Teaching Experimental Design

Teaching Experimental Design

KEY: Written Work Active Learning Hands-On Lab or Activity Multi-

Media Thinking Activity Creative Activity

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Julia Cothron's Our state requires a rigorous teaching of the

Experimental Design experimental design method, including independent
and dependent variables, research before
experimenting, simple report formats, etc. We use
**Julia Cothron's book, which does a beautiful job
of explaining the entire program. We've developed
many more worksheets and materials to teach each
element within the program. Many are included in
this section.

Experimental Design Our reference packet for grades 9-12. A good

Reference reference for all aspects of experimental design.
Our students use this when writing a short-form
report up to writing their final science project
report. Click here for a copy.

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Teaching Experimental Design

Experimental Design Within the first week of our semester-long block-

Project style Earth Science class, we introduce the
Freshman Science Project. We include most of
the elements of Julia Cothron's program,
beginning with brainstorming for a good topic,
researching, running the experiment (at home),
writing a report with analysis, and presenting the
findings to the class. Click here for a synopsis of
our Freshman Experimental Design Project.

Writing Titles and Works well to practice each element separately.

Hypotheses Worksheet Click here for a good titles/hypotheses practice.

Evaluating Experimental Using Cothron's Checklists, learn to find the

Designs errors in an experimental design. Helps students
write better designs.

Experimental Design Gives four brief scenarios. Write an experimental

Practice design for each. Students have to invent their own
levels, trials, and constants. Click here.

Bar or Line Graph? Gives titles for several experiments and asks
Worksheet students to figure out which graph to use for the
data.

Bar or Line Graph? Give each team colorful BAR GRAPH and LINE
Game GRAPH signs. Read an experimental title. Teams
huddle to figure out if the graph would be a line or
bar graph. Team leader holds up the answer.

Experimental Design A cut and paste vocabulary assignment. Cut out the
Vocabulary definitions and past with the correct word. Much
more fun than the "standard" vocab sheet. The
action of cutting and pasting helps most students
remember better! Click here.

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Teaching Experimental Design

Experimental Design Prepare an overhead transparency with a long line

Team Relay Games down the middle. Put the same question, puzzle, or
problem on each side. Teams line up on each side
of the overhead. Give each team one transparency
pen of a different color. The pen is passed down
the line like a relay race baton. First person in
each line starts at the signal and gets to write
down one thing only. If you have experimental
designs that need correcting, for example, each
student can only make one correction. Then the
pass the pen to the next person in the line and go
to the end of the line. It's totally "legal" for team
members to look at the other team's work. This
often gets a team's weakest member past their
turn with some dignity. Good game for requiring
team members in line to pay attention to what is
happening so they know what to do next.

Experimental Design We teach each part of the Experimental Design

Tables & Graphs separately. Click here for an example of a page
Practice that covers using checklists to evaluate and
properly construct tables and graphs.

Writing Conclusion A worksheet that gives the graph and results

Paragraphs sentences from some "pretend" experiments. The
students are asked to write the first three
conclusion sentences in paragraph form. A
checklist is included. I usually do the first two in
pairs. Students write the Conclusion on their own,
then trade papers and use the checklist to
determine how well their partner did. The other
two are homework. Click here.

Writing Conclusion Read a results sentence to the teams. (I have four

Paragraphs Game long-term teams set up to go at a moment's
notice!) Each team writes the conclusion sentences
on a white board and waits to raise their answer on
teacher's request.

Experimental Design Click here for a cut-and-paste review of the order

Puzzle of a Write Up. Have students cut out and paste
the two Labs on separate pieces of paper. They
have to carefully read each part of the puzzle to
separate into the two labs.

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Teaching Experimental Design

Experimental Design The short form is often used for quick labs that
Short Report Form are teaching something other than experimental
design, or for a beginning-of-the-year review of
the basics of experimental design. This form is
used almost exclusively in our middle schools as
preparation for the longer reports at the high
school level. Click here.

Experimental Design This normal-length report form is used for most

Normal Report Form labs. It requires a written procedure, which the
short form doesn't. It also gives prompts for the
Conclusion. You can assign only a few of these
prompts for a particular lab. Click here.

Experimental Design This is the longest form, not necessarily used for
Long Report Form the largest labs or projects. Often this form is
given to a special education student who needs
more prompts. We've been known to shorten the
requirements for these students but use this
complete long form to start. I've also used this
for students for a big project, if I know they have
trouble writing an extensive report. Click here.

EXPERIMENT: A good lab to review experimental design concepts.

COIN LAB How many water drops does each of four different-
sized coins hold? Good way to review independent
variable (coin size) and dependent variable (# of
water drops) at the beginning of the year. I put
our short form report on the back and assign as
homework early in the year. Then we learn to
evaluate using Cothron's checklists in the
Reference packet.

EXPERIMENT: Another lab similar to the Coin Lab on the Science

CUPS AND COINS Teaching Ideas Page. We've used this to review
the basic principles of experimental design either
LAB in the beginning of the year or halfway through
the year. Also we've used this lab to teach the
principles of Newton's Second Law. Click here.

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Teaching Experimental Design

**Students and
Research:
Strategies and Science Experiments
Science Classrooms Science Experiments by and Projects for
and Competitions. the Hundreds Students
by Cothron, Giese, by Julia H. Cothron by Cothron, Giese,
and Rezba. and Rezba.

To buy this book, click To buy this book, click

here: here: To by this book, click
Science Experiments by here:
the Hundreds Science Experiments
and Projects
for Students

Note: I highly recommend

this book! I've used it for
years to teach
experimental design!

Freshman Experimental Design Science Project

Letter to Parents!
Science Project - Part 1A - Science Concept Map
Science Project - Part 1B - 4-Question Strategy
Science Project - Part 2 - Experimental Design
Science Project - Part 3 - Research Paper
Science Project - Part 4 - Materials, Procedure, Safety
Science Project - Part 5- Rough Draft of Data Table, Graph & Conclusion
Science Project - Part 6 - Final Write-Up
Science Project - Part 7 - Speech with Visual Aid
©
Copyright 2003 - 2004. M. J. Krech. All rights reserved. Reproduction for educational purposes is
encouraged.

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 Teaching Experimental Design

|
Mrs. Krech's Home Page | Science Teaching Ideas Home Page | Active Learning Games & Puzzles | Classroom Management |
| Teaching Science Safety | Teaching the Metric System | Teaching Experimental Design |
| Teaching Mineral Identification | Teaching the Rock Cycle | Teaching Weathering, Erosion, & Deposition |
| Teaching Water Systems | Teaching Plate Tectonics | Teaching Earthquakes | Teaching Volcanoes |
| Teaching Geologic History | Teaching Weather & Climate | Teaching Clouds | Teaching Astronomy |

Mrs. Marcia Krech

URL: http://home.earthlink.net/~mjkrech/Krech/design.htm
Email: mjkrech@yahoo.com
Date Last Modified: Summer 2003

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Date: January 14, 2003
To: Parents of Freshmen enrolled in 2nd Semester Science
From: Simonsen Science Department Teachers
Re: Freshman Experimental Design Project

Dear Parents,

The Science teachers at Simonsen wanted to let you know of an upcoming project that will be
assigned to your 9th Grade student this semester. It has several components, most of which are
to be completed at home and turned in on or before the deadline.

This Project will be broken down into small parts over the semester. It is very important that
your student turn in each part of the project on time so that the project as a whole is finished
ON TIME!! (Each day late will cause your student’s grade to drop a grade!)

All directions and scoring guides to be used in grading the projects will be provided along the
way as well as necessary instruction. No animals are to be used in the project. All projects are to
be done individually and need to be pre-approved by your student’s teacher.

HERE IS A LIST OF REQUIRED PARTS ALONG WITH THE DUE DATES:

Parts 1a. Concept Map Deadline: January 24, 2003
Part 1b. Four Question Strategy Deadline: January 31, 2003
Part 2. Experimental Design Deadline: February 7, 2003
Part 3. Research Paper Deadline: February 28, 2003
Part 4a. Materials/Safety/Procedures Deadline: March 14, 2003
Part 4b: Running of Experiment At Home: March 24 - April 10, 2003
Part 5. Data Table, Graph & Conclusion Deadline: April 11, 2003
Part 6. Project Write-Up Deadline: April 21, 2003
Part 7. Presentation of Project with Visual Aid Deadline: April 21, 2003

Please Note: These dates are subject to change. Of course, we will stick to this schedule as
closely as possible, but snow days, etc. may cause a date to be changed. Please check our
Project Webpage for updates: http://home.earthlink.net/~wekrech/Krech/project.htm

Please sign the bottom of this letter, clip on the dotted line, and return to school with your
student. We’ve provided this Deadline List so you can be on top of the deadlines and provide
your student with any guidance you feel is necessary to the successful completion of the
Freshman Experimental Design Project.

---------------------------------------------------------------------------------------------------------
I have read the above Deadline List and will remind my student to turn in each part of the
project on time.

__________________________________ ________ _________________________________

Student Signature Date Parent Signature

SIMONSEN NINTH GRADE CENTER

FRESHMAN SCIENCE PROJECT
 Freshman Project - Part One
Science Concept Map & 4-Question Strategy
Name _________________________________________ Block ________

Concept Map - 20 points

• Main topic and at least 3 in first level, 0 1 2 3 (x 4) _____

5 in second and third level

• Each level colored a different color 0 1 2 3 _____

• Neatness 0 1 2 _____

• Grade Level Appropriate/Creativity 0 1 2 3 _____

TOTAL: ___________

Four-Question Strategy - 20 points

• Readily available materials 0 1 2 3 _____

• Action of materials 0 1 2 3 _____

• Ways to vary materials 0 1 2 3 _____

• Ways to measure actions 0 1 2 3 _____

• Creativity of idea 0 1 2 3 _____

• Creativity of brainstorming 0 1 2 3 _____

TOTAL: ___________
 Freshman Project - Part 1B
Four-Question Strategy
Name___________________________________ Block ____
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Directions: Pick one bubble from your Science Concept Map: _____________*
Plug this concept into the four spaces below. Answer the four questions.
++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
Question #1: What materials are readily available for conducting an experiment
on *__________________?

Question #2: How does *_______________ act?

Question #3: How can I change the set of *_______________ materials to

affect the action? (I.V.)

Question #4: How can I measure or describe the response of *_____________

to change? (D.V.)

Four-Question Strategy - 20 points

• Readily available materials 0 1 2 3 _____

• Action of materials 0 1 2 3 _____

• Ways to vary materials 0 1 2 3 (X2) _____

• Ways to measure actions 0 1 2 3 (X2) _____

• Creativity 0 1 2 _____

TOTAL: ___________

NOTE: this may or may not be your project. You may change your mind!
 Freshman Project - Part Two
Experimental Design
Name______________________________________ Block ________

Title: _____________________________________________________

__________________________________________________________

Hypothesis: _________________________________________________

__________________________________________________________
I.V.
Levels

Trials
D.V.

Constants: (1)

(2)

(3)

(4)

Control:

Scoring Guide for Part Two:

1. TITLE: 0 1 2
2. HYPOTHESIS: 0 1 2
3. INDEPENDENT VARIABLE: 0 1 2
4. LEVELS: 0 1 2
5. TRIALS: 0 1
6. DEPENDENT VARIABLE: 0 1 2
7. OPERATIONAL DEFINITION: 0 1 2
8. CONSTANTS: 0 1 2
9. CONTROL: 0 1 2
10. EXPERIMENTAL DESIGN FORMAT: 0 1 2
11. CREATIVITY: 0 1 TOTAL: _______ (20 Points)
 Freshman Experimental Design Project - Part Three
Background Research Paper
Name__________________________________ Block______

You have two weeks to research your topic. You should focus on the most recent information about
your topic.

First, take notes from at least 4 sources (3 books and 1 Internet, or 1 book and 3 Internet, etc.). These
notes will be used again later in Part 6 - Analysis & Conclusion.

Then write a two page written report following the scoring guide below. (Don’t forget, a paragraph
is a minimum of five sentences with the first sentence being the introduction and the last sentence
being the conclusion.) This part of the Freshman Experimental Design Project will count as 120 Test
Points. Late coupons cannot be used on this project. Instead, 10% will be taken off for each day the
Written Report on your research is late.

Date: The written report is due: Tuesday, March 4, 2003.

Background Research Scoring Guide

Written Report (90 points) _________

0 1 2 3 x5 ______ Introduction Paragraph

0 1 2 3 x5 ______ Paragraph #1 - summarize 1st source
0 1 2 3 x5 ______ Paragraph #2 - summarize 2nd source
0 1 2 3 x5 ______ Paragraph #3 - summarize 3rd source
0 1 2 3 x5 ______ Paragraph #4 - summarize 4th source
0 1 2 3 x5 ______ Conclusion Paragraph

Mechanics and Bibliography (30 points) _________

0 1 2 3 x3 ______ BIBLIOGRAPHY shows proper format
0 1 2 3 x2 ______ BIBLIOGRAPHY has 4 or more sources
0 1 2 3 x2 ______ Typed or written neatly in blue or black ink only
0 1 2 3 x1 ______ On one side only of plain white paper
0 1 2 3 x 2 ______ Organization & Writing Mechanics

Total: (120 points) _________

Note on Plagiarism:
Plagiarism is the unacknowledged and inappropriate use of the ideas or wording of another
writer. Plagiarism is considered a grave violation of academic integrity and will result in one
chance to rewrite the paper or take a zero. Most simply, plagiarism can be characterized as
"academic theft" and is not tolerated in this school district.
 Freshman Science Project - Part Four
Materials - Procedure - Safety
Name __________________________________________________ Block _______

The fourth step in your Freshman Experimental Design Project is to plan your experiment. You
will be running your experiment during the first two weeks of November. Now, you need to plan in
detail what exactly you will do when you run your experiment!

Materials List:
This list should include a detailed list of all the equipment and materials you need. You must be specific enough so
that someone could exactly duplicate your experiment. Use brand names and/or numbers for every single item on
your list! You must do a numbered list with the details listed at the end of each item.
Example: (1) Beaker: plastic, 600 mL, Nalgene®

Procedures:
Your procedures list must have at least 10 distinct steps. The procedure must be detailed enough that another
experimenter could exactly duplicate your experiment. At least 5 of your steps must have numbers/amounts and/or
brand names in them. Your procedure should include the correct sequence of all necessary steps.

Safety Precautions:
You must list all necessary Safety Precautions. First state which safety rules on your Jefferson City School
District Safety Contract apply to this experiment. List the rules by number from the safety contract, give a short
description of the rule, and give a reason why why each rule applies to your experiment. NOTE: See your
Experimental Design Reference for details.

SCORING GUIDE:
Materials
Every necessary item is listed. 0 1 2 3 __________
Every item has a number and/or Brand Name. 0 1 2 3 __________

Procedure
At least 10 steps. 0 1 2 3x2 __________
At least 5 have numbers and/or brand names. 0 1 2 3 __________
At least 8 trials included. 0 1 2 3 __________
All necessary steps in order. 0 1 2 3 x2 __________

Safety Procedures
Each applicable rule is listed. 0 1 2 3 __________
Each rule has a short description. 0 1 2 3 __________
Each rule has a reason. 0 1 2 3 __________

Mechanics
Typed or written neatly in blue or black ink only 0 1 2 3 __________
On one side only of plain white paper 0 1 2 3 __________
Organization & Mechanics 0 1 2 3 __________
Creative and Age Appropriate 0 1 2 3 __________
TOTAL __________
 Freshman Project - Part 5
Name__________________________________________ Block _______

Now is the time to do your project! Be sure you have seen your teacher if he/she
wrote “See me!” on your Part 4.

DUE DATE: Be prepared for a Peer Review of your Data Table, Graph, and
Conclusion Paragraph on: November 18, 2002

Data Table:

I.V. D.V. Statistics

Trials Mean Range

Graph your Results: Refer to Experimental Design Reference:

Hint: Graph the Means only! Be sure if you are a bar or line graph!

Results Sentence:

__________________________

__________________________

__________________________
ANALYSIS AND CONCLUSION:
(Note: Only one total paragraph is written!)
Write the answers to these questions in paragraph form, using the question to
start each sentence:

1. What was the purpose of your experiment? (Mention both I.V. and D.V.)
2. What were the major findings? (This answer must include all your levels and the
means for each level.)
3. Was the hypothesis supported by the data? (Answer in a complete sentence, NOT
using the word yes or no!)
4. How did your findings compare/contrast with your research? (Be specific!
Mention at least two of your sources.)
5. What possible explanation can you offer for the findings? (If something went
wrong, explain why and how it could be fixed.)
6. What recommendations do you have for improving your experiment? (This is ways
to correct problems you encountered in this experiment.)
7. What recommendations do you have for further study? (This is another
experiment based on your experiment, but different.)

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________

__________________________________________________________
 Freshman Project - Part 6
Final Written Report
Name_____________________________________________ Block________

Title:

Introduction:

Rationale: (Why did you conduct the experiment?) ____________________________

_______________________________________________________________

_______________________________________________________________

Purpose: (What did you hope to learn?)____________________________________

_______________________________________________________________

_______________________________________________________________

Hypothesis:(What did you think would happen?)

______________________________

_______________________________________________________________

_______________________________________________________________

Experimental Design:

I.V.

Levels:

Trials:
D.V.
Constants: (All MUST have numbers/amounts/brands!)
(1)
(2)
(3)
(4)

Control:
Materials List: (Be descriptive: such as, 500 mL Pyrex beaker)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Procedure: (10 steps required, 5 with numbers)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.
Data Table: Title________________________________________

Typical
I.V. ______ D.V. _________________________ Value Spread
Trials
Mean Range

Graph:

Title:______________________________

Results
Sentence:
Conclusion Paragraph:
 Freshman Project
Part Six
Visual Aid/Poster/Speech

Each Poster must contain:

Title of Experiment across the top in large letters
Entire Experimental Design (title through control)
Graph and Results Sentence
Photographs of your experiment attached to poster
or bring your experiment into class to demonstrate

Each Poster must be:

Neat
Colorful
Well-Organized
Clearly visible (2” letters or so)

Each Speech must Include:

Your Experiment: hypothesis, major findings and results sentence.
A Demonstration of your Experiment or an Explanation of the photographs

Each Speech must:

Be well organized (know what you’re going to say next)
Speak loudly/clearly
Speak to the audience (eye contact)
Under 5 minutes in length