SCIENCE

VS MATHEMATICS
 Science and Mathematics
• Mathematics relies on both logic and creativity, and it is
pursued both for a variety of practical purposes and for its
intrinsic interest.
• For some people, and not only professional mathematicians,
the essence of mathematics lies in its beauty and its
intellectual challenge. For others, including many scientists
and engineers, the chief value of mathematics is how it
applies to their own work. Because mathematics plays such
a central role in modern culture, some basic understanding
of the nature of mathematics is requisite for scientific
literacy.
• To achieve this, students need to perceive mathematics as
part of the scientific endeavor, comprehend the nature of
mathematical thinking, and become familiar with key
mathematical ideas and skills.
 • SCIENCE

• MATHEMATICS

• TECHNOLOGY
MATHEMATICS, SCIENCE, AND TECHNOLOGY

• Mathematics is universal in a sense that other

fields of human thought are not. It finds useful
applications in business, industry, music,
historical scholarship, politics, sports,
medicine, agriculture, engineering, and the
social and natural sciences. The relationship
between mathematics and the other fields of
basic and applied science is especially strong.
MATHEMATICS, SCIENCE, AND
TECHNOLOGY
• These are the following several reasons;
• The alliance between science and mathematics has a
long history, dating back many centuries. Science provides
mathematics with interesting problems to investigate, and
mathematics provides science with powerful tools to use in
analyzing data.
• Mathematics is the chief language of science. The
symbolic language of mathematics has turned out to be
extremely valuable for expressing scientific ideas
unambiguously. More important, mathematics provides the
grammar of science—the rules for analyzing scientific
ideas and data rigorously.
MATHEMATICS, SCIENCE,
AND TECHNOLOGY
Cont’d
• Mathematics and science have many features in common. These
include a belief in understandable order; an interplay of imagination
and rigorous logic; ideals of honesty and openness; the critical
importance of peer criticism; the value placed on being the first to
make a key discovery; being international in scope; and even, with the
development of powerful electronic computers, being able to use
technology to open up new fields of investigation.

• Mathematics and technology have also developed a fruitful

relationship with each other. The mathematics of connections and
logical chains, for example, has contributed greatly to the design of
computer hardware and programming techniques. Mathematics also
contributes more generally to engineering, as in describing complex
systems whose behavior can then be simulated by computer.
 How is Science Done?

Science begins with

observation
an _____________.

This is the process of

gathering information
about events or
processes in a careful,
orderly way.
Data is the information gathered from making
observations.
There are two types of data:
Quantitative data are: numbers and are
obtained by counting
or measuring.

Qualitative data are:

descriptions
and involve
characteristics
that cannot be
counted.
Observations:
Observations
• Description of objects, events
• May include data from all five senses
(touch/texture, smell, taste, sight,
sound)
• Could be drawings, diagrams, written
words
• Do not include opinions.
opinions
Inferences
• Drawing conclusions based on
observations
• Often provide a reason for the
event/object being observed.
 LAW
VS
THEORY
A summary of many experimental
results and observations that
tells how things work
True and Universal

Example: Law of Gravity,

Newton’s Laws
• A statement of fact meant to explain,
explain in concise
terms, an action or set of actions.

• Generally accepted to be true and universal, and

can sometimes be expressed in terms of a single
mathematical equation. Scientific laws are similar
to mathematical postulates. They don’t really need
any complex external proofs; they are accepted at
face value based upon the fact that they have
always been observed to be true.

• Examples:
Examples The law of gravity,
• the law of thermodynamics.
thermodynamics
An explanation that ties together
many hypotheses and
observations

Example: Theory of Evolution

• More like a scientific law than a hypothesis.
hypothesis

• Explanation of a set of related observations or events

based upon proven hypotheses.

• Verified multiple times by detached groups of

researchers.

• One scientist cannot create a theory, he/she can only

create a hypothesis.

• Examples: The theory of evolution, the theory of

relativity, and the quantum theory.
theory
• Both a scientific theory and a scientific law
are accepted to be true by the scientific
community as a whole.
• Both are used to make predictions of
events.
• Both are used to advance technology.
technology
• A theory is much more complex and
dynamic.
• A law governs a single action,
action whereas
a theory explains a whole series of
related phenomena.
Development of the Scientific Method
• The thinking/writing of Bacon and
Descartes led to the development of a
procedure for doing scientific
experiments and research.
• From Descartes comes the idea of
requiring proof and clear reasoning.
• From Bacon comes the idea of a
systematic process.
Francis Bacon
Who was Francis Bacon?
 He came from a noble family and was well-educated.
 He is considered a philosopher (thinker) rather than a
scientist.
 He studied the writings of the great scientists of his
time and was very interested in their work.
 He did not develop any knew theories. Instead, he
developed a system to explore the world.
 He taught that scientific study should follow a
predictable pattern. His ideas are found in his many
books.
 The Advancement of Learning first laid out his ideas in
1605
Who was Rene Descartes?
• He came from a learned family and was given an education
which included classical studies, mathematics and philosophy.
• He studied law at the university and then took a military position
with the leader of the Netherlands.
• He was interested in a number of topics including geometry,
optics and meteors. He wrote essays on his areas of study and
he is famous for his work.
• He is sometimes called the Father of Modern Philosophy. He
responsible for a very famous quote: Cogito, ergo sum, “I think,
therefore I am.”
• He taught that people should doubt everything until it could be
proven through reason.
Rene Descartes
 Scientific Method
involves a series of steps
that are used to investigate a
natural occurrence.
allows a person to arrive at
a tested and proven answer.
 Problem/Question
Observation/Research
Formulate a Hypothesis
Experimentation
Collect and Analyze Results
Conclusion
1. Problem/Question:
Problem/Question
 Develop a question or problem
that can be solved through
experimentation.
 Problem- can be a question or
statement of puzzlement or
difficulty that needs a tested
answer.
2. Observation/Research:
Observation/Research
 Make observations and
research your topic of interest.
Do you remember the
next step?
3. Formulate a Hypothesis:
Hypothesis
Predict a possible answer to
the problem or question.
It must be an intelligent and
calculated possible answer to
the given problem
Example: If soil temperatures rise,
then plant growth will increase.
 es i s
pot h
Hy
4. Experimentation:
Experimentation
Develop and follow a
procedure which includes a
detailed materials list.
The outcome must be
measurable (quantifiable).
 Designing a Controlled
Experiment
1. The factors in an experiment that can be changed are called
variables. Some example of variables would be: changing the
temperature, the amount of light present, time, concentration of
solutions used.
2. A controlled experiment works with one variable at a time. If
several variables were changed at the same time, the scientist
would not know which variable was responsible for the observed
results.

3. In a “controlled experiment” only one variable is changed at a time. All other variables should be
unchanged or “controlled”.

4. An experiment is based on the comparison between a ____________

control group with an
experimental group
________________.
a) These two groups are identical except for one factor.
b) The control group serves as the comparison. It is the same as
the experiment group, except that the one variable that is
being tested is removed.
c) The experimental group shows the effect of the variable that is
being tested.
• Variables are parts of an
experiment
Control (constant variables):

factors in an experiment that are

NOT changed.
There are two groups in a controlled experiment:

1) Control Group:
Group the part of the
experiment that is left alone or
“natural”. Used to compare back to.
There are two groups in a controlled experiment:

2) Experimental Group: the part of the

experiment in which a factor or
variable is changed.
 Steps of the
Scientific Method
5. Collect and Analyze Results:
Results
Modify the procedure if
needed.
Confirm the results by retesting.
Include tables, graphs, and
photographs.
 Steps of the
Scientific Method
6. Conclusion:
Conclusion Includes a
statement that accepts or
rejects the hypothesis.
Make recommendations for
further study and possible
improvements to the
procedure.
Think you can name all
six steps?

Collect
Formulate
Communicate
Observation/Research
Problem/Question
and
Conclusion
Experiment
Analyze
a Hypothesis
the Results
 Let’s put our knowledge of the
Scientific Method to a realistic
example that includes some of the
terms you’ll be needing to use and
understand.
 Problem/Question
John watches his
grandmother bake
bread. He asks his
grandmother what
makes the bread rise.
She explains that yeast
releases a gas as it
feeds on sugar.
 Problem/Question

John wonders if the

amount of sugar used
in the recipe will affect
the size of the bread
loaf?
 Research/Observation
John researches the
areas of baking and
fermentation and tries
to come up with a way
to test his question.
He keeps all of his
information on this
topic in a journal.
 John talks with his
teacher and she gives
him a Experimental
Design Diagram to
help him set up his
investigation.
 Formulate a Hypothesis
After talking with his
teacher and
conducting further
research, he comes
up with a hypothesis.
“If more sugar is added,
then the bread will rise
higher.”
 Hypothesis
The hypothesis is an educated
guess about the relationship
between the independent and
dependent variables.
Note: These variables will be
defined in the next few slides.
 Independent Variable
The independent, or
manipulated variable, is a factor
that’s intentionally varied by the
experimenter.
John is going to use 25g., 50g.,
100g., 250g., 500g. of sugar in
his experiment.
 Dependent Variable
The dependent, or responding
variable, is the factor that may
change as a result of changes
made in the independent
variable.
In this case, it would be the size
of the loaf of bread.
 Controlled Variables
In a scientific experiment, the
control is the group that serves
as the standard of comparison.
The control group may be a “no
treatment" or an “experimenter
selected” group.
 Controlled Variables
The control group is exposed to
the same conditions as the
experimental group, except for
the variable being tested.
All experiments should have a
control group.
 Experiment
His teacher helps him
come up with a
procedure and list of
needed materials.
She discusses with
John how to
determine the control
group.
 Constants
John’s teacher reminds
him to keep all other
factors the same so
that any observed
changes in the bread
can be attributed to
the variation in the
amount of sugar.
 Constants

The constants in an
experiment are all the
factors that the
experimenter attempts
to keep the same.
Can you think of some
constants for this
experiment?
 Experiment
John writes out his
procedure for his
experiment along with
a materials list in his
journal. He has both of
these checked by his
teacher where she
checks for any safety
concerns.
 Trials

Trials refer to replicate

groups that are exposed
to the same conditions
in an experiment.
John is going to test each
sugar variable 3 times.
Collect and Analyze Results
John comes up with
a table he can use
to record his data.
John gets all his
materials together
and carries out his
experiment.
 Size of Baked Bread (LxWxH) cm3

Size of Bread Loaf (cm3)

Trials
Amt. of Average
1 2 3
Sugar (g.) Size (cm3)

25 768 744 761 758

50 1296 1188 1296 1260

Control group

100 1188 1080 1080 1116

250 672 576 588 612

500 432 504 360 432

Collect and Analyze Results
John examines his
data and notices that
his control worked
the best in this
experiment, but not
significantly better
than 100g. of sugar.
 Conclusion
John rejects his
hypothesis, but
decides to re-test
using sugar
amounts between
50g. and 100g.
 Experiment

Once again, John

gathers his materials
and carries out his
experiment.
Here are the results.
Can you tell which group
did the best?
 Size of Baked Bread (LxWxH) cm3

Size of Bread Loaf (cm3)

Trials
Amt. of Average
1 2 3
Sugar (g.) Size (cm3)

50 1296 1440 1296 1344

Control group

60 1404 1296 1440 1380

70 1638 1638 1560 1612

80 1404 1296 1296 1332

90 1080 1200 972 1084

 Conclusion
John finds that 70g.
of sugar produces
the largest loaf.
His hypothesis is
accepted.