Difference between revisions of "Scientific method introduction"

Latest revision as of 14:51, 10 February 2015

TITLE:

Introduction to the scientific method: the suspicious sandwich

AUTHOR:

Benjamin Blonder

GOALS:

Introduce students to the scientific method

Prepare students for designing their own inquiry projects

Build stronger relationships between program staff and students

LEARNING OBJECTIVES:

Process Skills

• identify different parts of the scientific method
• formulate relevant scientific questions, hypotheses, methods, and conclusions

Next Generation Science Standards

Science and Engineering Practices:

1. Asking questions

• (3-5) specify qualitative relationships
• (6-8) specify relationships between variables, and clarifying arguments and models
• (9-12) formulating, refining, and evaluating empirically testable questions

3. Planning and carrying out investigations

• (6-8) use multiple variables and provide evidence to support explanations
• (9-12) include investigations that provide evidence for and test conceptual, mathematical, physical, and empirical models

4. Analyzing and interpreting data

• (3-5) introduces quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used.
• (6-8) extend quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.
• (9-12) introduce more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

5. Using mathematics and computational thinking

• (3-5) extend quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data
• (6-8) identify patterns in large data sets and using mathematical concepts to support explanations and arguments.
• (9-12) use algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

6. Constructing explanations (for science)

• (3-5) use evidence in constructing explanations that specify variables that describe and predict phenomena
• (6-8) construct explanations supported by multiple sources of evidence consistent with scientific ideas, principles, and theories
• (9-12) generate explanations that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories

7. Engaging in argument from evidence

• (3-5) critique the scientific explanations proposed by peers by citing relevant evidence about the natural world
• (6-8) construct a convincing argument that supports or refutes claims for explanations about the natural world
• (9-12) use appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural world. Arguments may also come from current scientific or historical episodes in science.

Arizona Science Standards

Grade 6, Strand 1: Inquiry Process (POs are very similar, but more in-depth as the grades progress)

Concept 2: Scientific Testing (Investigating and Modeling)

• PO 4. Perform measurements using appropriate scientific tools (e.g., balances, microscopes, probes, micrometers).
• PO 5. Keep a record of observations, notes, sketches, questions, and ideas using tools such as written and/or computer logs.

Concept 3: Analysis and Conclusions

• PO 1. Analyze data obtained in a scientific investigation to identify trends.
• PO 2. Form a logical argument about a correlation between variables or sequence of events (e.g., construct a cause-and-effect chain that explains a sequence of events).

Concept 4: Communication

• PO 3. Communicate the results of an investigation with appropriate use of qualitative and quantitative information.
• PO 5. Communicate the results and conclusion of the investigation.

INSTRUCTIONAL PROCESS:

PREPARATION

Materials

• two slices of bread
• 3 inch x 3 inch x 1 inch slab of blue jello (plan 4 hours to set)
• Three grad instructors or program staff
• Pieces of paper labeled in large text with different parts of the scientific method

Setup

• Make a blue jello sandwich

INTRODUCTION/ENGAGEMENT:

After dinner, tell students that they will get to participate in an interactive theater performance that will help them start to think about their inquiry projects. Show the blue sandwich and explain that the theater is about the sandwich.

Discuss how a scientific research project has various interlinked parts that can be formulated in multiple orders, including formulating a question and hypothesis based on evidence, designing and implementing methods, analyzing data, and making conclusions (show the different cards)

Mention that tomorrow they will do all these things - but tonight, their challenge is to watch one inquiry project play out with two actors and a director.

The director's job is to pause the action when one of the scientific method's steps is taken by one of the actors. Students can raise their hands to pause the action and explain why one of the steps has been taken in that moment. The director can also rewind the action and try alternate scenarios.

Student misconceptions

• the scientific method must proceed in order, and never loops around or repeats steps

EXPLORATION

One actor comes in to the room with a blue jello sandwich. They ask the second actor what it is, and discuss that a third instructor (never seen on stage) has given it to them. They begin to wonder if it will kill them if they eat it. The dialog progresses as they recall relevant facts about the third instructor, make observations about the sandwich, etc. They then formulate specific questions they could ask about the sandwich to determine if it is dangerous or tasty (get help from the student audience). Eventually they perform some experiments (perhaps eating the sandwich) and the first actor either dies or does not die. The first (and potentially second) actor then make a conclusion about the quality of the sandwich and the character of the third instructor.

Potentially play a second interactive round with a different outcome, taking student suggestions for questions, hypotheses, methods, etc.

APPLICATION

Discuss the challenge of the next day's work - to formulate and plan a real inquiry project using the scientific method that can be achieved in two days with their mentor. Contrast the different steps taken by the actors with the steps each inquiry group will take.

ASSESSMENT

How will you determine if students “got it”?

• students will be able to pause the play's action at points reflecting different parts of the scientific method
• students will be able to formulate relevant scientific questions and methods during the second interactive version of the play.

RESOURCES

Diagram of scientific method: http://www.cdn.sciencebuddies.org/Files/5084/7/2013-updated_scientific-method-steps_v6_noheader.png