Video three talked about the process of formulating questions and refining them in order to improve their quality. The first step was to think of a question that can be answered with the information you have, know or can measure. the next step was to refine it into a question that creates discussion, analysis, and leads to further investigation. In regards to the lab we are doing in class we have a few questions we are attempting to answer. We are trying to figure out where the energy and mass from the leaves goes and what it is used for. The second thing we are trying to answer is where the different amounts of energy and mass are being used. Video 4 discussed the importance of data collection and analysis. The two main points were the identification of your dependent and independent variables. The next step is to find a way to collect this data while keeping all other variables constant. The goal is to figure out how to create an experiment where you can easily measure your dependent and independent variables and from there understand and record the data you find.
In video number 3 I was reassured by Mr. Anderson that the difficulty that we were experiencing in class while evaluating our caterpillar lab was okay. In fact, Mr. Anderson suggests that such difficulty can be a good thing as it demonstrates that the questions being asked have significant value and depth. I learned that, as far as scientific questioning goes, one should never run out of questions to ask, and one should always ask how, and why. Mr. Anderson mentioned that the best types of questions are the ones that lead directly to more questions. I have never thought about scientific questioning in this way before so I found this very interesting. Now I am asking myself how many times throughout a given day do I just simply accept simple answers to questions without ever considering why or how I know the answer that I receive is true. My question is whether or not there are ever appropriate times to take quick easy answers ask fact without pursuing them further to verify their credibility? (specifically in the field of science)
In video number 4, I learned of several different strategies of collecting valuable data. One strategy that I found interesting was the method that Mr. Anderson describes when he talks about the alga growing in the pond and how it reacted to different chemicals in the water based on its needs. His metaphor describing the importance of having car keys to get to the movies instead of money helped me to understand the logic behind this method of collecting valuable data. Mr. Anderson's point is that while carrying out the scientific process it is necessary to always ask yourself questions about what might be effecting your data as you record it and how. This idea ties directly into video number 3’s concept of asking questions deeply and thoughtfully. It also apples directly to the lab that we are currently conducting in class with the caterpillars. I found this connection to be quite amusing.
Video three directly correlates with our caterpillar lab. It emphasizes the asking of questions. But, it also shows that asking a question isn't enough. It must be a detailed, yet refined question that will help you lead to a good hypothesis, or conclusion. A good question also, if stated correctly is extremely likely to inspire other questions, and further more research. This directly applies to our lab in class because, though we are asking good questions and collecting raw data efficiently we aren't, yet refining our questions to inspire new thoughts, and new findings.
Video three develops the concept of scientific questioning and reasoning. It differentiates the difference between a simple question and a scientific question. A simple question will lead to a answer and then be resolved. An in-depth, scientific question will induce further conversation that will enhance the strength of discussion. In our Caterpillar lab, we have to account for the loss of mass and also attempt at figuring out where the lost mass went. Discussing the potential for where the mass went can lead to multiple hypotheses. Video four was about data collection and analysis. It offered strategy ideas for analysis that may be able to help me in future research. The video introduced College Board and stuff that they would want to see. This is useful to me and other high school students who are going to be taking AP tests in the future.
Video #3 emphasizes the importance of scientific questioning. Mr. Anderson clearly laid out the differences between a simple question and a scientific question. Scientific questioning leads to conversation that requires additional research or questioning in order to reach a hypothesis or conclusion. This is extremely true of our Caterpillar lab. The lab requires us to account for the loss of biomass of the leaf. We know where some of the mass goes, the caterpillar and the frass, but we have to consider where the unaccounted loss of mass went. This required a lot of scientific questioning within our group. Hopefully this scientific questioning will lead to a conclusion. Video #4 taught me very important ways for collecting data. For example, I learned that as you collect your data, you need to form questions about what you are collecting. This correlates with our Caterpillar lab. As we were collecting the data each day, we questioned what caused the weight of the frass to increase by large amounts day to day. We also questioned where the unaccounted for loss of mass went. We also made sure we had constant variables throughout our experiment. This was mentioned in the video by Mr. Anderson, and left a lasting impression on me about my own scientific work.
I thought both videos were extremely helpful in giving me data collection strategies and a basis for how to formulate a good scientific question.
Video #3 taught me that the ability to make up a good question is vital. Paul Anderson emphasizes this several times. I realized that I ask questions all the time whether it’s on google or in class, but there is a distinct difference between good and bad questions. A good question is something that leads to more questions and ideas. As an AP Biology student, I should be able to pose a question, refine a question, and evaluate questions that are asked. For our experiment with catarpillars a few questions I have are: how is our information going to be completely accurate if we don’t know how much food the catarpillars burn off after they eat the leaves? Also, our key questions we are trying to find the answer to are: how much biomass is lost/gained over the course of the experiment and how much water is lost to cellular respiration.
Video #4 covered a different topic, but was still connected to video three. Data collection strategies seem like a key part of AP Bio after watching this video. You have to make sure you collect data and control variables. There are ways Anderson went over to collecting data properly, and these include: looking at data collected a justifying your results, designing a plan for collecting data of your own, collecting data to answer a question, and evaluating sources of data.
Regarding video #3, I would like to know what you think the question or questions we are trying to answer in our caterpillar lab.
ReplyDeleteVideo three talked about the process of formulating questions and refining them in order to improve their quality. The first step was to think of a question that can be answered with the information you have, know or can measure. the next step was to refine it into a question that creates discussion, analysis, and leads to further investigation. In regards to the lab we are doing in class we have a few questions we are attempting to answer. We are trying to figure out where the energy and mass from the leaves goes and what it is used for. The second thing we are trying to answer is where the different amounts of energy and mass are being used.
ReplyDeleteVideo 4 discussed the importance of data collection and analysis. The two main points were the identification of your dependent and independent variables. The next step is to find a way to collect this data while keeping all other variables constant. The goal is to figure out how to create an experiment where you can easily measure your dependent and independent variables and from there understand and record the data you find.
In video number 3 I was reassured by Mr. Anderson that the difficulty that we were experiencing in class while evaluating our caterpillar lab was okay. In fact, Mr. Anderson suggests that such difficulty can be a good thing as it demonstrates that the questions being asked have significant value and depth. I learned that, as far as scientific questioning goes, one should never run out of questions to ask, and one should always ask how, and why. Mr. Anderson mentioned that the best types of questions are the ones that lead directly to more questions. I have never thought about scientific questioning in this way before so I found this very interesting. Now I am asking myself how many times throughout a given day do I just simply accept simple answers to questions without ever considering why or how I know the answer that I receive is true. My question is whether or not there are ever appropriate times to take quick easy answers ask fact without pursuing them further to verify their credibility? (specifically in the field of science)
ReplyDeleteIn video number 4, I learned of several different strategies of collecting valuable data. One strategy that I found interesting was the method that Mr. Anderson describes when he talks about the alga growing in the pond and how it reacted to different chemicals in the water based on its needs. His metaphor describing the importance of having car keys to get to the movies instead of money helped me to understand the logic behind this method of collecting valuable data. Mr. Anderson's point is that while carrying out the scientific process it is necessary to always ask yourself questions about what might be effecting your data as you record it and how. This idea ties directly into video number 3’s concept of asking questions deeply and thoughtfully. It also apples directly to the lab that we are currently conducting in class with the caterpillars. I found this connection to be quite amusing.
Video three directly correlates with our caterpillar lab. It emphasizes the asking of questions. But, it also shows that asking a question isn't enough. It must be a detailed, yet refined question that will help you lead to a good hypothesis, or conclusion. A good question also, if stated correctly is extremely likely to inspire other questions, and further more research.
ReplyDeleteThis directly applies to our lab in class because, though we are asking good questions and collecting raw data efficiently we aren't, yet refining our questions to inspire new thoughts, and new findings.
Video three develops the concept of scientific questioning and reasoning. It differentiates the difference between a simple question and a scientific question. A simple question will lead to a answer and then be resolved. An in-depth, scientific question will induce further conversation that will enhance the strength of discussion. In our Caterpillar lab, we have to account for the loss of mass and also attempt at figuring out where the lost mass went. Discussing the potential for where the mass went can lead to multiple hypotheses.
ReplyDeleteVideo four was about data collection and analysis. It offered strategy ideas for analysis that may be able to help me in future research. The video introduced College Board and stuff that they would want to see. This is useful to me and other high school students who are going to be taking AP tests in the future.
Video #3 emphasizes the importance of scientific questioning. Mr. Anderson clearly laid out the differences between a simple question and a scientific question. Scientific questioning leads to conversation that requires additional research or questioning in order to reach a hypothesis or conclusion. This is extremely true of our Caterpillar lab. The lab requires us to account for the loss of biomass of the leaf. We know where some of the mass goes, the caterpillar and the frass, but we have to consider where the unaccounted loss of mass went. This required a lot of scientific questioning within our group. Hopefully this scientific questioning will lead to a conclusion.
ReplyDeleteVideo #4 taught me very important ways for collecting data. For example, I learned that as you collect your data, you need to form questions about what you are collecting. This correlates with our Caterpillar lab. As we were collecting the data each day, we questioned what caused the weight of the frass to increase by large amounts day to day. We also questioned where the unaccounted for loss of mass went. We also made sure we had constant variables throughout our experiment. This was mentioned in the video by Mr. Anderson, and left a lasting impression on me about my own scientific work.
I thought both videos were extremely helpful in giving me data collection strategies and a basis for how to formulate a good scientific question.
ReplyDeleteVideo #3 taught me that the ability to make up a good question is vital. Paul Anderson emphasizes this several times. I realized that I ask questions all the time whether it’s on google or in class, but there is a distinct difference between good and bad questions. A good question is something that leads to more questions and ideas. As an AP Biology student, I should be able to pose a question, refine a question, and evaluate questions that are asked. For our experiment with catarpillars a few questions I have are: how is our information going to be completely accurate if we don’t know how much food the catarpillars burn off after they eat the leaves? Also, our key questions we are trying to find the answer to are: how much biomass is lost/gained over the course of the experiment and how much water is lost to cellular respiration.
Video #4 covered a different topic, but was still connected to video three. Data collection strategies seem like a key part of AP Bio after watching this video. You have to make sure you collect data and control variables. There are ways Anderson went over to collecting data properly, and these include: looking at data collected a justifying your results, designing a plan for collecting data of your own, collecting data to answer a question, and evaluating sources of data.