Running the experiment and collecting data using the new procedure. Students will re-test the 4 different wing configurations using the new, standardized class procedure. They will record their new results and compare them to the previous test to demonstrate how controlling variables impact the results. If the students successfully control some of the variables, the data spread should be narrower and therefore more trustworthy. They may also begin to understand that some variability cannot be eliminated in spite of the standardized procedure.
Getting Started
Introduction:
E.Q.: What is a procedure and why is it important?
Preparation Needed for the Activity:
Gliders with four wing configurations (straight/delta/swept-forward and elliptical)
"Data Collection Sheet- Foam Gliders"
Powerpoint or other visual with the Standardized Procedure they previously established
Plans for how to effectively compare the results from the 2nd round of testing to the 1st--either on a physical poster or a digital graph.
Part 1 - Review the Procedure: 5-10 min
Review with the students the class procedure that was established in the previous class
Part 2 - Glider Testing Round 2: 40-45 min
Students should
Re-test the 4 different gliders 10 times each, following the agreed-upon standardized procedure
Record their distance data on the “Data Collection Sheet- Foam Gliders”
Compare the results from the 2nd round of testing to the 1st. You can make a second copy of the Data Collection Sheet and post the results, or establish a new digital results spreadsheet, sort the data appropriately, and project the results.
Part 3 - Reflection and Discussion: 5-10 min
Ask students if they notice a difference in the patterns or trends in their raw data. (They should not have completed any math calculations yet. That will occur in Activity 3.2.) Ask students which wing configuration they think is best. Review the concept of controlling variables.
Classroom Materials