SCIENCE FAIR FRIDAY 7 APRIL
Start thinking now of a possible experimental inquiry.
Later in the year we will spend some time on Inquiry Based Science, how to plan an Inquiry and how to display your findings on a Scientific Poster. Also I will give you some ideas that have worked in the past
Post your ideas on the Home page.
https://www.ocps.net/lc/southeast/edu/PublishingImages/Science-Fair.png
Year 8, 9 Science:
Critical Thinking Project: Analyzing
a Pseudo Science
AIM: To research and critically analyze a Pseudo Science to determine
the truth of it’s claims. You also might want to survey people’s opinions. Some
of the topics can be practically tested as well.
Procedure:
·
One student per topic.
·
Chose from the topics listed below.
·
Must be presented to the class as a
Power Point.
·
The Power Point should have no less than
10 slides.
·
You must have an Introduction, Hypothesis
(discuss why your topic is Pseudo Science and not Science), Research/
Experiments/Data, Conclusion, Bibliography.
·
DO NOT use full sentences on slides, use
dot points
·
DO NOT put more than 4 or 5 key points on each slide
·
Use notes to help you to present your
slide show to the audience
·
Use a standard, big font on all slides
·
DO NOT use distracting animations or
transitions
·
DATE DUE Thursday 10 May
Topics:
Astrology
Homeopathy
Dowsing
Ghosts
Psychics
Cold Reading
Mayan Predictions of Doomsday for 2012
Faking the Moon Landings
ESP (Extra Sensory Perception)
UFO’s
Numerology
Cancer caused by Mobile Phones
Geocentrism (the Earth is the center of the Universe)
Some Websites
Mr Alan, April 2012
: Critical Thinking Project: Analyzing a Pseudo Science Rubric Name______
9 - 10
points
|
7 - 8
points
|
5 - 6
points
|
0 - 4
points
|
|
Grammar, Spelling,
Mechanics
|
There
are no grammatical or spelling errors.
Capitalization,
punctuation correct throughout.
|
There
are 1 or 2 grammatical, spelling or capitalization / punctuation errors.
|
There
are no more than 3 grammatical, spelling or capitalization / punctuation
errors throughout
|
There
are several grammatical, spelling or capitalization / punctuation errors
throughout
|
Attractiveness and
Organization
|
The
Power Point has exceptionally attractive formatting. Well-organized
information.
The
content and ideas are presented in a unique and interesting way. Contains
>10 slides.
|
The
Power Point has attractive formatting and well-organized information.
Presentation
shows some originality and inventiveness. Contains >10 slides.
|
The
Power Point has well-organized information.
Presentation
shows an attempt at originality and inventiveness. Contains >10 slides.
|
The
Power Point's formatting and organization of material are confusing to the
reader. Presentation shows very little attempt at original thought. Contains
<10 slides.
|
Informational
Interest and
Based in Fact Using
Critical Thinking Concepts
|
The
Power Point contains facts, figures, and/or information that make the Power
Point exceptionally interesting to reader and is based on fact using the
concepts of Critical Thinking and the Scientific method.
|
The
Power Point contains facts, figures, and/or information that make the
articles interesting to readers using the concepts of Critical Thinking and
the Scientific method.
|
The
Power Point contains some facts or figures but is marginally interesting to
read. Does not always use the concepts of Critical Thinking and the Scientific
method.
|
The
Power Point does not contain facts or figures that might make it interesting
to read nor provides much information based on fact and does not use the
concepts of Critical Thinking and the Scientific method.
|
Graphics / Pictures
|
Graphics
go well with the text and there is a good mix of text and graphics. Uses dot
points on slides.
|
Graphics
go well with the text, but there are so many that they distract from the
text.
Uses
dot points on most slides.
|
Graphics
go well with the text, but there are too few and the Power Point seems
"text-heavy" or not enough text and it seems “picture-heavy”. Does
not use dot points on slides.
|
Graphics
do not go with the accompanying text or appear to be randomly chosen. Slides
are messy and use too many animations/ transitions.
|
Presentation
|
The
slide show was presented in a very clear, concise manner, making use of notes
to elaborate on the dot points on each slide.
|
The
slide show was presented in a clear, concise manner, making use of notes to
elaborate on the dot points on each slide.
|
The
slide show was presented clear, concise manner, but not making use of notes
to elaborate on the dot points on each slide.
|
The
slide show was not presented in a very clear, concise manner, and did not make
use of notes to elaborate on the dot points on each slide.
|
TOTAL /50
Week of Monday Jan 9 2012
We now start the Scientific Enquiries.
Here is a list of possible topics for each science.
You may work alone or in pairs.
Physics
1.
Notes made by a
kettle just before it boils.
2.
Objects falling in
liquids.
3.
Pendulum.
4. Craters
Chemistry
1.Kitchen Chemicals
2. Coca Cola
3. Water Hardness
4. Endothermic and
exothermic reactions
Here are the STEPS you need to follow to complete this 6 week project.
Ideas and evidence
• Discuss and explain the importance of questions, evidence and
explanations, using historical and contemporary examples.
• Test explanations by using them to make predictions and then
evaluate these against evidence.
• Discuss the way that scientists work today and how they worked in
the past, including reference to experimentation, evidence and
creative thought.
Plan investigative work
• Select ideas and produce plans for testing based on previous
knowledge, understanding and research.
• Suggest and use preliminary work to decide how to carry out an
investigation.
• Decide whether to use evidence from first hand experience or
secondary sources.
• Decide which measurements and observations are necessary and
what equipment to use.
• Decide which apparatus to use and assess any hazards in the
laboratory, field or workplace.
• Use appropriate sampling techniques where required.
Obtain and present evidence
• Make sufficient observations and measurements to reduce error and
make results more reliable.
• Use a range of materials and equipment and control risks.
• Make observations and measurements.
• Choose the best way to present results.
Consider evidence and approach
• Describe patterns (correlations) seen in results.
• Interpret results using scientific knowledge and understanding.
• Look critically at sources of secondary data.
• Draw conclusions.
• Evaluate the methods used and refine for further investigations.
• Compare results and methods used by others.
• Present conclusions and evaluation of working methods in different
ways.
• Explain results using scientific knowledge and understanding.
Communicate this clearly to others.
Some Resources
Ideas and evidence
• Discuss and explain the importance of questions, evidence and
explanations, using historical and contemporary examples.
• Test explanations by using them to make predictions and then
evaluate these against evidence.
• Discuss the way that scientists work today and how they worked in
the past, including reference to experimentation, evidence and
creative thought.
Plan investigative work
• Select ideas and produce plans for testing based on previous
knowledge, understanding and research.
• Suggest and use preliminary work to decide how to carry out an
investigation.
• Decide whether to use evidence from first hand experience or
secondary sources.
• Decide which measurements and observations are necessary and
what equipment to use.
• Decide which apparatus to use and assess any hazards in the
laboratory, field or workplace.
• Use appropriate sampling techniques where required.
Obtain and present evidence
• Make sufficient observations and measurements to reduce error and
make results more reliable.
• Use a range of materials and equipment and control risks.
• Make observations and measurements.
• Choose the best way to present results.
Consider evidence and approach
• Describe patterns (correlations) seen in results.
• Interpret results using scientific knowledge and understanding.
• Look critically at sources of secondary data.
• Draw conclusions.
• Evaluate the methods used and refine for further investigations.
• Compare results and methods used by others.
• Present conclusions and evaluation of working methods in different
ways.
• Explain results using scientific knowledge and understanding.
Communicate this clearly to others.
Some Resources
Assessment Rubric is found here.
Designing Good Science Posters
Use the ideas and pictures of good posters in the following sites:
This is a good design to use:
Week of Monday August 22
Physics
First topic is "Forces and Motion" using text "Checkpoints Physics" ch 2 (Revision) pp20-27, ch13 pp130-155
Hwk for next week is finish all questions in ch2, #1-8
Chemistry
First topic is "Material Properties" using "Checkpoints Chemistry" ch6 pp75-84
Thursday, April 14 Update Lea
Checkpoint Science Exam on 6 May
Last Year 8 Topics that need to be completed over these holidays are:
Physics-Sound, Spotlight ch8L pp150-164; do all questions and email me with any questions.
-Speeding Up Spotlight ch 9K pp139-148
Biology-Flowering plants, Checkpoints Biology ch 11, pp135-144, all questions
Mr A
Monday 24 Jan
Lea, the last topics you need to do for the checkpoints exam in a few months are detailed below.
Year 9 Biology
Assuming you have finished the Food Chain Webs and Ecology listed below and have no questions then you need to finish the topics "Adaptation and Selection" ch 9A in your Spotlight text , pp4-16 answering all questions. The last topic is "Human Influences on the Environment" which you have covered in the Ecology topic.
Year 9 Physics
Assuming you have finished the Pressure and Density listed below and have no questions then you need to finish the topic "Electric Current" ch 9I pp109-123 only, answering all questions. The last topic "Energy Crisis" will be covered in the Year 8 part.
Mr A
Jan 10 2011
Nov 29 2010
Unfortunately I won't be back at DSB until next Monday due to illness.
Lea, you should continue with the topics listed below in Biology and Physics (as well as the year 8 work---sorry!)
Mr Alan
Year 9 Biology
Next topic for year 9 Biology is “Food Chains Webs”
· Topic is in the year 8 Spotlight text, chapter 8D “Ecology”, pp43-58
AW
Year 9 Physics
Next topic for year 9 Physics is “Pressure and Density”
· Chapter 9L in Spotlight text “Pressure and Moments”; ignore “Moments” pp150-
· Also use the Checkpoints text for “Density” pp138-141
AW