NO BELL RINGERS THIS WEEK!

You need a #2 Pencil for Today’s/Tomorrow’s Exam

Part II of Science Fair Project due Monday 11/15 – Results,

Conclusion & Revisions (40 pts)

Part II of Science Fair – due Monday Nov 15

• Results of Data: This should be all the data you gathered in your experiment. The data should be organized in tables. If appropriate this should include graphs and charts.

• Conclusion: Was your hypothesis correct or incorrect? How did you come to that conclusion? Your data should support your conclusion.

• Revisions: Think about some of the possible errors that could

have affected your results. Come up with some ideas of how you could revise your experiment to make it better.

New research from the University of Chicago suggests that listening to certain music can increase student’s test scores. Mr. Evans would like to test these findings on students at Harlan High School. He is wondering how classical, rap, soul and rock music will affect student performance.

Testable Question: Can music influence students test scores?

Room 104Mr. Ng

Rock

Room 107Mr. G

Soul

Room 106Ms. Barkume

Rap

Room 110Ms. Levine

No MusicRoom 109Ms. Burns

Classical

T H E S C I E N C E H A L L W A

Y

Room 104Mr. Ng

Rock

Room 107Mr. G

Soul

Room 106Ms. Barkume

Rap

Room 110Ms. Levine

No MusicRoom 109Ms. Burns

Classical

T H E S C I E N C E H A L L W A

Y IV = Music

New research from the University of Chicago suggests that listening to certain music can increase student’s test scores. Mr. Evans would like to test these findings on students at Harlan High School. He is wondering how classical, rap, soul and rock music will affect student performance.

IV = Music (this is what is being changed by the experimenter, Mr. Evans)

DV = Test scores (this is what he is measuring)

HypothesisIf students listen to rap music, then they will

have higher test scores than other musicIf students listen to soul music, then they will

have the same scores as the students that listen to classical music

If students listen to rock music, then they will have decreased test scores

If students do not listen to music, then they will do just as well as students who do not listen to music

Room 104Mr. Ng

Rock

Room 107Mr. G

Soul

Room 106Ms. Barkume

Rap

Room 110Ms. Levine

No MusicRoom 109Ms. Burns

Classical

T H E S C I E N C E H A L L W A

Y Control group = classroom with no music

Constants

• Same test• Volume of music• Time allowed to take the test• # of students in each classroom• Environment of classroom (lighting, outside

distractions)• Age group of students

Example: Results – Data TableRoom #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 AvgRap 75 86 51 95 73 65 25 100 97 59 72.6Rock 67 84 59 98 79 85 88 87 90 91 82.8Classical

78 99 76 46 76 85 91 99 38 7976.7

Soul 61 45 66 88 78 90 93 77 48 81 72.7No Music

80 82 86 89 88 90 87 81 77 7983.9

Contains IV (type of music) and DV (test scores)

Example: Results – Graph/Chart

Making a Conclusion:

• Need to look back at your hypothesis and data.

• What conclusions can you draw from your data?

• Based on these conclusions, was your hypothesis correct or incorrect?

Our Conclusions

• Observation based on data: Students had the highest score when listening to no musico Conclusion: Listening to no music while testing may be best

for student achievement

Our Conclusions

• Observation based on data: Students had the second highest score when listening to rock musico Conclusion: Listening to rock music may help students score

better on tests

Our Conclusions

• Observation based on data: Students had the lowest score when listening to rap music o Conclusion: Students should not listen to rap music while

taking tests

HypothesisIf students listen to rap music, then they will

have higher test scores than other music

Based on our data, is this correct?

No.

Revisions: If you were to redo your experiment, how could you make it

better?Our example experiment: • Had more students take the exam in each group for

more data• Decrease human error – make sure all constants

were kept constant• Change the exam to a different subject – maybe

some students were better at this test than something else

• Allow more time for students to take the test – some people need a lot of time for tests

Final Projects Due Monday Nov 22

• In-class Presentations–Powerpoint or Poster Board–Must address all of the

components of Part I & II

Unit 2 Exam Speed Review

Obj: Differentiate between types of cells

Red Blood Cells

• Red disks with dented center

• Carries oxygen to rest of body

Epithelial Cells

• Densely packed sheets• Covers and lines body

surfaces (external & internal)

Smooth Muscle Cell• Elongated cell• Allows organs to move (like the stomach when

it is digesting food)• Involuntary motion

White Blood cell

• Round cell with extensions

• Kills viruses and bacteria• Extends pseudopods

(arms) to crawl through tissue and fight infection

Nerve Cell

• Long branching cell with three components• Receives biochemical messages and transmits

them so that body can perform physical, mental and emotional functions

Sperm Cell

• Oval head and thread-like tail• Built for swimming• Fertilizes female egg which will develop into a

fetus

Unit 2 Exam Speed Review

Obj: SI 301 – Understand the tools and methods used in

a simple experiment

Understand the tools and methods used in a simple experiment

• Independent Variable = What the experimenter changes

• Dependent Variable = What is being measured

• Control group = the group that does not receive the IV

• Constants = things that are kept the same among groups

• Testable Question – a question relating two variables that can lead to a scientific experiment

• Hypothesis – an “if, then” statement relating the IV and DV, a prediction– If (IV), then (DV)

Unit 2 Exam Speed Review

Obj: Distinguish between the 4 tissue types

Connective Tissue

• CONNECTS body parts• Bones, ligaments, tendons,

cartilage, & blood• That’s A LOT most abundant

tissue

Muscle Tissue• Cardiac

–Found in heart, involuntary

• Skeletal–Attached to skeleton, voluntary

• Smooth–Found in hollow organs, involuntary

Epithelial

•Covers and lines internal and external body surfaces

•Packed in sheets

Nervous

• Made up of neurons (long cells that transmit biochemical messages)

• Makes up the nervous system–Brain, spinal cord & nerves

Unit 2 Exam Speed Review

Obj: Describe the 5 Functions of Skin

(Match the threat with our skin protects us from it)

Thermal Damage• Skin has hot/cold/pain receptors• Send a signal to the brain that body is no

longer in homeostasis

UV Damage• When the sun is exposed to UV (ultra-violet)

rays, cells called Melanocytes (Meh-lan-oh-cites) produce melanin causes us to get tan

• This tan acts as a shield to protect us

Chemical Damage• Acids & Bases cannot enter skin because the

keratin cells are impermeable• Impermeable = does not allow anything

through

Mechanical Damage• Physically hitting/touching skin• Keratin makes skin tough so it can act as a

physical barrier

Desiccation• Drying out (both begin with D)• Skin is waterproof and keratin cells help skin

from drying out

Unit 2 Exam Speed Review

Obj: Explain Differences in Skin Pigmentation

Skin Color

• Determined by the pigment, Melanin

• More melanin = darker skin

• Freckles and Moles = areas of concentrated melanin

Tanning• Exposure to sunlight

causes the skin to produce more melanin

• Melanin is body’s natural defense against UV rays

Skin color is also influenced by emotional stimuli and can signal certain diseases

• Erythema = reddened skin embarrassment, increased blood flow to area

• Blanching = pale stress (fear), decreased blood flow to area

Skin color is also influenced by emotional stimuli and can signal certain diseases

• Jaundice = yellow signifies a liver disorder

• Bruises = black and blue blood clot in tissue (injury)

Vitiligo• Melanocytes die and

stop producing melanin

• bleaching color on the skin

Unit 2 Exam Speed Review

Obj: Label Skin Anatomy

Epidermis

Dermis

Hypodermis

Blood vessels

Hair

PoreNerve

Hair MuscleSweat Gland

Fat cellSebaceous Gland

• Blisters = when the epidermis & dermis separate

• Tattoos – ink deposited in dermis; hurts because there are nerves there

• Sebaceous (oil) glands – found everywhere but palms of hand and soles of the feet

• Pimples = when sebum blocks sebaceous glands

• Blackheads = when sebum dries and hardens in sebaceous gland

• Acne = active infection of sebaceous glands

Unit 2 Exam Speed Review

Obj: Characterize Skin Cancer and Burns

Skin Cancer• Most common type of cancer in humans

Basal – pink, shiny, bumpy, slow growing, least deadly

Squamous – red/brown, scaly, minimal threat if caught early

Melanoma – black spots, arises from moles, spreads quickly, most deadly

ABCD Rule

• Used by doctors to examine moles for melanoma

• Asymmetry• Border Irregularity• Color• Diameter

Burns• Degree of burn correlates with what layer of

skin it goes through!

1st – Epidermis, red/pink, swollen (Ex: Sunburn)

2nd – Goes through epidermis & dermis, red, blisters

3rd – Goes through all 3 layers, skin is black, gray or white, nerves are damaged.

Two major threats to the body when someone gets badly burned

1. Loss of Fluids2. Infection

The Rules of Nine estimate how much fluid has been loss based on the percentage of the body that has been burned