scientific method homework and study guide

If you're seeing this message, it means we're having trouble loading external resources on our website.

If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked.

To log in and use all the features of Khan Academy, please enable JavaScript in your browser.

Biology library

Course: biology library   >   unit 1, the scientific method.

• Controlled experiments
• The scientific method and experimental design

Introduction

• Make an observation.
• Ask a question.
• Form a hypothesis , or testable explanation.
• Make a prediction based on the hypothesis.
• Test the prediction.
• Iterate: use the results to make new hypotheses or predictions.

Scientific method example: Failure to toast

1. make an observation..

• Observation: the toaster won't toast.

2. Ask a question.

• Question: Why won't my toaster toast?

3. Propose a hypothesis.

• Hypothesis: Maybe the outlet is broken.

4. Make predictions.

• Prediction: If I plug the toaster into a different outlet, then it will toast the bread.

5. Test the predictions.

• Test of prediction: Plug the toaster into a different outlet and try again.
• If the toaster does toast, then the hypothesis is supported—likely correct.
• If the toaster doesn't toast, then the hypothesis is not supported—likely wrong.

Logical possibility

Practical possibility, building a body of evidence, 6. iterate..

• Iteration time!
• If the hypothesis was supported, we might do additional tests to confirm it, or revise it to be more specific. For instance, we might investigate why the outlet is broken.
• If the hypothesis was not supported, we would come up with a new hypothesis. For instance, the next hypothesis might be that there's a broken wire in the toaster.

Want to join the conversation?

• Upvote Button navigates to signup page
• Downvote Button navigates to signup page
• Flag Button navigates to signup page

• News/Events
• Arts and Sciences
• Design and the Arts
• Engineering
• Global Futures
• Health Solutions
• Nursing and Health Innovation
• Public Service and Community Solutions
• University College
• Thunderbird School of Global Management
• Polytechnic
• Downtown Phoenix
• Online and Extended
• Lake Havasu
• Research Park
• Washington D.C.
• Biology Bits
• Bird Finder
• Coloring Pages
• Experiments and Activities
• Games and Simulations
• Quizzes in Other Languages
• Virtual Reality (VR)
• World of Biology
• Meet Our Biologists
• Listen and Watch
• PLOSable Biology
• All About Autism
• Xs and Ys: How Our Sex Is Decided
• When Blood Types Shouldn’t Mix: Rh and Pregnancy
• What Is the Menstrual Cycle?
• Understanding Intersex
• The Mysterious Case of the Missing Periods
• Summarizing Sex Traits
• Shedding Light on Endometriosis
• Periods: What Should You Expect?
• Menstruation Matters
• Investigating In Vitro Fertilization
• Introducing the IUD
• How Fast Do Embryos Grow?
• Helpful Sex Hormones
• Getting to Know the Germ Layers
• Gender versus Biological Sex: What’s the Difference?
• Gender Identities and Expression
• Focusing on Female Infertility
• Fetal Alcohol Syndrome and Pregnancy
• Ectopic Pregnancy: An Unexpected Path
• Creating Chimeras
• Confronting Human Chimerism
• Cells, Frozen in Time
• EvMed Edits
• Stories in Other Languages
• Virtual Reality
• Zoom Gallery
• Ugly Bug Galleries
• Ask a Question
• Top Questions
• Question Guidelines
• Permissions
• Information Collected
• Author and Artist Notes
• Share Ask A Biologist
• Articles & News
• Our Volunteers
• Teacher Toolbox

show/hide words to know

Scientific Method: a set of steps and techniques scientists use to investigate and understand the physical and living world...  more

How to Introduce Students to the Scientific Method

Students, and sometimes even teachers, often think scientists only use the scientific method to answer science-related questions. In fact, you can apply the scientific method to almost any problem. The key is to use the elements (steps) to reduce bias and help come to a solution to the problem.

One Size Does Not Fit All

The scientific method is the standard in the laboratory, but don’t be fooled by the name. It is also used beyond the laboratory to solve everyday mysteries and problems.

The scientific method consists of a number of different steps , but the order in which we apply the steps can vary. Rather than focus on the order of the steps, students should see the scientific method as a tool that consists of elements they can use to solve problems and answer questions.

In fact, solving problems can lead students through the scientific method before they even realize it. We used this idea to design our Science Detectives Training Room game to help introduce the scientific method.

You can find more information on the game and how to implement it further down on this page. But first, let's look a bit into how exactly we're thinking about doing science more generally and how the scientific method fits into that.

One size does not fit all when it comes to doing science or solving everyday mysteries. Click the image for care.

While you can reorder the steps of the scientific method, it is important to apply all the steps to reduce the impact of personal bias. This is really the key function of the scientific method. The scientific method lays out a process that helps scientists come to a conclusion, but that conclusion is made more valid by virtue of the process scientists used to reach their conclusion. One of the real strengths of the scientific method is that its steps help users reduce the chance for error and personal bias, making the results of their experiments more trustworthy.

Steps Common to Versions of the Scientific Method

A quick Web search yields several different versions of the scientific method. Some have more steps, others have fewer steps. This can confuse students and teachers. Which one is correct? The short answer is most of them are correct.

The steps of the scientific method, no matter what sequence they are in (e.g., prediction before test, test before predictions) helps organize the thought processes and logic of resolving a problem or answering a question. But no matter which version of the scientific method someone uses, there will be some common steps:

• The search for alternative explanations
• Constant pressure to disprove even currently accepted hypotheses
• Capacity to modify or even drop a "favorite" hypothesis when too many exceptions become apparent (truth is relative to the available data)

Communicating What Is Learned

The scientific method also serves as an important template for communicating results and the logic behind them. This step is perhaps the most important step in the scientific method, yet it is often a step that is left out of models of the scientific method. If scientists don't share their results or talk about the processes they used to get those results, those results can't become part of our understanding of the world around us. It is, therefore, critical that "communicating results" is part of students' vision of the scientific method.

Science and the Scientific Method

Being involved in science and using the scientific method are not necessarily the same thing. It is possible to be involved in science without applying all the processes of the scientific method. The citizen science movement, which is a very powerful part of the science community, is a great example of this. Citizen scientists are ordinary folks who are involved with pieces of the scientific method, such as data collection.

For example, in the Monarch Monitoring Project, citizen scientists help count migrating monarch butterflies. Each year thousands of people from around the country spend time collecting critical butterfly census data. The Great Backyard Bird Count (GBBC) is another large citizen science project that relies on the help of people from around the country to collect bird data.

Collecting data is one part of the scientific method, and citizen scientists clearly “do science," but they have not applied all the parts of the scientific method. Students should understand that the scientific method is a process that results in a conclusion. Simply gathering data does not result in a conclusion; other steps are necessary.

Are You and Your Students Science Detectives?

Science Detectives Training Room is a fun way to teach students from elementary level to college about the scientific method. It is also a great way to build problem solving skills. Based on a popular "room escape" genre of online games, players enter a dark room and must work through a set of problems to escape.

Once the player escapes from the first room, they encounter a summary of the steps they took to escape and how those steps match the steps of the scientific method. At the end of the game the player can print out the results of their training room exercise for review. If used as an assignment, students can submit the printout to their instructor to show how they performed in the activity.

The game then connects to a follow-up game, The Case of the Mystery Images , which allows students to practice their new detective skills. They are shown a series of images that they have to make hypotheses about in order to progress through the game. They can also print out their work in this game.

Review First, Play Later, or Play First and Review Afterwards?

This is a question best answered by each teacher. Depending on the student or class, it might help to review the process involved in using the scientific method to solve problem. Previewing the game allows the student to experience what they have learned as they play the game. Other instructors, however, might choose to have students play the game first and then use the game summary printout as a tool for engaging students in a discussion of the process and parts of the scientific method, such as control, variables, and data. Either method is effective.

Time to Play

The average time to play the game is 5-7 minutes, depending on the grade level of the student.

Multiple Game Solutions

The game has multiple options that are randomly selected as the player enters the room. Players are unlikely to have the same experience if they play the game several times.

This is handy for instructors who want to have students play the game in a classroom laboratory. Each student is likely to have a slightly different experience.

Using the Final Report Option

In order to escape, a player will be presented an opportunity to print the output of their training. The final report is personalized and can be used as homework or as an extra credit opportunity.

Arizona Science Standards

Strand One: Inquiry process

Concept 1: Observations, Questions, and Hypotheses

• PO 1. (5) Formulate a relevant question through observations that can be tested by an investigation.
• PO 1. (6) Differentiate among a question, hypothesis, and prediction.
• PO 1. (7) Formulate questions based on observations that lead to the development of a hypothesis.
• PO 1. (8) Formulate questions based on observations that lead to the development of a hypothesis.
• PO 2. (5) Formulate predictions in the realm of science based on observed cause and effect relationships.
• PO 3. (7) Explain the role of a hypothesis in a scientific inquiry.

Concept 3: Analysis and Conclusions

• PO 2. (3) Construct reasonable interpretations of the collected data based on formulated questions.

Common Core Standards

• CCSS.ELA-LITERACY.RST.6-8.10. By the end of grade 8, read and comprehend science/technical texts in the grades 6-8 text complexity band independently and proficiently.

Read more about: Using the Scientific Method to Solve Mysteries

View citation, bibliographic details:.

• Article: For Teachers
• Author(s): CJ Kazilek and David Pearson
• Publisher: Arizona State University School of Life Sciences Ask A Biologist
• Site name: ASU - Ask A Biologist
• Date published: February 23, 2013
• Date accessed: April 17, 2024
• Link: https://askabiologist.asu.edu/teaching-scientific-method

CJ Kazilek and David Pearson. (2013, February 23). For Teachers. ASU - Ask A Biologist. Retrieved April 17, 2024 from https://askabiologist.asu.edu/teaching-scientific-method

Chicago Manual of Style

CJ Kazilek and David Pearson. "For Teachers". ASU - Ask A Biologist. 23 February, 2013. https://askabiologist.asu.edu/teaching-scientific-method

MLA 2017 Style

CJ Kazilek and David Pearson. "For Teachers". ASU - Ask A Biologist. 23 Feb 2013. ASU - Ask A Biologist, Web. 17 Apr 2024. https://askabiologist.asu.edu/teaching-scientific-method

Perfect for students and teachers. Science Detectives Training Room introduces the scientific method in a fun game format. Do you think you can escape?

Using the Scientific Method to Solve Mysteries

Be part of ask a biologist.

By volunteering, or simply sending us feedback on the site. Scientists, teachers, writers, illustrators, and translators are all important to the program. If you are interested in helping with the website we have a Volunteers page to get the process started.

Share to Google Classroom

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

2.2.4: The Scientific Method

• Last updated
• Save as PDF
• Page ID 114821

• Orange County Biotechnology Education Collaborative
• ASCCC Open Educational Resources Initiative

Learning Objectives

• Utilize the steps in the scientific method to design, collect and interpret scientific data.

Student Learning Outcomes:

Upon completion of this lab, students will be able to:

• Formulate a hypothesis based on an observation.
• Design their own experimental method including proper controls.
• Collect results and describe colony growth (morphology) present.
• Determine if data collected supports their hypothesis

INTRODUCTION

Microbes are all around us. In this lab, you will be introduced to this as well as to the scientific method. Throughout the semester, you will learn how to aseptically work with bacteria; meaning learning how to culture bacteria without contaminating yourself and keeping a pure sample of bacteria free from other unwanted bacteria. During this lab exercise, you are going to swab an area of your choice to see what bacteria and/or fungi are present there. You will also test the effect of some disinfectants on the bacterium Escherichia coli ( E. coli ) Using the scientific method, you will design an experiment, collect data, and interpret your results.

The scientific method is a generalized tool used to aid in asking and answering a scientific question by making observations and performing experiments. There are steps that are generally followed when conducting and designing an experiment. First, an initial observation is made. An observation can involve noting any event (a pattern, an action, a behavior, or a reaction). After making an observation, a question can be asked about the event. Once a question is asked, then research regarding what is already known relating to this question (finding background material) can be discovered to better understand the observation. This background information typically comes from publications in scientific literature, such as journal articles and reviews. Once the background information is understood, a hypothesis can be formed. This gathering of information and its application to a solution is an example of inductive reasoning. The hypothesis is then either supported or rejected depending on the analysis of the results of well-designed experiments. Each experiment needs dependent and independent variables . The value of the dependent variable is determined and is a function of the independent variable. In an ideal experimental setup, the independent variable is something over which we have some control and changes in some predetermined way, while changes in the dependent variable are observed and measured. A hypothesis must include both of these variables. A hypothesis can be generated by creating an “if-then” statement. For example, “If I treat cancer cells with drug x then they will die. “

Part I: Disk Diffusion Method to Evaluate Disinfectants

For this portion of the lab, you will be provided the protocol/instructions but you will choose the substances to test. You will develop and test your hypothesis.

• 1 culture of E. coli
• sterile swabs (1 swab needed per plate)
• sterile absorbent paper disks
• sterile water (negative control)
• 10% bleach (positive control)
• 30% hydrogen peroxide (positive control)
• 4 test disinfectant solutions
• 1 petri plate (containing sterile nutrient agar)
• Plan your experiment. In addition to the controls, which solutions would you like to test?
• Answer parts A, B, and C below to help with your planning.
• Dip the sterile swab into the E. coli solution then spread it over the entire surface of the NA plate by rubbing the swab over the entire surface. You want to coat the entire surface with the bacteria so do not leave spaces that have not been in contact with the swab. Be careful to only open the lid of the plate enough to work (like a clamshell). If you open the lid all the way, you risk contaminating the surface with unwanted bacteria/fungi from the environment.
• Dispose of the swab in the appropriate waste container.
• Using sterile forceps (tweezers) dedicated to the solution to be tested, dip sterile disks one at a time into the following solutions and place them onto the agar surface that has been inoculated with E. coli . Be sure not to allow the tweezers themselves to come in contact with the agar because that will cause them to become contaminated with bacteria.
• Include all answers to your questions in your lab notebook along with your procedure for testing the disinfectants.

Observation

• Based on your experience and observations, which solutions do you think will inhibit the growth (or kill) E. coli the most? Which solutions are you interested in testing?
• Based on your observations, write the hypothesis you wish to test.

Experimental Design

Work with your group to write a protocol for your experiment based on the questions below. Start with the instructions and insert the necessary details such that a person with no knowledge of your project would be able to read your protocol and fully understand what to do.

• Based on your hypothesis, which solutions will have the largest zone of inhibition around the disks?
• What will you include as your experimental controls? (Which solutions WILL or will NOT inhibit the bacteria)?
• How will you set up your experiment? (I recommend writing a map on your plate on the agar side where you will place the disks and then making a key to the map in your lab notebook).

Example Protocol

• On the bottom of your NA agar plate (the side with the agar, NOT the lid!!), label the plate using a permanent marker with your initials, “Biotech Lab”, the date, E. coli test, and where you are placing each disk.
• Take the sterile swab and dip it in the E. coli culture. ( Don’t place the lid for the E. coli on the desk or it will now be contaminated!) Place the labeled plate on the desk in front of you with the lid side of the plate up. With one hand, open the lid (only open it a little bit so that you can have access to the agar; think of a clam shell) and use the swab to spread the bacteria all over the plate. Make sure to move the swab around to cover the entire plate.
• Cover the plate with the lid and discard the swab in the appropriate waste container

• Place plate in a 37⁰C incubator, with the agar side up. (note: you can place it into the same 32⁰C incubator as the next experiment)
• The plate will grow in the incubator for 48 hours.
• When incubation is complete, measure the diameter of any zones of inhibition using a millimeter (mm) scale. Report data in the table below.
• Remove your plates from the incubator. DO NOT OPEN THE PLATES!
• Take a picture of your plates and include them in your lab notebook. Be sure to clearly label each portion of the plate.
• Make the following table in your notebook and record your data.
• Which solution did you use as a negative control ? Did this control provide the expected result?
• Based on your observations, which solution had the greatest effect on the E. coli ? Which has little or no effect?

Part II: Environmental Sampling

For this portion of the lab, you will develop and test your hypothesis as well as design the method to test it.

• 1 tube of sterile water
• sterile swabs (1 swab for each sample to be collected)
• Luria broth (LB) or nutrient agar (NA) plates (1 plate for each sample to be collected)
• Working with your group, determine your experimental design for this lab.
• Complete parts A, B, and C below to help with your planning.
• Include all answers to your questions in your lab notebook along with your procedure for collecting your samples.
• Based on your observations of the world around you what surfaces do you think are most “dirty” or “clean”? Which surfaces are you interested in testing?
• Based on your observations write the hypothesis you wish to test in your lab notebook.
• Based on your hypothesis, how many surfaces/samples will you test?
• What will you include as your experimental control?
• How will you perform your experiment? (I recommend dipping your sterile swab into the sterile water and then swabbing your sample).
• How long and in which pattern will you swab your samples? (roll, zigzag, etc.)
• How many plates will you need and how will you section them? (you can use a sharpie to label the bottom of the plate and draw sections if needed).

Based on these questions: Work with your group to write a protocol for your experiment. Include enough detail that a person with no knowledge of your project would be able to read your protocol and fully understand what to do. Below is a general protocol for this lab to help you get started.

• On the bottom of your NA agar plate (the side with the agar, NOT the lid!!), label the plate using a permanent marker with your initials, “Biotech Lab”, the date, and where you are choosing to swab.
• Take the sterile swab and dip it in the sterile water (don’t place the lid for the sterile water on the desk or it will now be contaminated!). Then touch the wet swab to whatever surface you would like to test in order to pick up the bacteria. Place the labeled plate on the desk in front of you with the lid side up. With one hand, open the lid (only open it a little bit so that you can have access to the agar; think of a clam shell) and use the swab to spread the bacteria all over the plate. Make sure to move the swab around to cover the entire plate.
• Cover the plate with the lid and discard the swab.
• Place plate in a 32⁰C incubator, with the agar side up. (Some organisms in the environment do not grow well at 37⁰C.)
• Make tables 2 and 3 in your notebook; record your data.

Use the image below to help you describe the morphology of the colonies present on your plates.

• Based on your experimental data, which surfaces had the most bacterial/fungal growth?
• Which surface had the most diverse number of bacteria/fungi?
• Based on your observations, what types of bacteria/fungus do you think were present on your plate?

1: Scientific Method, Matter, and Measurements

• Last updated
• Save as PDF
• Page ID 449258
• 1.1: The Scientific Method Chemistry deals with the composition, structure, and properties of matter, and the ways by which various forms of matter may be interconverted. Thus, it occupies a central place in the study and practice of science and technology. Chemists use the scientific method to perform experiments, pose hypotheses, and formulate laws and develop theories, so that they can better understand the behavior of the natural world. To do so, they operate in the macroscopic, microscopic, and symbolic domains.
• 1.2: Units Measurements provide quantitative information that is critical in studying and practicing chemistry. Each measurement has an amount, a unit for comparison, and an uncertainty. Measurements can be represented in either decimal or scientific notation. Scientists primarily use the SI (International System) or metric systems. We use base SI units such as meters, seconds, and kilograms, as well as derived units, such as liters (for volume) and g/cm3 (for density).
• 1.3: Matter Matter is anything that occupies space and has mass. The basic building block of matter is the atom, the smallest unit of an element that can enter into combinations with atoms of the same or other elements. In many substances, atoms are combined into molecules. On earth, matter commonly exists in three states: solids, of fixed shape and volume; liquids, of variable shape but fixed volume; and gases, of variable shape and volume.
• 1.4: Physical and Chemical Properties All substances have distinct physical and chemical properties, and may undergo physical or chemical changes. Physical properties, such as hardness and boiling point, and physical changes, such as melting or freezing, do not involve a change in the composition of matter. Chemical properties, such flammability and acidity, and chemical changes, such as rusting, involve production of matter that differs from that present beforehand.
• 1.5: Case Study- Using the Scientific Method to Diagnose an Autoimmune Disorder
• 1.E: Exercises

• Science & Math
• Sociology & Philosophy
• Law & Politics

Scientific Method: Study Guide & Examples

• Scientific Method: Study Guide &…
• What is the scientific method? It is a logical, systematic approach to solve a problem.
• What is always the first step of the scientific method? Identify the problem and make observation.
• What makes a good hypothesis? A good hypothesis is one that you can test.
• What is a control? Comparison with one or more experimental groups.
• What is an independent variable? The variable that is being manipulated by the experimenter.
• What is a dependent variable? The thing that changes in reaction to the independent variable.
• What is a conclusion? The end or finish of an event or process.
• True or False: Experiments can measure more than one variable at a time. True

A scientist wants to test the effects of soda on the growth of plants.   The scientist keeps everything consistant in the experiment except to plant A. he adds 5 ml of Soda each day and to plant B. he adds 5 ml of water.  Each day, the scientist measures the height of each plant.

• In the above experiment, what is the dependent variable?  Type of plant.
• In the above experiment, what is the independent variable? Type of liquid.

Related Posts

• Perch Dissection Photo Guide & Steps
• Scientific Taxonomy
• Fossil Fuel & Natural Gas: Study Guide
• Protist: Study Guide
• Analysis of Scientific Experiments (Scientific Method)

Author:  William Anderson (Schoolworkhelper Editorial Team)

Tutor and Freelance Writer. Science Teacher and Lover of Essays. Article last reviewed: 2022 | St. Rosemary Institution © 2010-2024 | Creative Commons 4.0

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

Post comment

• Politics & Social Sciences

Buy new: $80.40 $80.40 FREE delivery: April 30 - May 1 Ships from: textbooks_source Sold by: textbooks_source

Buy used: $26.24.

Download the free Kindle app and start reading Kindle books instantly on your smartphone, tablet, or computer - no Kindle device required .

Read instantly on your browser with Kindle for Web.

Using your mobile phone camera - scan the code below and download the Kindle app.

Image Unavailable

• To view this video download Flash Player

Follow the author

A Beginner's Guide to Scientific Method 4th Edition

Purchase options and add-ons.

• ISBN-10 1111305552
• ISBN-13 978-1111305550
• Edition 4th
• Publisher Cengage Learning
• Publication date January 1, 2011
• Language English
• Dimensions 6.25 x 0.5 x 8.75 inches
• Print length 160 pages
• See all details

Frequently bought together

Customers who viewed this item also viewed

From the Publisher

This product is included in a cengage unlimited subscription.

What’s included in Cengage Unlimited?

• Get all your Cengage access codes for platforms like MindTap, WebAssign, CengageNowv2, SAM, OWLv2 and OpenNow
• Access to the online version of your textbook + our full library
• A lower cost hardcopy textbook rental with each access code, available within the 50 states
• New study tools including online homework, flashcards, test prep and study guides
• A career center where you can boost your job skills, explore career options and build your resume

Editorial Reviews

About the author, product details.

• Publisher ‏ : ‎ Cengage Learning; 4th edition (January 1, 2011)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 160 pages
• ISBN-10 ‏ : ‎ 1111305552
• ISBN-13 ‏ : ‎ 978-1111305550
• Item Weight ‏ : ‎ 8 ounces
• Dimensions ‏ : ‎ 6.25 x 0.5 x 8.75 inches
• #2,291 in Philosophy (Books)
• #6,182 in Core
• #6,198 in Education (Books)

Videos for this product

Click to play video

Save with Cengage Unlimited

Merchant Video

About the author

Stephen s. carey.

Discover more of the author’s books, see similar authors, read author blogs and more

Customer reviews

Customer Reviews, including Product Star Ratings help customers to learn more about the product and decide whether it is the right product for them.

To calculate the overall star rating and percentage breakdown by star, we don’t use a simple average. Instead, our system considers things like how recent a review is and if the reviewer bought the item on Amazon. It also analyzed reviews to verify trustworthiness.

• Sort reviews by Top reviews Most recent Top reviews

Top reviews from the United States

There was a problem filtering reviews right now. please try again later..

• Amazon Newsletter
• About Amazon
• Accessibility
• Sustainability
• Press Center
• Investor Relations
• Amazon Devices
• Amazon Science
• Sell on Amazon
• Sell apps on Amazon
• Supply to Amazon
• Protect & Build Your Brand
• Become an Affiliate
• Become a Delivery Driver
• Start a Package Delivery Business
• Advertise Your Products
• Self-Publish with Us
• Become an Amazon Hub Partner
• › See More Ways to Make Money
• Amazon Visa
• Amazon Store Card
• Amazon Secured Card
• Amazon Business Card
• Shop with Points
• Credit Card Marketplace
• Reload Your Balance
• Amazon Currency Converter
• Your Account
• Your Orders
• Shipping Rates & Policies
• Amazon Prime
• Returns & Replacements
• Manage Your Content and Devices
• Recalls and Product Safety Alerts
• Conditions of Use
• Privacy Notice
• Consumer Health Data Privacy Disclosure
• Your Ads Privacy Choices

the scientific method and study guide

All Formats

Resource types, all resource types.

• Rating Count
• Price (Ascending)
• Price (Descending)
• Most Recent

The scientific method and study guide

The Scientific Method Google Form Quiz and Study Guide - Experimental Design

• Google Drive™ folder

The Scientific Method - Steps to the Inquiry Process Handout and Study Guide

• Easel Activity

Step of the scientific method study guide and quiz

• Word Document File

Introduction to Biology and the Scientific Method Study Guide

Study Guide : The Scientific Method B & W

Scientific Practices Study Guide and Review Worksheet (SOL 4.1)

Scientific Method Unit - 2nd Grade - Scientific Investigation - Science Intro

Scientific Method Vocabulary Quiz ( Study Guide and Puzzle / Science / Lab / ELA)

Scientific Practices Study Guide and Review Worksheet (SOL 5.1)

Grade 3 Science Refrigerator Study Guides

The Scientific Method Lesson & Science Experiment - Scientific Method Unit

Scientific Method Bookmark: Use as a Study Guide , Review, or Practice

Midterm or Final Exam for Biology including a Study Guide and 130 Review Slides

Biology SOL Picture Review Study Guide

Alberta Grade 1 Science - Scientific Methods - Study Guide

Scientific Inquiry Jeopardy

Scientific Method + Study Guide Prezi

The Scientific Method

Nature of Science/ Scientific Method Review Sheet & Study Guide

Experiments Scientific Method Lesson & Flashcards study guide exam prep 23-2024

Scientific Method Review worksheet/ study guide with answer key

Exploring Chemistry Lapbook with Study Guide

Scientific Method & Inquiry - Study Guide

• Google Apps™

The Scientific Method Steps Introduction w/ examples & questions embedded

• We're hiring
• Help & FAQ
• Privacy policy
• Student privacy
• Terms of service
• Tell us what you think