Inquiry Notes



PAGE 17-18

  • p. 17 Heading: Why do we need cooperative learning?
  • What is cooperative learning?   
  • Is where teams of students, with various abilities and skills, work together on different activities to learn about a subject.
  • The 5 Cooperative Learning Skills             
  1. Positive Interdependence
  2. Face-to-face interaction
  3. Individual Accountability
  4. Interpersonal and Group Skills
  5. Group Processing
  • What is Positive Interdependence? Means you need each other to complete your task.
  • What is face-to face interaction?  You get to talk in class! As long as it is on topic and respectful.          
  • What is Individual Accountability?Everyone must learn the information, so everyone can contribute to the group.
  • What is Interpersonal and Group Skills?
  • Wouldn’t it be easier to PREVENT or avoid conflicts before they start?
    • Respect each other
    • Celebrate and use your differences
    • Actively listen!
  • What is Group Processing?
  • Reflect on your groups effectiveness!
    • What procedures are working/not?
    • What has the group learned?
    • What has the group accomplished?
    • What would your group do differently?





  • Inquiry Standards
  • Page 16

8-1.1Design a controlled scientific investigation.

8-1.2Recognize the importance of a systematic process for safely and accurately conducting investigations.

8-1.3 Construct explanations and conclusions from interpretations of data obtained during a controlled scientific investigation.

8-1.4 Generate questions for further study on the basis of prior investigations.

8-1.5 Explain the importance of and requirements for replication of scientific investigations.

8-1.6Use appropriate tools and instruments (including convex lenses, plane mirrors, color filters, prisms, and slinky springs) safely and accurately when conducting a controlled scientific investigation.

8-1.7Use appropriate safety procedures when conducting investigations.




PAGE 19-21

Lab Safety Procedures

  • Page 17
  1. Conduct yourself in a responsible manner at all times.  Horseplay, practical jokes and pranks will not be tolerated.

2. Do not touch materials until all instructions have been given by the teacher, and never conduct lab investigations when the teacher is not present.

3.) Follow all written and verbal directions for completing the investigation.  Stay in your designated lab area and stay on task.

4.) Always wear appropriate safety equipment such as goggles, aprons and gloves.

5.) Be careful with sharp objects or glass.  Only the teacher should clean up broken glass.

6.) No food or drink at the lab stations.  Do not use lab materials as food or drink containers.

7.) Keep hands away from face, eyes and mouth.  Do not taste any lab materials unless instructed to do so by the teacher.

8.) Do not smell lab materials unless instructed by the teacher.  Wafting should be used for smelling materials when necessary.

9.) Follow proper handling of all living and preserved animals and plants.

10.) Only use materials that are needed for your investigation and always follow proper handling of instruments and materials.

11.) Keep your lab station neat and clean. Bring only your laboratory instructions, worksheets/notebooks and writing instruments to the lab station.  Be sure to clean your lab station when you have completed your investigation.

12.) Tell the teacher immediately about any accidents, spills or broken materials.

13.) Tell the teacher immediately about any injuries.  Do not touch anyone who is bleeding.

14.) Use caution when working with heat sources or heated objects.  Tie back long hair and loose clothing.

15.) Wash your hands after each activity.

16.) Sit properly on stools.

17.) Do not use water and/or electrical outlets without permission.

18.) Dress properly- long hair must be tied back, no dangling jewelry, no loose or baggy clothing, no open-toe shoes (flip flops).

19.) If you are unsure of how to use instruments or materials; or if you have questions about what to do during a lab investigation raise your hand and ask the teacher.




PAGE 22-28

  • Controlled scientific investigation
    Page. 18
  • 6-1.1
  • Heading: Controlled scientific Investigation
  • controlled scientific investigation:
    •  determines the effect of an independent variable in an experiment, when all other variables are controlled.  Every controlled scientific investigation provides information.  This information is called data. Data includes both scientific observations and inferences.
  • A scientific observation:
    •  is gained by carefully identifying and describing properties using the five senses or scientific tools and can be classified as quantitative or qualitative.

 Quantitative observations: are observations that use numbers (amounts) or measurements (including the unit label)

 Qualitative observations: are observations that are made using only the senses and refer to specific properties.

  • An inference:
  • is an explanation or interpretation of an observation based on prior experiences. 
  • They are not final explanations of the observation..
  • Observations vs. Inferences



In order to design a controlled scientific Investigation some or all of the following steps should be included: 

  1. Identify a testable question (tests one variable) that can be investigated
  2. Research information about the topic
  3. State the hypothesis as a predicted answer to the question, what may be the possible outcome of the investigation

4.   Design an experiment to test the hypothesis, controlling all variables except the independent variable

  • Plan for independent and dependent variables with repeated trials
  • Plan for factors that should be held constant (controlled variables) and/or plan for a control set-up
  • List the materials needed to conduct the experiment
  • List the procedures to be followed
  • Plan for recording, organizing and analyzing data

5.    Conduct the experiment and record data (observations) in tables, graphs, or charts

6.    Analyze the data in the tables, graphs, or charts to figure out what the data means (describe the relationship between the variables)

7.    Compare the results to the hypothesis and write a conclusion that will support or not support the hypothesis based on the recorded data

8.    Communicate the results to others

  • Share conclusions and make recommendations for further study


HEADING: Technological Design process

  • Technology applies scientific knowledge in order to develop a solution to a problem or create a product to help meet human needs.
  •  Technology is usually developed because there is a need or a problem that needs to be solved. 
  • Steps in the technological design process include:
  1. Identifying a problem or need
    • Research and gather information on what is already known about the problem or need

2.    Designing a solution or a product

  • Generate ideas on possible solutions or products
  • Evaluate the factors that will limit or restrict the solution or product design
  • Determine the trade-offs of the solutions or products (what must be given up in order to create the solution or product)

3.  Implementing the design

  • Build and test the solution or product
  • Identify any problems with the solution or product
  • If necessary, redesign the solution or product to eliminate any problems in the design

4. Evaluating the solution or the product

  • Determine if the solution or product solved the problem
  • Identify the pros and cons of the solution or product

5. The steps of the design can be communicated using descriptions, models, and drawings.



Page 29-30 Variables

Independent Variable

What is tested by the scientist

What is changed by the scientist
What I change…

Dependent Variable

What is observed

What is measured
The effect caused by the independent variable
The data
What do I measure?

Control Variable

Things that could change but don’t

Kept constant (the same) by scientists
These allow for a fair test.
What stays the same?


p.31-33 Metric System

What are the metric measurements that we are learning about?
    -Weight or Mass

What is the order of the metric system?
   -King Henry Died by Drinking Chocolate Milk
King: Kilo
Henry: Hecto
Died: Deca
By: Base (m, L, g)
Drinking: Deci
Chocolate: Centi
Milk: Milli

How to remember different lengths in the metric system:
When you think of a millimeter (mm) think of:
The thickness of a dime.

When you think of a centimeter (cm) think of:
The width of your pinky.

When you think of a meter (m) think of:
The height of the doorknob.

When you think of a kilometer (km) think of:
A little more than half of a mile

How to remember different volumes in the metric system:
When you think of a liter (L) think of:
About the size of a bottle of water.

When you think of 5 milliliters (mL) think of:
One teaspoon

When you think of 2 kiloliters (kL) think of:
A hot tub

How to remember different masses in the metric system:
When you think of a gram (g) think of:
A paper clip

When you think of a kilogram (kg) think of:
A little more than 2 pounds.