Over the last 500 years humans have gone from seeing a man in the moon to seeing a man on the moon. This phenomenal advance in collective learning has taken place thanks in large part to a group of strategies which have come to be referred to as The Scientific Method. If humankind has made so much progress by using the Scientific Method, then why not teach all our children to use it at an early age rather than waiting until high school or college to teach a few who are fast-tracked into science and technology careers. If we have made this much progress with a few humans using these strategies, then what will our collective learning curve look like if we are all trained to make science discoveries and/or to appreciate the discoveries of others?

Saturday, January 30, 2010

Blinded by our Misconceptions

 

We learn from our direct experience, but we also tend to extrapolate from several experiences and draw conclusions.  Sometimes these conclusions are wrong.  They become embedded in our stream of consciousness and are difficult to dislodge.
For example:  Children see that snow and ice melt as the weather gets warmer.  They also see that snow and ice melt when we put salt on the sidewalk.  They might draw the logical, but erroneous conclusion that salt warms the snow.  This is wrong.  The reason that salt melts ice is that it lowers the freezing point of water. 

The Scientific Method helps dispel misconceptions.  My next video will test the hypothesis:  Salt melts ice becomes it raises the temperature, or warms, the ice.

How Do Children Learn?


Children learn one experience at a time. 
Humanity learns one discovery at a time.

What is this puppy's name? 
FIND OUT:  http://www.flickr.com/photos/statelibraryofnsw/2959326615/
CHECK OUT:  Common access photos on flickr. http://www.flickr.com/commons/

Friday, January 29, 2010

Melting Snow

For most of us, the appearance and disappearance of snow is linked through experience with falling and rising temperatures.


Thursday, January 28, 2010

Salt vs Snow



PROBLEM: HOW DOES SALT AFFECT SNOW?

HYPOTHESIS: If we pour salt on snow, it will melt faster than snow that has no salt on it.
I think this way because I have seen people pour salt on the sidewalk after a snowstorm in order to make it easier to remove the snow.

VARIABLES:
Independent Variable: Presence of Salt
Dependent Variable: Time it takes the snow to melt
Constants: Same amount of snow
Same place (windowsill)
Same temperature
Same time of day

MATERIALS:

Rock Salt
Cup
Metric Ruler
Area of snow (window sill)

PROCEDURE:

1. Measure the window sill.
2. Make a mark at the middle of the window sill.
3. sprinkle salt on one side
4. Leave the other side without salt.
5. Observe the time it takes for the snow on each side to melt.

RESULTS:

After 20 minutes the side of the window sill with salt was mostly melted.
The other side was just the same.

CONCLUSION: If you pour salt on one half of a window sill covered with snow and leave the other side without salt, then the side with salt will melt much faster than the side without snow.

QUESTIONS FOR FURTHER RESEARCH: Why does salt make the snow melt. Does it make the snow warmer?

COMMENTS: This video shows how a child can be guided from observations made after a snowstorm to a simple controlled experiment. Notice that one experiment always leads to another.

Wednesday, January 20, 2010

NEW YORK STATE STANDARDS AND THE SCIENTIFIC METHOD

The PROBLEM and the STANDARDS

PROBLEM: The “Problem” is a question that can be answered by performing an experiment.

STANDARD 1 Analysis, Inquiry and Design

S1.1a formulate questions about natural phenomena
S1.1b identify appropriate references to investigate a question
S1.1c refine and clarify questions so that they are subject to scientific investigation.
S1.2 Construct explanations independently for natural phenomena, especially by proposing preliminary visual models of phenomena.

M3.1a use appropriate scientific tools to solve problems about the natural world.

STANDARD 6 Models

2.1 Select an appropriate model to begin the search for answers or solutions to a question or problem.

The HYPOTHESIS and the STANDARDS

HYPOTHESIS: The Hypothesis answers the question posed by the Problem. It is a prediction that is based on evidence: “IF I set up x conditions , THEN y will happen ; because of evidence z.

STANDARD 1: Analysis, Inquiry and Design

S1.2a independently formulate a hypothesis
S1.2b propose a model of a natural phenomenon

M1.1a identify independent and dependent variables.

MATERIALS, PROCEDURES, and the STANDARDS

MATERIALS AND PROCEDURES: Students must plan in detail what they will need to carry out the experiment and what steps they will take.

STANDARD 1—Analysis, Inquiry, and Design

M1.1a identify independent and dependent variables.
M3.1a use appropriate scientific tools to solve problems about the natural world.

S2.2 Develop, present, and defend formal research proposals for testing their own explanations of common phenomena, including ways of obtaining needed observations and ways of conducting simple controlled experiments.
S2.2a include appropriate safety procedures
S2.2b design scientific investigations
S2.2c design a simple controlled experiment
S2.2d identify independent variables, dependent variables, and constants in a simple controlled experiment.
S2.2e choose appropriate sample size and number of trials

S3.1 Design charts, tables, graphs, and other representations of observations in conventional and creative ways to help them address their research question or hypothesis.

STANDARD 6 –Models

2.2 Use models to study processes that cannot be studied directly (e.g., when the real process is too slow, too fast, or too dangerous for direct observation.
2.3 Demonstrate the effectiveness of different models to represent the same thing and the same model to represent different things.

The EXPERIMENT and the STANDARDS

THE EXPERIMENT
During the laboratory experiment, students carry out the procedure and collect the data.

STANDARD 1 Analysis, Inquiry, and Design

S2.1 Use conventional techniques and those of their own design to make further observations and refine their explanations, guided by a need for more information.
S2.1a demonstrate appropriate safety techniques
S2.1b conduct an experiment designed by others
S2.1c design and conduct an experiment to test a hypothesis
S2.1d use appropriate tools and conventional techniques to solve problems abut the natural world, including
Measuring
Observing
Describing
Classifying
Sequencing

S2.3 Carry out their research proposals, recording observations and measurements.
S2.3a use appropriate procedures
S2.3b conduct a scientific investigation
S2.3c collect quantitative and qualitative data

STANDARD 2 Information Systems

1.4 Collect data to measure events and phenomena
1.4a collect data using appropriate tools

ANALYSIS OF DATA and the STANDARDS

ANALYSIS OF DATA: Students must organize their data into diagrams, charts, tables, graphs, etc. so that their observations are easier to understand and interpret.

STANDARD 1 Analysis, Inquiry, and Design

M1.1 Extend mathematical notation and symbolism to include variables and algebraic expressions in order to describe and compare quantities and express mathematical relationships.
M1.1b identify relationships among variables including: direct, indirect, cyclic, constant, identify non-related material.
M1.1c apply mathematical equations to describe relationships among variable in t he natural world.
M2.1a interpolate and extrapolate data
M2.1b quantify patterns and trends
S3.1 (SEE MATERIALS AND PROCEDURE)
S3.1a organize results, using appropriate graphs, diagrams, data tables, and other models to show relationships
S3.1b generate and use scales, create legends and appropriately label axes

S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem
S3.2a accurately describe the procedures used and the data gathered
S3.2b identify sources of error and the limitations of data collected
S3.2h use and interpret graphs and data tables

STANDARD 2 Information Systems
1.4 Collect data to measure events and phenomena
1.4b organize data
2.1 Understand the need to question the accuracy of data
2.1a critically analyze data to exclude erroneous information
2.1b identify and explain sources of error in a data collection

STANDARD 6 Magnitude and Scale

3.1 Cite examples of how different aspects of natural and designed systems change at different rates with changes in scale.
3.2 Use powers of ten notation to represent very small and very large numbers.

STANDARD 6 Equilibrium and Stability

4.2 Describe changes within equilibrium cycles in terms of frequency or cycle length and determine the highest and lowest values and when they occur.
STANDARD 6 Patterns of Change

5.1 Use simple linear equations to represent how a parameter changes with time.
5.2 Observe patterns of change in trends or cycles and make predictions on what might happen in the future.

THE CONCLUSION and the STANDARDS

STANDARD 1 Analysis, Inquiry, and Design

M2.1 Use inductive reasoning to construct evaluate and validate conjectures and arguments, recognizing that patterns and relationships can assist in explaining and extending mathematical phenomena.

S3.2 Interpret the organized data to answer the research question or hypothesis and to gain insight into the problem.

S3.2c evaluate the original hypothesis in light of the data
S3.2d formulate and defend explanations and conclusions as they relate to scientific phenomena
S3.2e form and defend a logical argument about cause-and-effect relationships in an investigation
S3.2f make predictions based on experimental data
S3.2g suggest improvements and recommendations for further studying

S3.3 Modify their personal understanding of phenomena based on evaluation of their hypothesis.

S1.2c differentiate among observations, inferences, predictions and explanations

STANDARD 2 Information Systems

1.4 Collect data to measure events and phenomena
1.4c use collected data to communicate a scientific concept

RESEARCH and the STANDARDS

RESEARCH/REVIEW OF THE LITERATURE: Students read about concepts related to their investigation and write a short research paper on the topic.



STANDARD 2 Information Systems

1.1 Use a range of equipment and software to integrate several forms of information in order to create good-quality audio, video, graphic, and text-based presentations.
1.2 Use spreadsheets and database software to collect, process, display, and analyze information. Students access needed information from electronic databases and online telecommunication services.
1.3 Systematically obtain accurate and relevant information pertaining to a particular topic from a range of sources, including local and national media, libraries, museums, governmental agencies, industries, and individuals.


2.1 Understand the need to question the accuracy of information displayed on a computer because the results produced by a computer may be affected by incorrect data entry.

The REPORT and the STANDARDS:

STANDARD 1 Analysis, Inquiry, and Design

S1.3 Represent, present, and defend their proposed explanations of everyday observations so that they can be understood and assessed by others.
S1.4 Seek to clarify, to assess critically, and to reconcile with their own thinking the ideas presented by others, including peers, teachers, authors, and scientists.

STANDARD 2 Information Systems

3.1 Use graphical, statistical, and presentation software to present projects to fellow classmates.

Tuesday, January 19, 2010

LESSON PLAN TEMPLATE FOR THE SCIENTIFIC METHOD

I. PRELAB
(1 or 2 45 minute periods)

PROBLEM: The “Problem” is a question that can be answered by doing an experiment.

The Problem & the Lesson Plan: The Problem can be introduced or elicited in many different ways including:

1. A teacher demonstration
2. Teacher reads to class
3. A disparate event
4. A class discussion
5. A question posed by a student
6. A logical progression from a previous experiment
7. An assigned reading
8. Current events
9. Student observations
10. Student drawings

HYPOTHESIS: The Hypothesis answers the question posed by the Problem. It is a prediction that is based on evidence: “I think this will happen because…..” It is a cause and effect statement that must be justified by previously known facts.

The Hypothesis and the Lesson Plan:

1. Each student should write down a response to the question posed in the problem and defend that response with evidence.

Idea: I think that………
Evidence: I’ve seen …….

2. Students should discuss their hypotheses in pairs or groups.
3. Students should write their hypotheses in an If….then…..because format.

MATERIALS AND PROCEDURES: Students must plan in detail what they will need to carry out the experiment and what steps they will take. They must identify independent, dependent, and constant variables.

Materials, Procedures and the Lesson Plan: There are several ways to approach this part of the experiment:

1. The teacher demonstates how to do the experiment.
2. The teacher gives the students a detailed list of directions.
3. The teacher gives the students the materials and has the students figure out how to do the experiment.
4. The students themselves design the procedure and write up a list of materials that they will need.


THE LAB (1 period)

During the laboratory experiment, students carry out the procedure and collect the data.
The method of recording the data should have been planned in the Prelab under “Procedures”.

The Lab and the Lesson Plan: It is best to complete the lab in one period. The sequence is:

1. Give out the materials.
2. Follow the procedure.
3. Record the data.
4. Take back the materials.
5. Clean up

POST LAB (2 to 4 Periods)

ANALYSIS OF DATA: Students must organize their data into diagrams, charts,tables, graphs, etc. so that their observations are easier to understand and interpret.

Analysis of Data and the Lesson Plan: Data is shared as a whole class. Each group can write their results on the board and a class average can be calculated. The teacher can elicit and write on the board observations that students make about the data. Data should then be interpreted in writing. A statement should be made about what happened.

CONCLUSION: In the Conclusion section of the investigation, several important topic smust be addressed:
ß Evaluation of the original hypothesis based on the data.
ß Explanation of results
ß Identification of sources of error
ß New predictions and hypotheses
ß Questions and recommendations for further study.

The Conclusion and the Lesson Plan: The Conclusion part of the Lab can done in pairs, groups, and/or as a whole-class discussion. Students should begin by repeating their hypothesis. Conclusions can be prepared using T-charts, Cause and Effect chains, etc.

VOCABULARY AND IMPORTANT CONCEPTS: Students identify important vocabulary words and concepts which should be explained at the end of the laboratory report.

Vocabulary and the Lesson Plan: Students can prepare a glossary as small group or whole group. Words can be organized into webs.

RESEARCH/REVIEW OF THE LITERATURE: Students read about concepts related to their investigation and write a short research paper on the topic.

Research and the Lesson Plan: Students can use T charts and other organizers to organize data into a report. Comparison/Contrast reports are particularly useful in supporting an investigation.

THE LAB REPORT: The Report includes the following sections (in the order)

1. Cover
2. Introduction
3. Problem
4. Hypothesis (Written as an If…..then….because statement)
5. Materials
6. Procedure
7. Results
8. Conclusion
9. Vocabulary and Concepts
10. Review of the Literature
11. Bibliography

The Lab Report and the Lesson Plan: The Lab Report can be written in class and/or at home.

HOMEWORK

Homework assignments in the textbook that support the Investigation are given during prelab, lab, and post lab assignments. Homework from the textbook is written in the Science Journal. Parts of the Lab Report are assigned as they are completed.

ASSESSMENT

Students are assessed daily on Scientific Communication, Lab Safety, and Laboratory Techniques. All parts of the lab are written first in the Science Journal. The Journal is rated on a 4, 3, 2, 1, 0 based on completeness, neatness, and organization. Lab Reports are rated on a 0 to 100 score. Points are taken off for missing or incomplete parts, and extra points are given for extra effort. Quizzes and Exams are given periodically to monitor the students understanding of content objectives.

Sunday, March 16, 2008

IT'S A DRAG

PROBLEM: How does shape affect the time it takes for a piece of clay to fall through a fluid?

VOCABULARY: Gravity, Buoyancy, Drag,

MATERIALS: P 11 of 2005 8th grade exam
http://www.nysedregents.org/testing/sciei/ils605.pdf

1 liter graduated cylinder
4 pieces of clay of equal mass but different shapes
1 gallon bottle of detergent


OPENING:
1. The teacher presents the definitions of the words Gravity--force that attracts all things to the center of the Earth, Buoyancy-- the upward force on an object produced by the surrounding fluid; Drag--the force that resists the movement of a solid object through a fluid. Listening Groups copy the words and definitions into their journals.
2. Students in the Presentation Group present their Problem to the Listening Groups.
3. Each student in the class writes the problem in his/her science journal and then states a hypothesis to answer the problem.
4. Students in Listening Groups identify and write in their journal
Independent Variable: Shape
Dependent Variable: Rate of fall
Constants: Mass, Detergent,

GROUP WORK

1. The Presentation Group drops the shapes into the graduated cylinder and writes the times it takes for the shapes to fall through the detergent.

SHARE

1. The Presentation Group shares their hypothesis with the Listening Groups and states their conclusion.
2. The Presentation Group shares their sources of error.
3. The Listening Group asks questions.
4. The teacher and Presentation Group ellicit the explanation of the results using the Template
Vocabulary Word-Definition-Application.

5. All Students answer related review questions taken from the New York State 8th Grade Science Exam

HW: Write your own exam question using the concepts presented today.