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Integrating Experimental Design into Science

Integrating Experimental Design into Science. The purpose of this PowerPoint is to present strategies to aid students at the high school and introductory college levels to: Design experiments Write procedures Construct tables and graphs Generate ideas Write simple lab reports.

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Integrating Experimental Design into Science

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  1. Integrating Experimental Design into Science

  2. The purpose of this PowerPoint is to present strategies to aid students at the high school and introductory college levels to: • Design experiments • Write procedures • Construct tables and graphs • Generate ideas • Write simple lab reports

  3. Experimental Design Diagram

  4. Experimental Design Diagram

  5. Generating Experimental Ideas

  6. 4 Question Strategy Q1 – What materials are readily available for conducting experiments on ____________ Q2 – How do ______ act? Q3 – How can I change the set of ____ materials to affect the action Q4- How can I measure or describe the response of ____ to the change?

  7. EXAMPLEQuestion 1 • What materials are readily available for conducting experiments on plants? Soil Fertilizer Water Light/heat Containers

  8. EXAMPLEQuestion 2 • How do plants act? Grow Wilt Flower

  9. EXAMPLEQuestion 3 • How can I change the set of plant materials to affect the action? Water – amount, method of application, source, pH Containers – location of holes, number of holes, shape, material, size Plants – spacing, kind, age, size

  10. EXAMPLEQuestion 4 • How can I measure or describe the response of plants to the change? Count the number of leaves Measure the length of the longest stem Count the number of flowers Determine the rate of growth Mass the fruit produced

  11. - 2 - Practice

  12. Constructing Tables and Graphs

  13. Constructing Data Tables • Things to consider when constructing a table • Does the system communicate the relationship between the IV and DV? • Does the system communicate the order in which the IV was changed? • Does the system’s title communicate the purpose of the experiment? • Are the units of measurements communicated?

  14. Bar vs. Line Discrete Data – categorical or counted (days of the week, gender, color) Continuous Data measurements involving a standard scale with equal intervals; continuous range of measurements

  15. Bar vs. Line

  16. The effect of coloration on the number of kittens sold at a pet store

  17. Bar

  18. The effect of concentration of sugar water on the number of visits of hummingbirds to a feeder

  19. Line

  20. The effect of the horsepower of a tractor on the mass of a sled it can pull

  21. Line

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