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Working with Variables: Creating a Fair Test
Connections:
When and why do engineers collect and use data? Think about the design of airplanes for the airplane contest. What data did you collect during the experience? What did you use this data for? What processes did it inform?
Engineers use measurement, data analysis, and data visualization to:
- Determine how well a design meets the criteria and constraints.
- Collect information on how well designs function and compare characteristics of designs in order to inform re-design.
- Support claims about a solution during the Explain phase of the DTI (argumentation data).
Consider one of the NGSS core content standards for middle school: MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
In order to collect accurate data during the engineering process, students must design fair tests in which different variables are controlled and measured.
Objective(s):
- Develop an understanding of the role data plays in engineering experiences.
- Participate in an experience to understand data.
- Brainstorm and determine ways to apply data collection and analysis in their bite-sized engineering experience.
Student Practice
Introducing or reinforcing the variables in a test or investigation may require some practice. Looking for a good place to start with students? Check out Video 5 where three MythBusters experiments are explored and the variables are identified.
An Intro to Fair Tests
The concept of a “fair test” is an essential element in helping students learn to collect data that will give them the information they need to make iterations of their solution and bring it closer and closer to their final solution.
Video 6, Variables and Fair Testing, reviews the basics of variables and the role they play in fair testing.
A strategy you might use to help students understand and explore this concept is to show one or two of the example videos (Videos 7-9) from the left. As students watch, have them record the variables, note which are controlled, and if it is in fact a fair test.
Video 6: Variables & Fair Testing
Reflection:
Watch the videos and determine: What would your students need to do to make these fair tests?
Video 7: Fair Test Example #1
Video 8: Fair Test Example #2
More Than Just Science...
Fair tests involve more than just a science curriculum. Fair tests can also come into play in an ELA classroom. For example, examining claims and advertisements can involve fair testing.
Students might view Video 10: The Problem with Verizon and the Colorful Balls Commercial, and discuss how commercials like these might use unfair testing to mislead the public.
Students might also review current media and evaluate the use of graphing and statistics to bolster false claims and mislead consumers. In a Social Studies classroom, “fair testing” might be considered a historical event that often gives us examples of social concepts gone astray. Think about the Salem Witch Trials. What testing was used to determine if a person was a witch? What could be learned from this “fair testing” criteria?
In geography, fair testing needs to be considered when comparing environmental factors that influence population growth or movement.
Congratulations!
You have reached the end of Module 2!
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