course: biology library   >   unit 1.

• The scientific method
• Controlled experiments

Scientific Method Review worksheet/study guide with answer key

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Description.

This is a good review document of the scientific method which includes questions on variable and controls and the steps to the scientific method. It is an editable word document and there is an answer key.

Questions & Answers

Middle school science lessons.

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Scientific Method: Study Guide & Examples

• Scientific Method: Study Guide &…
• What is the scientific method? It is a logical, systematic approach to solve a problem.
• What is always the first step of the scientific method? Identify the problem and make observation.
• What makes a good hypothesis? A good hypothesis is one that you can test.
• What is a control? Comparison with one or more experimental groups.
• What is an independent variable? The variable that is being manipulated by the experimenter.
• What is a dependent variable? The thing that changes in reaction to the independent variable.
• What is a conclusion? The end or finish of an event or process.
• True or False: Experiments can measure more than one variable at a time. True

A scientist wants to test the effects of soda on the growth of plants.   The scientist keeps everything consistant in the experiment except to plant A. he adds 5 ml of Soda each day and to plant B. he adds 5 ml of water.  Each day, the scientist measures the height of each plant.

• In the above experiment, what is the dependent variable?  Type of plant.
• In the above experiment, what is the independent variable? Type of liquid.

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Author:  William Anderson (Schoolworkhelper Editorial Team)

Tutor and Freelance Writer. Science Teacher and Lover of Essays. Article last reviewed: 2022 | St. Rosemary Institution © 2010-2024 | Creative Commons 4.0

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