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The central feature of investigation is that you always change something and
measure the effect that it has on something else.
SCIENTIFIC TERMINOLOGY
a. Manipulated variables / Independent variables / What to change
Think of these;
What might affect the shadow?
What might affect the ice cube to melt fast?
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4. WHAT DOES O COMPLETE INVESTIGATION LOOK LIKE?
This example describes the decisions made during the torch investigation. By
following the key variables through the investigation you will see how they are a
central features of the process.
THE DISTANCE OF THE OBJECT FROM THE LIGHT AFFECT THE SIZE
OF A SHADOW. [Close experiment] Manipulative and Responding Variables are
pre-defined
B. Asking questions
DISTANCE OF THE TORCH
What will you find out? When I change the FROM THE OBJECT
C. Predicting or hypothesising
THE SIZE OF THE SHADOW WILL BE
What do you think will happen?
BIGGER IF I PUT THE OBJECT CLOSE TO
THE TORCH
D. Planning and design the test
I will put the torch at these distances
What value will you give the
away from the object: 5cm, 10cm,
Manipulated variables?
15cm 20cm and 25cm
How will you show what happen? I will use a table of results
13
12
11
10
5 10 15 20 25
DISTANCE OF THE
OBJECT FROM
HE TORCH
G Making sense of the result I think I was right and the further the torch from the
object, the shorter the length of the shadow because less
light blocked.
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6. As we have seen variables are central features of investigation. Helping children to
identify variables can also be the key to other aspects of an investigation such as the
use of tables and graphs. The following is a method used to highlight the role of
variables in an investigation. The blank box in the diagrams indicate the places on
which to stick a “post it” or piece of card with blue tack’ on which you can list the
manipulated and responding variables. These labels can then be moved easily from
poster to poster and the poster themselves re-used as often as you like.
When I change
What I change
What I change What I measure
What I measure
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Graphs of result Finding patterns in result
When I change ?
What I measure
What I change
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TEACHING HOW TO INVESTIGATE
1. It is very important for pupils to have opportunities to combine all their skills
together in a complete investigation. It is therefore worth looking at each of the
skill and turn to see how they can be taught.
2. Good questioning is the most affective way of helping children learn how to
improve their skills. Therefore teachers needs to model effective questions.
b. It is often hard to find ways that help children make their own suggestions for
investigation. One way of getting started is for you to decide what is to be
measured and then ask tem to suggest the things could be change.
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Work in group to write down 3-4 things they know about scientific context
they will be investigating. Ask them to swap the list with other group.
Example: Thing they know about melting of ice.
If you put the toy car in the middle of the ramp and then put it on the
top of the ramp. Is it fair?
5. MEASURING.
Why measure?
As you change something you must measure (or observe) what happen in order to
see the effect of the change.
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a. Classroom activities to help children to learn about graphs and charts.
Group brainstorming.
Work back from a graph/chart to the beginning of the investigation.
Transfer information from the table of result to graphs/charts.
8. EXPLAINING RESULT.
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9. PLANNING USING A PLANNING BOARD.
Partly prepare the question Our question When we change the size of the ice
leaving one blank cubes how long they take to melt.
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10 REPORTING USING A REPORTING BOARD
SCIENTIFIC INVESTIGATION REPORT
10 min
5 min
This is what The small ice cube melted faster then the bigger ice
our result tell us cube
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