2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any

© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.1

• What is Science?

Contents

Objects and Properties Quantifying Properties Measurement Systems Standard Units for the Metric System Length Mass Time Metric Prefixes Understandings from Measurements Data Ratios and Generalizations The Density Ratio Symbols and Equations The Nature of Science The Scientific Method Explanations and Investigations Scientific Laws Models and Theories Science, Nonscience, and Pseudoscience From Experimentation to Application Science and Nonscience Pseudoscience Limitations of Science

Overview

Students begin by considering their immediate environment, and then logically proceed to an understanding that science is a simple, clear, and precise reasoning and a way of thinking about their environment in a quantitative way. Within the chapter, understandings about measurement, ratios, proportions, and equations are developed as the student learns the meaning of significant science words such as “theory,” “law,” and “data.” The chapter develops a concept of the nature of scientific inquiry and presents science as a process. It distinguishes science from nonscientific approaches. It also identifies pseudoscience as a distortion of the scientific process.(Integrated Science, 7e Bill Tillery, Eldon Enger, Frederick Ross ) (Instructor Manual) 1 / 4

© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.2

Suggestions

• To begin the discussion ask the class their definition of science, accepting all answers.

Consider the natural sciences as the study of matter and energy in living and nonliving systems, applied sciences (engineering), and social sciences in the discussion.

• When discussing the meaning of concept, point out that different levels of thinking exist.

Lower levels are not necessarily incorrect but are incomplete compared to higher levels. For example, a young child considers a “dog” to be the short brown furry animal that lives across the street. Later, the child learns that a dog can be any size (within limits) with highly variable colors, and in fact, dogs come in many sizes, colors, and patterns of colors. Still later, a dog (Canis familiaris) is understood to be a domestic mammal closely related to other animals (the common wolf). Each of these generalizations represents a concept, but at different levels of understanding. This discussion of levels of conceptualization will be useful later as a comparison when students argue a concept of something from a lower level of understanding.Many nonscience students have an understanding of acceleration, for example, as a simple straight-line increase in velocity. This concept is not incorrect (the dog across the street), but it represents an incomplete level of conceptual understanding.

• To introduce properties and referents, display an unusual rock (not pyrite) or object and ask

the class to describe it as if talking to someone on the telephone. Keep track of the descriptive terms, then list them all together and ask the students if they could visualize the object if they heard this description over the telephone. The point about typical, vague everyday communications will be obvious. Ask for a volunteer who is majoring in education (or some other major requiring communications) and who loves coffee to describe the taste of coffee to someone who has never tasted it. The student will have difficulty because of the lack of a referent. The concept of a referent will probably be new to most nonscience students, but it is an important concept that will prove useful to them throughout the course.

• Many devices are available from scientific equipment companies to demonstrate the metric

system of measurement, such as the plastic liter case. It is often useful to call attention to the similarities between the metric prefixes and the monetary system (deci- and dime, centi- and cent, and so forth). If students can make change, they can use the metric system.

• In developing the concept of a ratio, it is useful to have a set of large blocks that you can

actually measure to find the surface area to volume ratio. Show all calculations on an overhead transparency or chalkboard.

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© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.3

• The development of the concepts of a proportionality statement, an equation, and the meaning

and uses of symbols is critical if you plan to use a problem-solving approach. The three classes of equations provide an important mental framework on which future concepts will be hung. A student who does not “understand” density has less of a problem learning that density is a ratio that describes a property of matter. Likewise, a student who does not “understand” an electric field has less of a problem learning that an electric field is a concept that is defined by the relationships of an equation. Identifying equations throughout the course as “property,” “concept,” or “relationship” equations will help students sort out their understandings in a meaningful way.

• In the discussion of scientific laws, analysis of everyday “laws” can be useful (as well as

interesting and humorous). One statement of Murphy’s law, for example, is that “the bread always lands butter side down.” Ask the class what quantities are involved in this law and what the relationship is. Another everyday law is Bombeck’s law: “ugly rugs never wear out.” You could also make up a law — [your name]’s law: “the life span of a house plant is inversely proportional to its cost.” Analysis?

For Class Discussions

• A beverage glass is filled to the brim with ice-cold water and ice cubes floating in the water,

some floating above the water level. When the ice melts, the water in the glass will

• spill over the brim.
• stay at the same level.
• be less than before the ice melted.

• A homeowner wishes to fence in part of the yard with a roll of wire fencing material. If all

the roll of material is used in all situations, which shape of fenced-in yard would enclose the greatest area?

• square
• rectangle
• both would have equal areas.

• Again considering the homeowner and a fence made with a roll of wire fencing material. If

all the roll of material is used in all situations, which shape of fenced-in yard would enclose the greatest area?

• right-angle triangle
• rectangle
• the answer will vary with the shape used.
• / 4

© 2019 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.4

• Which of the following is usually measured by a ratio?
• The speed of a car.
• The density of a rock.
• Both speed and density are ratios.
• Nothing is measured with a ratio.

• A 1 cm

3 piece is removed from a very large lump of modeling clay with a volume of over 100,000 cm 3 . Which piece has the greatest density?

• The small piece.
• The large piece.
• Both the large and the small piece have the same density.

• The nature of science is such that
• when proven, scientific theories become scientific laws.
• nature behaves as it does because of scientific laws.
• neither of these statements are true.

• Which of the following statements is most correct?
• Science is always right.
• Nonscientific study has little value.
• Science has all the answers.
• Science seeks to explain natural occurrences.

• When a scientist sees patterns or relationships among a number of isolated facts,
• laws or principles are developed.
• truth has been reached.
• elaborate tests must be developed to prove the pattern exists.
• as a rule, the pattern must be published.

• Scientific method involves each of the following except
• systematic search for information.
• observation and experimentation.
• forming and testing possible solutions.
• formulation of laws and principles that control the observed facts.

10. Select the description of a controlled experiment:

• Group I, 50 mice fed, watered, Group II, 25 mice differently fed, watered.
• Group I, 25 mice fed, watered, Group II, 50 mice 1/2 fed, watered.
• Group A, 50 mice fed, watered, Group B, 50 mice fed differently, watered differently.
• Group A, 50 mice fed, watered, Group B, 50 mice fed different food, watered.
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