Exp Design Project Krech

Teaching Experimental Design

Teaching Experimental Design

KEY:

Written Work

Active Learning

Media

Thinking Activity

Hands-On Lab or Activity

Multi-

Creative Activity

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Julia Cothron's Experimental Design

Our state requires a rigorous teaching of the experimental design method, including independent and dependent variables, research before experimenting, simple report formats, etc. We use **Julia Cothron's book, which does a beautiful job of explaining the entire program. We've developed many more worksheets and materials to teach each element within the program. Many are included in this section.

Experimental Design Reference

Our reference packet for grades 9-12. A good reference for all aspects of experimental design. Our students use this when writing a short-form report up to writing their final science project report. Click here for a copy.

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Teaching Experimental Design

Experimental Design Project

Within the first week of our semester-long blockstyle Earth Science class, we introduce the Freshman Science Project. We include most of the elements of Julia Cothron's program, beginning with brainstorming for a good topic, researching, running the experiment (at home), writing a report with analysis, and presenting the findings to the class. Click here for a synopsis of our Freshman Experimental Design Project.

Writing Titles and Hypotheses Worksheet

Works well to practice each element separately. Click here for a good titles/hypotheses practice.

Evaluating Experimental Designs

Using Cothron's Checklists, learn to find the errors in an experimental design. Helps students write better designs.

Experimental Design Practice

Gives four brief scenarios. Write an experimental design for each. Students have to invent their own levels, trials, and constants. Click here.

Bar or Line Graph? Worksheet

Gives titles for several experiments and asks students to figure out which graph to use for the data.

Bar or Line Graph? Game

Give each team colorful BAR GRAPH and LINE GRAPH signs. Read an experimental title. Teams huddle to figure out if the graph would be a line or bar graph. Team leader holds up the answer.

Experimental Design Vocabulary

A cut and paste vocabulary assignment. Cut out the definitions and past with the correct word. Much more fun than the "standard" vocab sheet. The action of cutting and pasting helps most students remember better! Click here.

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Teaching Experimental Design

Experimental Design Team Relay Games

Prepare an overhead transparency with a long line down the middle. Put the same question, puzzle, or problem on each side. Teams line up on each side of the overhead. Give each team one transparency pen of a different color. The pen is passed down the line like a relay race baton. First person in each line starts at the signal and gets to write down one thing only. If you have experimental designs that need correcting, for example, each student can only make one correction. Then the pass the pen to the next person in the line and go to the end of the line. It's totally "legal" for team members to look at the other team's work. This often gets a team's weakest member past their turn with some dignity. Good game for requiring team members in line to pay attention to what is happening so they know what to do next.

Experimental Design Tables & Graphs Practice

We teach each part of the Experimental Design separately. Click here for an example of a page that covers using checklists to evaluate and properly construct tables and graphs.

Writing Conclusion Paragraphs

A worksheet that gives the graph and results sentences from some "pretend" experiments. The students are asked to write the first three conclusion sentences in paragraph form. A checklist is included. I usually do the first two in pairs. Students write the Conclusion on their own, then trade papers and use the checklist to determine how well their partner did. The other two are homework. Click here.

Writing Conclusion Paragraphs Game

Read a results sentence to the teams. (I have four long-term teams set up to go at a moment's notice!) Each team writes the conclusion sentences on a white board and waits to raise their answer on teacher's request.

Experimental Design Puzzle

Click here for a cut-and-paste review of the order of a Write Up. Have students cut out and paste the two Labs on separate pieces of paper. They have to carefully read each part of the puzzle to separate into the two labs.

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Teaching Experimental Design

Experimental Design Short Report Form

The short form is often used for quick labs that are teaching something other than experimental design, or for a beginning-of-the-year review of the basics of experimental design. This form is used almost exclusively in our middle schools as preparation for the longer reports at the high school level. Click here.

Experimental Design Normal Report Form

This normal-length report form is used for most labs. It requires a written procedure, which the short form doesn't. It also gives prompts for the Conclusion. You can assign only a few of these prompts for a particular lab. Click here.

Experimental Design Long Report Form

This is the longest form, not necessarily used for the largest labs or projects. Often this form is given to a special education student who needs more prompts. We've been known to shorten the requirements for these students but use this complete long form to start. I've also used this for students for a big project, if I know they have trouble writing an extensive report. Click here.

EXPERIMENT: COIN LAB

A good lab to review experimental design concepts. How many water drops does each of four differentsized coins hold? Good way to review independent variable (coin size) and dependent variable (# of water drops) at the beginning of the year. I put our short form report on the back and assign as homework early in the year. Then we learn to evaluate using Cothron's checklists in the Reference packet.

EXPERIMENT: CUPS AND COINS LAB

Another lab similar to the Coin Lab on the Science Teaching Ideas Page. We've used this to review the basic principles of experimental design either in the beginning of the year or halfway through the year. Also we've used this lab to teach the principles of Newton's Second Law. Click here.

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Teaching Experimental Design

**Students and Research: Strategies and Science Classrooms and Competitions. by Cothron, Giese, and Rezba. To buy this book, click here:

Science Experiments by the Hundreds by Julia H. Cothron To buy this book, click here: Science Experiments by the Hundreds

Science Experiments and Projects for Students by Cothron, Giese, and Rezba. To by this book, click here: Science Experiments and Projects for Students

Note: I highly recommend this book! I've used it for years to teach experimental design!

Freshman Experimental Design Science Project Letter to Parents! Science Project - Part 1A - Science Concept Map Science Project - Part 1B - 4-Question Strategy Science Project - Part 2 - Experimental Design Science Project - Part 3 - Research Paper Science Project - Part 4 - Materials, Procedure, Safety Science Project - Part 5- Rough Draft of Data Table, Graph & Conclusion Science Project - Part 6 - Final Write-Up Science Project - Part 7 - Speech with Visual Aid Copyright 2003 - 2004. M. J. Krech. All rights reserved. Reproduction for educational purposes is encouraged.

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Teaching Experimental Design

Mrs. Krech's Home Page | Science Teaching Ideas Home Page | Active Learning Games & Puzzles | Classroom Management | | Teaching Science Safety | Teaching the Metric System | Teaching Experimental Design | | Teaching Mineral Identification | Teaching the Rock Cycle | Teaching Weathering, Erosion, & Deposition | | Teaching Water Systems | Teaching Plate Tectonics | Teaching Earthquakes | Teaching Volcanoes | | Teaching Geologic History | Teaching Weather & Climate | Teaching Clouds | Teaching Astronomy |

Mrs. Marcia Krech URL: http://home.earthlink.net/~mjkrech/Krech/design.htm Email: [email protected] Date Last Modified: Summer 2003

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Date: January 14, 2003 To: Parents of Freshmen enrolled in 2nd Semester Science From: Simonsen Science Department Teachers Re: Freshman Experimental Design Project Dear Parents, The Science teachers at Simonsen wanted to let you know of an upcoming project that will be assigned to your 9th Grade student this semester. It has several components, most of which are to be completed at home and turned in on or before the deadline. This Project will be broken down into small parts over the semester. It is very important that your student turn in each part of the project on time so that the project as a whole is finished ON TIME!! (Each day late will cause your student’s grade to drop a grade!) All directions and scoring guides to be used in grading the projects will be provided along the way as well as necessary instruction. No animals are to be used in the project. All projects are to be done individually and need to be pre-approved by your student’s teacher. HERE IS A LIST OF REQUIRED PARTS ALONG WITH THE DUE DATES: Parts 1a. Concept Map Deadline: January 24, 2003 Part 1b. Four Question Strategy Deadline: January 31, 2003 Part 2. Experimental Design Deadline: February 7, 2003 Part 3. Research Paper Deadline: February 28, 2003 Part 4a. Materials/Safety/Procedures Deadline: March 14, 2003 Part 4b: Running of Experiment At Home: March 24 - April 10, 2003 Part 5. Data Table, Graph & Conclusion Deadline: April 11, 2003 Part 6. Project Write-Up Deadline: April 21, 2003 Part 7. Presentation of Project with Visual Aid Deadline: April 21, 2003 Please Note: These dates are subject to change. Of course, we will stick to this schedule as closely as possible, but snow days, etc. may cause a date to be changed. Please check our Project Webpage for updates: http://home.earthlink.net/~wekrech/Krech/project.htm Please sign the bottom of this letter, clip on the dotted line, and return to school with your student. We’ve provided this Deadline List so you can be on top of the deadlines and provide your student with any guidance you feel is necessary to the successful completion of the Freshman Experimental Design Project.

--------------------------------------------------------------------------------------------------------I have read the above Deadline List and will remind my student to turn in each part of the project on time. __________________________________ Student Signature SIMONSEN NINTH GRADE CENTER FRESHMAN SCIENCE PROJECT

________ Date

_________________________________ Parent Signature

Freshman Project - Part One Science Concept Map & 4-Question Strategy Name _________________________________________ Block ________

Concept Map - 20 points • Main topic and at least 3 in first level, 5 in second and third level

0

1

2

3 (x 4)

3

• Each level colored a different color

0

1

2

• Neatness

0

1

2

• Grade Level Appropriate/Creativity

0

1

2

_____

_____ _____

3

_____

TOTAL: ___________

Four-Question Strategy - 20 points • Readily available materials

0

1

2

3

_____

• Action of materials

0

1

2

3

_____

• Ways to vary materials

0

1

2

3

_____

• Ways to measure actions

0

1

2

3

_____

• Creativity of idea

0

1

2

3

_____

• Creativity of brainstorming

0

1

2

3

_____

TOTAL: ___________

Freshman Project - Part 1B Four-Question Strategy Name___________________________________ Block ____ ++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Directions: Pick one bubble from your Science Concept Map: _____________* Plug this concept into the four spaces below. Answer the four questions.

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++ Question #1: What materials are readily available for conducting an experiment on *__________________?

Question #2: How does *_______________ act?

Question #3: How can I change the set of *_______________ materials to affect the action? (I.V.)

Question #4: How can I measure or describe the response of *_____________ to change? (D.V.)

Four-Question Strategy - 20 points • Readily available materials

0

1

2

3

_____

• Action of materials

0

1

2

3

_____

• Ways to vary materials

0

1

2

3 (X2)

_____

• Ways to measure actions

0

1

2

3 (X2)

_____

• Creativity

0

1

2

_____ TOTAL: ___________

NOTE: this may or may not be your project. You may change your mind!

Freshman Project - Part Two Experimental Design Name______________________________________ Block ________ Title: _____________________________________________________ __________________________________________________________

Hypothesis: _________________________________________________ __________________________________________________________ I.V. Levels Trials D.V. Constants:

(1) (2) (3) (4)

Control: Scoring Guide for Part Two: 1. TITLE: 2. HYPOTHESIS: 3. INDEPENDENT VARIABLE: 4. LEVELS: 5. TRIALS: 6. DEPENDENT VARIABLE: 7. OPERATIONAL DEFINITION: 8. CONSTANTS: 9. CONTROL:

0 0 0 0 0 0 0 0 0

1 1 1 1 1 1 1 1 1

2 2 2 2

10. EXPERIMENTAL DESIGN FORMAT:

0

1

2

11. CREATIVITY:

0

1

2 2 2 2 TOTAL: _______ (20 Points)

Freshman Experimental Design Project - Part Three Background Research Paper Name__________________________________ Block______ You have two weeks to research your topic. You should focus on the most recent information about your topic. First, take notes from at least 4 sources (3 books and 1 Internet, or 1 book and 3 Internet, etc.). These notes will be used again later in Part 6 - Analysis & Conclusion. Then write a two page written report following the scoring guide below. (Don’t forget, a paragraph is a minimum of five sentences with the first sentence being the introduction and the last sentence being the conclusion.) This part of the Freshman Experimental Design Project will count as 120 Test Points. Late coupons cannot be used on this project. Instead, 10% will be taken off for each day the Written Report on your research is late.

Date: The written report is due:

Tuesday, March 4, 2003.

Background Research Scoring Guide Written Report (90 points) 0 0 0 0 0 0

1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

x5 x5 x5 x5 x5 x5

_________ ______ ______ ______ ______ ______ ______

Introduction Paragraph Paragraph #1 - summarize 1st source Paragraph #2 - summarize 2nd source Paragraph #3 - summarize 3rd source Paragraph #4 - summarize 4th source Conclusion Paragraph

Mechanics and Bibliography (30 points) 0 0 0 0

1 1 1 1

2 2 2 2

3 3 3 3

x3 x2 x2 x1

______ ______ ______ ______

0

1

2

3

x 2 ______

Total: (120 points)

_________

BIBLIOGRAPHY shows proper format BIBLIOGRAPHY has 4 or more sources Typed or written neatly in blue or black ink only On one side only of plain white paper Organization & Writing Mechanics

_________

Note on Plagiarism: Plagiarism is the unacknowledged and inappropriate use of the ideas or wording of another writer. Plagiarism is considered a grave violation of academic integrity and will result in one chance to rewrite the paper or take a zero. Most simply, plagiarism can be characterized as "academic theft" and is not tolerated in this school district.

Freshman Science Project - Part Four Materials - Procedure - Safety Name __________________________________________________ Block _______ The fourth step in your Freshman Experimental Design Project is to plan your experiment. You will be running your experiment during the first two weeks of November. Now, you need to plan in detail what exactly you will do when you run your experiment! Materials List: This list should include a detailed list of all the equipment and materials you need. You must be specific enough so that someone could exactly duplicate your experiment. Use brand names and/or numbers for every single item on your list! You must do a numbered list with the details listed at the end of each item. Example: (1) Beaker: plastic, 600 mL, Nalgene®

Procedures: Your procedures list must have at least 10 distinct steps. The procedure must be detailed enough that another experimenter could exactly duplicate your experiment. At least 5 of your steps must have numbers/amounts and/or brand names in them. Your procedure should include the correct sequence of all necessary steps.

Safety Precautions: You must list all necessary Safety Precautions. First state which safety rules on your Jefferson City School District Safety Contract apply to this experiment. List the rules by number from the safety contract, give a short description of the rule, and give a reason why why each rule applies to your experiment.

NOTE: See your

Experimental Design Reference for details. SCORING GUIDE: Materials Every necessary item is listed. Every item has a number and/or Brand Name.

0 1 2 3 0 1 2 3

__________ __________

Procedure At least 10 steps. At least 5 have numbers and/or brand names. At least 8 trials included. All necessary steps in order.

0 0 0 0

__________ __________ __________ __________

Safety Procedures Each applicable rule is listed. Each rule has a short description. Each rule has a reason.

0 1 2 3 0 1 2 3 0 1 2 3

__________ __________ __________

0 1 2 0 1 2 0 1 2 0 1 2 TOTAL

__________ __________ __________ __________ __________

Mechanics Typed or written neatly in blue or black ink only On one side only of plain white paper Organization & Mechanics Creative and Age Appropriate

1 1 1 1

2 2 2 2

3x2 3 3 3 x2

3 3 3 3

Freshman Project - Part 5 Name__________________________________________ Block _______ Now is the time to do your project! Be sure you have seen your teacher if he/she wrote “See me!” on your Part 4. DUE DATE: Be prepared for a Peer Review of your Data Table, Graph, and Conclusion Paragraph on: November 18, 2002 Data Table: I.V.

D.V.

Statistics Trials

Mean

Range

Graph your Results: Refer to Experimental Design Reference: Hint: Graph the Means only! Be sure if you are a bar or line graph!

Results Sentence: __________________________ __________________________ __________________________

ANALYSIS AND CONCLUSION: (Note: Only one total paragraph is written!)

Write the answers to these questions in paragraph form, using the question to start each sentence: 1. What was the purpose of your experiment? (Mention both I.V. and D.V.) 2. What were the major findings? (This answer must include all your levels and the means for each level.) 3. Was the hypothesis supported by the data? (Answer in a complete sentence, NOT using the word yes or no!) 4. How did your findings compare/contrast with your research? (Be specific! Mention at least two of your sources.) 5. What possible explanation can you offer for the findings? (If something went wrong, explain why and how it could be fixed.) 6. What recommendations do you have for improving your experiment? (This is ways to correct problems you encountered in this experiment.) 7. What recommendations do you have for further study? (This is another experiment based on your experiment, but different.) __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

Freshman Project - Part 6 Final Written Report Name_____________________________________________ Block________ Title: Introduction: Rationale: (Why did you conduct the experiment?) ____________________________ _______________________________________________________________ _______________________________________________________________ Purpose: (What did you hope to learn?)____________________________________ _______________________________________________________________ _______________________________________________________________

Hypothesis:(What did you think would happen?) ______________________________ _______________________________________________________________

_______________________________________________________________

Experimental Design: I.V. Levels: Trials: D.V. Constants: (All MUST have numbers/amounts/brands!) (1) (2) (3) (4) Control:

Materials List: (Be descriptive: such as, 500 mL Pyrex beaker) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Procedure: (10 steps required, 5 with numbers)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Data Table: Title________________________________________

I.V. ______

D.V. _________________________

Typical Value

Spread

Mean

Range

Trials

Graph: Title:______________________________

Results Sentence:

Conclusion Paragraph:

Freshman Project Part Six Visual Aid/Poster/Speech

Each Poster must contain: Title of Experiment across the top in large letters Entire Experimental Design (title through control) Graph and Results Sentence Photographs of your experiment attached to poster or bring your experiment into class to demonstrate

Each Poster must be: Neat Colorful Well-Organized Clearly visible (2” letters or so)

Each Speech must Include: Your Experiment: hypothesis, major findings and results sentence. A Demonstration of your Experiment or an Explanation of the photographs

Each Speech must: Be well organized (know what you’re going to say next) Speak loudly/clearly Speak to the audience (eye contact) Under 5 minutes in length