Transcript Developing Science Investigations for your Classroom

Developing Science
Investigations for your
Classroom
Mike Dennis
Senior Lecturer in Primary Science
What is your recent experience of Science Investigation?
What are you hoping to get from the sessions?
Toy Car Investigation
Investigate how far a toy car
goes on different surfaces using
the ramps.
Have a go.
What are the pitfalls?
Four Key Questions
What will I keep the
same?
What will I change?
Control variable
Independent variable
What will I measure?
Is it a fair test?
Dependent variable
The Investigation Process
A question
Plan an investigation
Prediction/hypothesis
Obtain & present evidence
Consider evidence
Evaluate
From: Feasey (2006) p.143
“Most teachers placed emphasis
on planning and carrying out the
investigation and less emphasis on
analysing results and evaluating
the process of investigations.”
Example from QCA
Year 3
“Compare rocks in terms of how easily they are worn away. Help
children to carry out a “rubbing test” to compare how well different
rocks withstand being ground down, and record the results. Help
children test for differences in permeability by dropping small
quantities of water on to rocks and observing whether it remains on
the surface or not”
What do you think of this activity?
It begs one question………..
What’s the
point?
Interesting questions
•If these rocks formed cliffs at the seaside, which would make high cliffs
and which would make low cliffs or no cliffs at all?
•Which would make hills and which valleys?
•If you were choosing one of these rocks for your gravestone, which
would you go for?
Interesting starting points could be
Setting investigations in
contexts (real or imaginary)
If you want to engage children in a science
investigation it is important to put it in context.
The first stage of this is to think of a creative starting
point. This should
•Introduce the idea
•Be interesting, challenging or unusual
•Stimulate discussion so children share ideas.
•Challenge their ideas and assumptions.
•Make them want more!
Dinosaur Blood
My Discovery
The Challenge
What could I have done to keep
the dinosaur blood frozen?
I was only half an hour from a
freezer, but as soon as the
blood melts it starts to
decompose and is not nearly
as useful to scientists.
Provide the following
Measuring cylinders
Scales
Sieves
Film canisters
Trays
Timers
Sticky tape
Jug
Thermometer
Scissors
Trays
Range of materials including
Bubble wrap
Aluminium foil
Corrugated Cardboard
Towel
Paper
Paper towels
Before you start
Ask the children to predict which material
will preserve the ice for longest.
Why?
How could you test your theory?
Thermal Insulators
A static layer of air
Thickness important
Less dense materials are better
Metals are good thermal conductors
The Challenge
What could I have done to
keep the dinosaur blood
frozen?
I was only twenty minutes
from a freezer, but as soon
as the blood melts it starts
to decompose and is not
nearly as useful to
scientists.
Magic Trick
Real Life Problems
The paths are icy today – what would be the best thing to put on them to make
them safe.
Which is the most absorbent hamster bedding?
Which colour sugar paper fades the least and will make the longest lasting
displays?
Published Resources
Discovery Dog
Consumer Survey
Which is the best
•Kitchen Towel
•Washing-up liquid
•Torch
•Detergent
•Air freshener
http://www.youtube.com/watch?v=Zyrf4m9ujco
http://www.youtube.com/watch?v=kw9i7vIWxgc
Plan and carry out your own investigation
A question
Plan an investigation
Prediction/hypothesis
Obtain & present evidence
Consider evidence
Evaluate
You could…….
Find out which is the best kitchen towel
Investigate the best blackout curtains
Discover which is the best substance to melt ice on the path
Which shoes have the best grip?
Which material keeps my dinosaur blood frozen for longest?
Use any of the Discovery Dog scenarios
Which are the best sunglasses to protect your eyes from the light?
What is the best angle to throw a shotput?
Which are the stretchiest socks?
Use a datalogger.
Look through “enjoy Teaching Science Investigations at KS1 or KS2
We have lots of equipment available.
Think about:
• What question you will start with
• The four key questions
• Your prediction
• How will you record your findings
• How could you present the results
• What does this show you?
• If you were to do the investigation again
– how might you approach it differently?
• What would my learning objectives be?
What might your learning objectives be?
Focus on one part of Sc1 for example
Predicting
Measuring
Presenting Evidence
Analysing your results
Using Graphs
What is appropriate for my data?
Variables come in 3 forms:
•Categoric
•Discrete
•Continuous
Categoric variables
Just a classification, e.g.
or
Or…
Discrete variables
A whole number, e.g.
1 paper clip or 2 or…
The number of drops
Or…
Continuous variables
These can have any value, e.g.
Length: 1.456 m
Weight
Time
Or…
Why is it important to know how variables vary?
• Presenting results
• Planning for progression
How high a ball bounces
80
continuous
categoric
60
40
20
0
Golf ball
Tennis ball
Super ball
Type of ball
continuous
80
How fast an autogyro falls
60
discrete
40
20
0
1
2
3
Number of paper clips
continuous
continuous
Temperature of water (0C)
Part 2 of this course is on Wednesday 26th June
Before then try at least two science investigations with your class.
Use the first session to plan an investigation that addresses the skills the
children need to develop.
Bring some evidence, ideas and any problems you encounter to Part 2
http://www.education.brookes.ac.uk/partnerships/resources/