Ryan

The scientific method is an order of operations that is used by all scientists whether they are greatly known or not ﻿. it is general knowledge for all scientists and is taught from secondary school upwards. It also is an effective way of trying to answer questions such as “Why do teachers give homework on a Friday ? ﻿ ” To be put more in a casual way it is a way that is annoying but it works. I don't think annoying was the right word, could have been phrased better. __i am not sure if putting that the scietifc method is annoying is a very good thing. it's not that it is annoying but it's useful. __ It sounds odd. Better wording could have been used. ^
 * Scientific Method **

The steps in the scientific method are often; Find a problem (a leak in a water pipe at school.), Hypothesis (this is the idea that you come up with from you’re such as for are (doesn't seem to need to be there) problem will duct tape and a cork solve the leak), materials (write down the materials you have to use i.e.: duct tape, cork). , procedure (write down the procedure of how you used your materials to solve the problem i.e.: put cork in hole then duct tape over the cork and around the pipe.). , results (write down what happened afterwards I.e. did the water stop leaking or did the cork and duct tape have no effect or some), conclusion (you take your results and answer your hypothesis if it was correct communicate, ﻿, (communicate what or with who?) if not go back and try to find a new solution then repeat process.) __i liked how with explaining the scientific method you also put in an example of how it could be used with each step.__ Some websites say get a testable question then the scientific method will ﻿(will what?) other just state the general overall idea about it Problem, Hypothesis, materials, procedure, results, conclusion. So there are some variations for kids and then there are the more expanded variations for scientists with extra beginning steps. Scientist would use this to come up with a way to create a small personal filter for individuals that can be mass produced to help with the lack of drinkable water in Pakistan or to find a way to quickly get rid of the water. __ i didn't understand the first sentence. __  I could use the scientific method outside of the class room to find out what kind of fruit my birds like better mangoes or guavas. Whether or not my dog I fit or if my turtles prefer Gatorade to regular water.

i didn't understand that last sentence

Sources : [|www.sciencebuddies.org/science.../project_**scientific**_**method**.shtml] [|NASA SCIFiles – The Scientific Method] [|Science Fair Central – The Scientific Method] Didn't understand that last sentence at all - are you going to fit your dog? and your turtles might die from too much sugar - Oscar good overall idea but i think it was a bit to "casual" in some places like saying it is an annoying procedure. olivia

﻿I liked how you gave examples after explaining every step of the scientific method, a bit hazy and confusing in some parts but over all a lot of input. Well done. - Ella. (:

 Rachael ** Science ** **Observations:** People try to make electrical charges with potatoes but lemons and limes seem more likely because of the citric acid inside of them **Hypothesis:** 12 lemons can create an electrical charge large enough to feel. ** Materials: ** · 12 lemons · 24 dollars · Wire · 12 limes · 12 batteries · Knife

**Procedure:** If I take 12 lemons cut slots in them large enough for dollar coins 2 in each lemon then I take a metal wire and hook it to all the dollar coins then put the wire in a voltage meter it if it creates a charge then place the wire on my skin. I would compare it to and 12 batteries and 12 limes. Do the same thing with the mangoes, limes.

**Results:**


 * Items - || Lemons || batteries || limes ||
 * voltage ||  ||   ||   ||
 * voltage ||  ||   ||   ||
 * voltage ||  ||   ||   ||

** Experimental group: Lemons ** ** Control group: batteries ** ** Independent variable: Lemons ** ** Dependant variable batteries **

**Chapter one summary **
 * = atom part ||= electron ||= proton ||= nuetron ||
 * = mass ||= 1/1836 ||= 1 ||= 1 ||
 * = charge ||= -1 ||= +1 ||= 0 ||

7:
 * 1: Protons have a charge of +1
 * 2: The number of protons and neutrons are the same in an atom
 * 3: The number of protons and electrons are the same.
 * 4: Florine has an atomic number of nine
 * 5: noble gases form compounds with Alkai metals.
 * Atom part || electron || proton || electron ||
 * mass || 1/1836 || 1 || 1 ||
 * charge || -1 || +1 || 0 ||

**  Bubble Lab   ** ** Research Question:  ** Does adding more glycerine make the bubble last longer ** Research:  ** Glycerin slows the evaporation of water from the surface of the bubble allowing it to last longer so in theory adding more Glycerin will allow it to last longer and it should be stronger than regular bubble mix with dish soap and water


 * Materials/measurement  ||   Glycerin   ||   water   ||   detergent   ||
 * Solution 1  ||   200 ml   ||   50 ml   ||   5 ml   ||
 * Solution 2  ||   190 ml   ||   55 ml   ||   10ml   ||
 * Solution 3  ||   180 ml   ||   60 ml   ||   15ml   ||
 * Solution 4  ||   170ml   ||   65ml   ||   20ml   ||
 * Solution 5  ||   160 ml   ||   70ml   ||   20 ml   ||
 * Solution 6  ||   165 ml   ||   75ml   ||   25ml   ||

Results:


 * solutions  ||   time   ||   time   ||   time   ||   time   ||   time   ||   time   ||   Time   ||   time   ||   time   ||
 * 1  ||     ||     ||     ||     ||     ||     ||     ||     ||     ||
 * 2  ||     ||     ||     ||     ||     ||     ||     ||     ||     ||
 * 3  ||     ||     ||     ||     ||     ||     ||     ||     ||     ||
 * 4  ||     ||     ||     ||     ||     ||     ||     ||     ||     ||
 * 5  ||     ||     ||     ||     ||     ||     ||     ||     ||     ||
 * 6  ||     ||     ||     ||     ||     ||     ||     ||     ||     ||

Conclusion Bibliography []