Key Ideas Introduced in this Unit:<br>
</h3>
<ul></ul><ul><li>Scientific discussion and argument are part of scientific research</li><li>Data interpretation is different from data collection</li><li>Effective oral presentations and posters communicate scientific research </li></ul><h3><a name="TOC-Concepts-and-Relationship:"></a>Concepts and Relationship: </h3>

<ul></ul><ul><li>Scientific research is never “done”</li><li>The same set of data can be used for many different scientific discussions</li><li>There are several means of scientific communication</li><li>It is necessary to make the transition from data collection to data interpretation</li></ul><h3><a name="TOC-Vocabulary:"></a>Vocabulary: </h3>
<ul></ul>
<ul><li>Scientific argument—a discussion, challenge, and/or
validation of a researcher’s findings</li><li>Scientific poster—a storyboard that describes a research
project</li></ul>
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<h3><a name="TOC-Student-Prerequisites:"></a>Student Prerequisites: </h3>
<ul></ul>
<ul><li>Grammar and punctuation</li><li>Sentence structure and paragraph development</li></ul>

<h3><a name="TOC-Misconceptions-about-mercury:"></a><font size="3"><b>Misconceptions about mercury: </b></font></h3>
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<ul><li>Scientific argument is a fight or a personal
attack</li><li>I’ve made posters in art class so this is the
same thing</li><li>Good grammar, sentence structure, and spelling
don’t count because this is science class</li><li>The data didn’t support my hypothesis and I got
it wrong so what’s the sense of writing about it</li>