Week 4

Laboratory Investigations, simulations, design challenges and Research Reports

Objectives:

Teacher-candidates will learn:

Four common types of projects in science instruction include laboratory experiments, simulations, design challenges, and research papers. All of these types of projects can seek to answer a driving question.
Laboratory experiments should follow the scientific method, and seek to answer testable questions
Practical skills can be taught using a lab practicum
Many engaging experiments can be done using a smartphone as a research instrument
Students should understand proper experimental design, including independent and dependent variables, controls
In the absence of equipment, simulations can often be used to make experimental observations, with the understanding that the underlying model determines the results.
Design challenges seek to build devices that meet defined criteria, and generally go through multiple iterations
Informational research, using books, interviews and online resources, can be used to learn about a topic and advocate for action
Students need to learn about and follow proper safety protocols, using laboratory safety contracts
Students need to keep regular journals of their work, including experimental data and graphs; drawings, photographs, and videos; content information and sources/bibliography
Students should understand the proper format for a laboratory or design project report, as well as for research papers.
Science teachers should also be familiar with common sources for ordering laboratory supplies and materials

General Science Skills to practice

Observing- Drawing, measuring, describing, note-taking
Inference- "If the dog is barking, someone is at the door"
Making Models: Physical models, visual models, mathematical models; models can be wrong- A Private Universe
Predicting- Based on a model- If an object is moving twice as fast, it will have 4 time the kinetic energy
Classifying: Grouping items by their characteristics- clarifies relationships
Communicating- ideas and information

Typical Project Steps:

(1) With minimal instruction, students 'mess about' with laboratory materials, an online simulation, design challenge, or websites for research

(2) Formal introduction: What are we investigating?

(3) Basic content instruction

(4) Teams create driving question

(5) Project work, journaling, data gathering, internet research

(6) Critique/reflection/revision

(7) Report/media creation

(9) Public Product/Exhibition

Designing Science Experiments

Steps of the Scientific Method

Posing Questions
Developing a Hypothesis
Designing an experiment- controlling variables, defining measurements
Interpreting Data
Drawing Conclusions

Apply to Covid Vaccine Trials

An introduction to the steps of the scientific method

Science Skills https://www.sciencebuddies.org/science-fair-projects/references

Variables in Science https://www.sciencebuddies.org/science-fair-projects/science-fair/variables#whatarevariables

From https://www.fizzicseducation.com.au/articles/methods-for-teaching-science/:

Students follow an experimental procedure with a clear set of instructions and scaffold for their scientific report.
Students explore the materials themselves to design and test their own fair experiment, keeping variable testing in mind. This version is better for students who already have a clear understanding of the scientific method and are now ready for independent thinking
Station-based rotations. Here the students rotate around the classroom to explore a variety of hands-on materials that all cover an aspect of your lesson topic. The trick here is to ensure that there is enough time for the students to complete each activity and that there are no bottlenecks in terms of access to resources or one particular activity taking too long to complete. A fun way to link all the stations together to pull together a scenario such as a forensics investigation; some students will enjoy the role-play!

You can find over 150 free science experiments here

NSTA Sample Safety Contract

https://static.nsta.org/connections/middleschool/201401Switzer.pdf

Sample Laboratory Lesson Plans:

Teacher.org Lesson Plans: https://www.teacher.org/lesson-plans/science/
BetterLesson.com: https://betterlesson.com/browse/next_gen_science
California Academy of Sciences: https://www.calacademy.org/educators/lesson-plans
Teach-nology.com : https://www.teach-nology.com/teachers/lesson_plans/science/
Grade 5 Pendulum Lab: https://betterlesson.com/lesson/638160/pendulum-experiments-part-1
High School Antibiotics Lab: https://betterlesson.com/lesson/620093/antibiotic-lab-investigation-day-1-of-3?from=search
Food Chemistry: https://betterlesson.com/lesson/639144/food-chemistry-assessment?from=search

PRACTICAL EXAMS

1. What are they?

- Practical exams test students’ practical skills and techniques usually in laboratory, clinical or field settings.
- They can be administered individually, in pairs or small groups.
- Examples:

- - - - Weighing materials with a triple-beam balance
      - Measuring temperature, time, dimensions, volume, colors, etc.
      - Preparing a microscope slide
      - Soldering Wires
      - Using a hot-wire foam cutter
      - Using a hot-glue gun
      - Using a micropipette

2. Purpose

These types of performance exams require you to demonstrate your skills, capabilities and knowledge in a practical or field setting.
You will be better placed to perform well in a practical exam if you can report your methodology and observations accurately.

3. Preparation

Identify the key procedures performed during the practical classes, write down summaries of the methods, and make sure you are able to repeat them.
Ensure that you understand the theory of the subject content and its different applications
Rehearse your skills – preparation and practise will help to perfect actions.

3. Videos and Simulations

EdVotek Biotechnology Videos: https://www.youtube.com/user/EdvotekInc/videos
Amino Labs Virtual Bioengineer Simulations https://amino.bio/pages/vbioengineer

Simulations

While hands-on experiments are the ideal, this may not always be possible or practical, either because of the cost of equipment or the difficulty of supplying materials to home-bound students. In addition, many experiments or design challenges which are successful in the classroom because of the social environment of school( the "effervescence of the classroom") are much less successful when done by a single student at home.

Fortunately, valuable learning can be done through on-line simulations, where one can manipulate variables and make observations( with the understanding that the results obtained are dependent on the the model employed by the the simulation designer.

See Simulations list at Resources

Engineering Design Process

From MIT 2.009 Product Engineering Processes:

The process leading to a functional alpha prototype is delineated by 6 major milestones:

the ideas presentation;
the sketch model review;
the mockup review;
final concept selection;
the assembly drawing and product contract;
the technical review; and the
final presentation.

A team is comprised of two lab sections that initially work in cooperative competition to generate design alternatives— the team works in full cooperation only after the mockup review. Cooperative competition means the two sections will work in parallel, sharing information and coordinating resources as appropriate, but they will also develop their initial ideas independently. This is an effective way to ensure that a diverse range of ideas are investigated—rigor in breadth. The approach increases the likelihood that there is a very strong single concept to select after the mockup review, and it also allows students practice managing a smaller group (~10) before working as a larger team.