Designing experiments

Provide a video showing the different process parameters with some details and ask students to classify the variables as independent, dependent or control variables. This is an example of providing a digital artefact.

1. Provide students with a safe operating space (e.g. maximum and minimum value of each parameter). Students then submit a plan for an experiment to be conducted by a member of staff or a GTA. There might be an interaction between the different process parameters and the max and min for each parameter may vary - consider providing some notes for these cases to help students choose the correct combinations. This is an example of Asynchronous participation by proxy.

2. Provide a simulation of the process/equipment and students can then decide on the settings and execution of the experiment. For example, A gas laws simulation is provided on Flashy Science, where students can decide and plan on the settings such as pressure, temperature and type of gas. This is an example of Simulated Practicals

Consider videoing the experiment showing the students the steps to follow when conducting the process. This is an example of providing a digital artefact.

Students can submit their own experimental designs and also the strategy on how and which data is required to be collected during the experiment. The experiment could then be conducted by proxy, but this is not essential.

For example, students submit a table which includes the setting for the independent variable and the corresponding responses, including replicates.

This is an example of Asynchronous participation by proxy.

Simulation of the activity which allow students to redesign the experiment.

For example, a gas laws simulation is available on Flashy science, where students can execute an experimental design and modify it if required.

This is an example of Simulated Practicals

Make a video or provide a document to show students the available instrumentation and the principle of each of measurement method. Students can then decide on the appropriate one. Consider including advantages and disadvantage of each one.

This will help students become familiar with taking measurements e.g. when to use a micrometer/vernier calliper/ruler etc.

This is an example of providing a digital artefact.

Consider making a video to show students a full experimental trial to complete one replicate, so that students can decide on the number of replicas and sampling to perform based on the time constraints given to them. The time allotted is particularly important if the experiment is going to be conducted by proxy.

In case of simulation, students can decide on the number of samples and replications based on a minimum error value that is specified to them.

This is an example of providing a digital artefact and Simulated Practicals.