University of Washington Tacoma
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Education Publications
Education
3-2008
Determining Paths to Success: Preparing Students
for Experimental Design Questions On
Standardized Tests
Matthew J. Turner
Spanaway Lake High School
Jose Rios
University of Washington - Tacoma Campus, [email protected]
Follow this and additional works at: http://digitalcommons.tacoma.uw.edu/education_pub
Part of the Science and Mathematics Education Commons
Recommended Citation
Turner, Matthew J. and Rios, Jose, "Determining Paths to Success: Preparing Students for Experimental Design Questions On
Standardized Tests" (2008). Education Publications. Paper 3.
http://digitalcommons.tacoma.uw.edu/education_pub/3
This Article is brought to you for free and open access by the Education at UW Tacoma Digital Commons. It has been accepted for inclusion in
Education Publications by an authorized administrator of UW Tacoma Digital Commons.
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THE AMERICAN BIOLOGY TEACHER, VOLUME 70, NO. 3, MARCH 2008
JOSE M. RIOS
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Figure 1. Names and Descriptions of Pre/Post-Assessments and Inquiry-Based Activities.
Biology Knowledge Pre-Assessment. Mr. Turner assigned this pre-assessment to collect baseline data on what general biological concepts students
had covered in previous classes and what they could remember off the top
of their heads about it. This piece essentially gave a baseline for students’
degree of specific inquiry skills, namely observation, graphing, measuring,
and experimental design ability.
Metric Measurement Lab. This lab reviewed measuring and weighing
of various objects in metric units of meters, centimeters, and millimeters.
Students worked in pairs to measure lab tables and test tubes, mass several
objects, and found the volume of a test tube of water using a graduated
cylinder. After completing this piece, students were asked to make simple
measurements required in subsequent labs.
Graphing Skills. An oral review of effective graphing strategies preceded a
graphing activity. Students were asked to analyze graphs, and then construct
a line graph and a bar graph from two different data tables. This activity
reviewed proper graph construction so that students would be ready to construct graphs from data they collected within subsequent inquiry labs.
Lab Skills Review. This curriculum piece focused on taking averages of
given data sets, and also introduced data table construction. Both skills were
needed to successfully complete subsequent inquiry lab activities.
Scientific Method Lecture Notes. This short lecture provided students the
individual steps of the scientific method, which served as the base vocabulary
for subsequent lab activities.
Tootsie Pop Lab. Students wrote the question they remembered from the
original Tootsie Pop television commercial and made observations on the
candy sucker. They defined a method to lick, defined a stopping point, and
then proceeded to collect data by licking the sucker at home. They brought
back the number of licks it took to get to the Tootsie Roll center, and participated in a follow-up discussion of the variables involved. Students wrote
a paragraph detailing how they could eliminate or control all variables and
arrive at a succinct answer to the question. The focus of this assignment was
to explore the importance of recognizing and controlling variables. Students
were required to do both within the subsequent inquiry lab activities in order
to feasibly answer the questions they posed.
Scientific Method Pop Quiz. To determine if students understood the
parts of the scientific method, Mr. Turner gave a five-minute pop quiz.
Students were asked to list the steps of the scientific method in the order in
which scientists typically carry them out.
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142
THE AMERICAN BIOLOGY TEACHER, VOLUME 70, NO. 3, MARCH 2008
Quicker-Picker-Upper Lab. The first guided-inquiry activity, this lab
involved a study of different brands of paper towels. Mr. Turner helped
students define a fair test of ten different paper towels by combining water
absorption and cost data. Students wrote a title, a purpose statement, and
documented observations. Furthermore, they wrote hypothesis statements,
made data tables and graphs, and then wrote an analysis section explaining
which towel was the best value. Essentially, all of the targeted inquiry skills
and the parts of the scientific method were explored using inquiry strategies.
Organism Observation Lab. Mr. Turner’s classroom pets were the focus
of the next inquiry lab. This piece was a visual prelude that helped students
develop an original investigation of their choice. Students were given a
choice of 12 different organisms and were required to sketch four, write 40
observations, generate 20 questions, and formulate 12 potentially testable
hypotheses. Hypotheses written in the form of an “If….then” statement
were reviewed and stressed, as this is how students were required to write all
hypotheses throughout the course of this unit.
Organism Investigation Lab. The Organism Lab was an independent
research project on the same organism from the Organism Observation Lab.
Students started from scratch to write titles, purpose statements, and further
their observations. Following these activities, they wrote a testable hypothesis, a reproducible method, made data tables and graphs, and wrote analyses,
all with very little help from Mr. Turner.
Video: The Learning Channel Mavericks of Science. Mr. Turner reviewed
the scientific method with students before they viewed this video. During
the video, students noted what part of the movie either showed or discussed
scientists’ observations, hypothesis, data collection method, analysis method,
data reporting and experiment redesign.
Post-Assessment of Scientific Method, Inquiry Skills, and Lab Design.
The post-assessment piece mirrored that of the pre-assessment, save for the
fact that the author did not ask for information about units not yet covered.
Students were again asked to list and describe as much as they could about
the scientific method, make graphs, measure lines, and then design an investigation for the same scenario as that found on the pre-assessment. Coupled
with the pre-assessment, this piece allowed a quantitative comparison of
student skill level before and after the inquiry unit had been carried out.
Moreover, this piece allowed us to gain a clear picture of the problem areas
within the unit as well as determine the degree of improvement in students’
inquiry skills following the intervention.
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Figure 2. The pre-test and post-test for the inquiry-based instructional unit.
CON CEP TS IN B IO LO GY P RE - AS S E S S M E N T
Completing the following questions to the best of your ability will allow me to assess your prior knowledge of some of the major biological concepts we will study.
Answer each question as thoroughly as you can, based on what you remember from previous classes. You will receive full credit on this piece if and only if you
complete every question — in other words do not leave questions unanswered. Please do your best as this information helps me to help you!
Please tell me what you know about the following:
1. Classification of Organisms/Scientific Naming
11. Over the summer, Mr. Turner caught 12 perch, 23 trout and 15 bass on his
fly rod. Construct a complete, vertical bar graph below from this information.
2. Cells
3. Photosynthesis
12. Construct a complete line graph below from the information given on the
growth of three different plants over several days.
4. Respiration
Day 1
Day 2
Day 3
Day 4
Day 5
Plant 1 Growth (cm)
2
5
7
9
11
Plant 2 Growth (cm)
1
2
3
4
7
Plant 3 Growth (cm)
4
7
10
11
12
5. Atom Structure/Chemistry
6. Ecology/Environmental Problems
7. Genetics/Heredity
13. Dr. Ratatuey is one of the research scientists at Acme Pharmaceutical
Corporation. He wants to see if female mice given Drug X can run through
a maze more quickly than male mice given Drug X. Write a description of
how the good doctor should design his investigation. Be sure to include:
s (YPOTHESIS
8. Evolution
s #ONTROLFORATLEASTTWOVARIABLES
s 0ROCEDURE
s (OWDATAWILLBECOLLECTED
Use words, labeled pictures, and/or labeled diagrams in your description.
9. The Scientific Method
10. How long is this line __________________________ in cm?
In mm? In inches?
Centimeters (cm) =
Millimeters (mm) =
Inches (in) =
EXPERIMENTAL DESIGN QUESTIONS
143
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Figure 3. Tootsie Pop Experiment.
Question:
Observation: (Comment on flavor, shape, size , abnormalities.)
Hypothesis: (Place your best guess below in a complete sentence.)
Method: (Carefully define what a lick is and define your stopping point.)
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Analysis Questions: (Answer the following in complete sentences.)
1. Was your hypothesis correct or not?
2. Did you follow your method exactly?
3. Describe any problems you encountered during the activity.
Variables List:
1.
2.
3.
4.
5.
6.
Extension:
How could you answer this question in a more scientific manner? In other words,
how could you achieve a reproducible answer (by eliminating variables) to the
question of how many licks it takes to get to the Tootsie Roll center of a Tootsie
pop? Write your answer below.
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EXPERIMENTAL DESIGN QUESTIONS
145
Figure 4. The Quicker-Picker-Upper Lab
This lab has been created for you to help gain proficiency with scientific
methods and later become a full-fledged research scientist. Your overall goal
in this lab is to determine which paper towel of the given brands is the best
value. In other words, you are trying to determine which paper towel gives
you the most performance for your money using absorption data (number
of water drops) and price-per-sheet data. You must follow the method that
you and your classmates generated in our earlier discussion. You will be
assessed on the design of this lab, neatness of tables and graphs, and most
of all, your conclusion. Your lab must include the following components,
neatly labeled, and written in order on your own paper.
TITLE
Make your own creative title and write it in large letters in the upper margin of your paper. The title should somehow reflect the materials you are
working with.
PURPOSE
A simple purpose statement a few sentences in length should be enough to
describe why you are doing research on the given brands of paper towels.
OBSERVATIONS
Write a description of each paper towel, making sure to note texture, dimpling, graphics, etc.
HYPOTHESIS
Write a concise hypothesis in the form of an If ...then ... statement.
MATERIALS LIST
Your list should be complete in terms of the brand names of the towels
and size of towel pieces. Include all other relevant materials necessary to
accomplish this lab.
PROCEDURE
Rewrite the procedure the class has generated on your paper. It should be
neatly written in a clear, step-by-step manner. Please see the example:
Step 1. Yada, Yada, Yada
DATA TABLE
Design your table to hold all of your data, plus that of the others. Label it
carefully, as you will be using it later to make a graph and analyze the data.
Complete all steps above and get your lab checked by Mr. Turner before
proceeding.
GRAPH
Using an assortment of colors and a sheet of graph paper, create a neat
visual representation of your data. This must be a bar graph that is carefully
labeled.
DATA ANALYSIS
Discuss the data you obtained in this lab using the data table and the graph
you created. Point out the critical differences in the data while making reference (refer the reader back) to your data table or graph.
CONCLUSION
Discuss the following in paragraph form when your lab is complete. Do not
add numbers or bullet points in front of each discussion point. Be clear and
use proper grammar.
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not.
s 7HATWERETHEVARIABLESTHATYOUHADTOCONTROLINTHISLAB
s 7HICHPAPERTOWELHELDTHEMOSTWATER
s 7HICHPAPERTOWELHELDTHELEASTAMOUNTOFWATER
s 7HICHPAPERTOWELISTHEBESTOVERALLVALUETAKINGINTOACCOUNTCOST
and absorbency data?
s 7HICHPAPERTOWELWOULDYOUBUYNOWTHATYOUHAVETHISDATA
s 7HATWOULDYOUDODIFFERENTLYNEXTTIME
TOWEL DATA (Use to find overall value):
Brand # Sheets per roll Size of each sheet
Cost per roll Cost per cm3
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146
Step 2. Yada, Yada, Yada
Be sure to state precisely how you will collect your numerical data.
THE AMERICAN BIOLOGY TEACHER, VOLUME 70, NO. 3, MARCH 2008
Figure 5. Organism Investigation
This portion of the lab is to help you get to know our lab animals. Take some time to check them all out, and narrow your focus to two of your favorites. Sketch
each of them and under each provide 10 detailed observations, generate five questions, and then formulate three hypotheses as If ...then ... statements.
Organism #1 Sketch
Organism #2 Sketch
Organism #1 Observations (10)
Organism #2 Observations (10)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Organism #1 Questions (5)
1.
2.
3.
4.
5.
Organism #2 Questions (5)
1.
2.
3.
4.
5.
Organism #1 Hypotheses (3)
1.
2.
3.
Organism #2 Hypotheses (3)
1.
2.
3.
HABITAT NOTES
Organism #1
Organism #2
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EXPERIMENTAL DESIGN QUESTIONS
147
Figure 6. Organism Investigation
This lab has been created to help you gain proficiency with scientific methods and later become a full-fledged research scientist. Your overall goal in
this lab is to get to know our classroom pets a little better and then design
your own experiment with one of your choice. You must carefully observe
the organisms and then design your own investigation with minimal help
from Mr. Turner. In other words, you are designing your very own authentic
investigation with your favorite organism. You will be assessed on the
design of this lab, neatness of tables and graphs and, most of all, your
conclusion. Your lab must include the following components, neatly labeled,
and written in order on your own paper.
TITLE
Make your own creative title and write it in large letters in the upper margin of your paper. The title should somehow reflect the organism you are
working with.
PURPOSE
A simple purpose statement a few sentences in length should be enough to
describe why you are doing research on this particular organism.
OBSERVATIONS
Write a description of your organism that details its appearance and
observed habits.
HYPOTHESIS
Write a concise hypothesis in the form of an If ...then ... statement.
MATERIALS LIST
Your list should be complete in that it contains all of the relevant materials
(complete with names and sizes) necessary to accomplish this lab.
PROCEDURE
Carefully write your own procedure in a clear, step-by-step manner. Please
see the example below:
Step 1. Yada, Yada, Yada
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BOEUIFJOEJWJEVBMXSJUUFODPNQPOFOUTPGMBCPSB
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BOJNQPSUBOUGPDVTXFDBOOPUMPTFTJHIUPGJNQPS
UBOUHBJOTNBEFCZ)POPST(SPVQ"JOIZQPUIFTJT
148
Step 2. Yada, Yada, Yada
Be sure to state precisely how you will collect observational and numerical
data.
DATA TABLE
Design your table to hold all of your numerical data. Label it carefully, as you
will be using it later to make a graph, and analyze the data. Use an adjacent
section for noting behavior.
Complete all steps above and get your lab checked by Mr. Turner before
proceeding.
GRAPH
Using an assortment of colors and a sheet of graph paper, create a neat
visual representation of your data. This may be a line or bar graph that is
carefully labeled.
DATA ANALYSIS
Discuss the data you obtained in this lab using the data table and the graph
you created. Point out key findings and any critical differences in the data
while making reference (refer the reader back) to you data table or graph.
CONCLUSION
Discuss the following in paragraph form when your lab is complete. Do not
add numbers or bullet points in front of each discussion point. Be clear and
use proper grammar.
s $OESYOURDATASUPPORTYOURORIGINALHYPOTHESIS$ISCUSSWHYORWHY
not.
s 7HATWERETHEVARIABLESTHATYOUHADTOCONTROLINTHISLAB
s (OWDIDYOUENSURETHATONLYTHEINDEPENDENTVARIABLEWASTHEONE
being tested?
s 7HATWASTHEMOSTDIFFICULTPARTOFTHEINVESTIGATIONFORYOU
s 7HATWOULDYOUDODIFFERENTLYNEXTTIMEINDESIGNINGORCARRYINGOUT
your lab?
s 7HATWOULDHAVEMADETHISLABEASIERFORYOU
Figure 7. Scientific Methods Knowledge Likert Scale.
Student examples are shown in italics.
1 = Student did not attempt question or was not able to list or describe any of the basic
parts of the scientific method.
I don’t remember my teacher talking about the Scientific Method
2 = Student was able to list or discuss 1-2 basic parts of the scientific method.
Steps scientists are supposed to use to solve stuff involving a hypothesis and some
other stuff. I think it has like 7 or 8 steps
3 = Student was able to list or discuss 3-4 basic parts of the scientific method.
hypothesis, experiment, collect data, thesis, conclusion can’t remember the other
step don’t remember what everything is
4 = Student was able to list or discuss 5 or more basic parts of the scientific method.
What I know about scientific methods is these following steps:
1. You first make observations
2. You then state a problem or a formable question
3. Then form a hypothesis (testable prediction)
4. Test your experiment and gather data
5. Analyze and record the data
6. Then report your findings
7. Make a replicable or redesign your experiment
THE AMERICAN BIOLOGY TEACHER, VOLUME 70, NO. 3, MARCH 2008
Figure 8. Hypothesis Formation Likert scale.
Student examples are shown in italics.
Figure 10. Procedure Writing Likert scale.
Student examples are shown in italics.
1 = Hypothesis was merely mentioned but not attempted.
Don’t remember what exactly a hypothesis is.
2 = Hypothesis was attempted, but was unfocused, did not set the stage
for the investigation, or was otherwise not testable as stated.
I think that the female mouse will be able to run through the maze
more quickly than the male mouse because she is smaller in size.
3 = A feasible hypothesis was stated, but could have used more specific
language to further focus and clarify the investigation.
Female mice with the medication of Drug X can and will run faster
through a maze then a male mice.
4 = Hypothesis was focused, clearly stated, and readily testable.
If a female mice is given Drug X then it will run through a maze
more quickly than the male mice given Drug X.
1 = Did not attempt to write a procedure, or simply gave non-specific
advice as to how it should be done without describing the specifics
of a possible lab set-up.
The doctor should tell how hes going to test his hypothesis while
taking data
2 = Procedure is incomplete, misleading, lacks necessary detail or, would
otherwise not be readily followed by another scientist.
build maze
give mouse A chem. X
have mouse A run maze
collect data
give mouse B chem. X
have mouse run maze
collect data
3 = Procedure is mostly clear, complete, and could be followed, but lacks
minor details that would help clarify the investigation.
Buy 2 female mice and 2male mice. Feed all four mice Drug X. Take
1 female mice& 1 male and time them going through the maze.
Then use the other male& female and do the same thing. Compare
the results of the 2 sets of mice
4 = Procedure is very clear, complete, and ample detail is provided such
that the directions could readily be followed by another scientist.
Procedure: both a male and female mouse was given drug x. The
male mice was then put into a maze where it will be timed of
how long it will take to complete the maze. Then the female mice
was put into the same maze and timed how long it will take to
complete the maze. Each trial was recorded. The procedure was
then repeated two more trials where both mice times were added
the averaged to see whether the male mice was quicker than the
female mice.
Figure 9. Controlling for Variables Likert scale.
Student examples are shown in italics.
1 = Did not list or discuss any relevant variables, controlled or uncontrolled.
Control for@ least two variables: I am not sure what this means
2 = Listed or discussed at least one possible variable, but did not clearly
state why it needed to be controlled.
To control at least two variables the scientist needs to give some
mice drug x and some mice nothing so he can tell the time difference between male and female mice
3 = Listed or discussed at least one relevant variable and clearly stated
why it needed to be controlled.
Control Variables: You need four exactly-the-same mazes, two for
the female mouse and two for the male mouse because first you
have to have exactly-the-same mazes so they are running the
same course. Then two for each because if you want to test more
than once you would either have to clean and disinfect the mazes
or have more than one for each.
4 = Listed or discussed at least two relevant variables and clearly stated
that they needed to be controlled.
Variables, and controlling them: Use identical mazes, or one maze
but after each use you’d need to clean it out, this creating a constant environment for each trial
After giving drug x to the mice, before running the maze they
should be given 20 minutes before running the maze in another
constant, control environment such as a glass case where temperature can be controlled. The mice should be given the same quarters
to allow the drug to set in because different environments may
effect the effects of the drug
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BTDPNQBSFEUPUIFHFOFSBMDMBTTFTµEFTFSWFGVSUIFSEJTDVTTJPO
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VTFESFBTPOJOHTLJMMTCFUUFSUIBOUIFJSDPVOUFSQBSUTJOUIFHFO
FSBM DMBTTFT 4JODF SFBTPOJOH BCJMJUZ XBT OPU NFBTVSFE XJUIJO
UIFTDPQFPGUIJTTUVEZJUJTEJGGJDVMUUPFYQMBJOXIZUIJTSFTVMU
PDDVSSFE 1FSIBQT QSFWJPVT FYQFSJFODFT XJUI BDUJWJUJFT UIBU
CVJMESFBTPOJOHTLJMMTBMMPXFENBOZPGUIFIPOPSTTUVEFOUTUP
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EXPERIMENTAL DESIGN QUESTIONS
149
Figure 11. Data Collection Likert scale.
Student examples are shown in italics.
Figure 12. Labeled Picture or Diagram Likert scale.
Student examples are shown in italics.
1 = Student did not attempt this portion of the procedure or never specifically described how data was to be collected.
How data will be collected – he Could Collect DATA With A Data
Table
2 = Student states that data will be collected within the procedure, but
does not specifically describe how it is collected or what data is to
be written down.
run each mouse through the maze at least 3 times, record your
findings. A week later run them through the maze again 3 times,
record your findings.
3 = Student states how data are collected and what data are to be written down within the procedure, but does not mention what measurement tools are utilized.
Put mouse in the maze and measure how much time it take to
complete it
Record timings
4 = Student specifically states how data are collected and what data are
to be written down while including the measurement tools utilized.
Put the male mouse through the maze and time him using a stopwatch. Record time. Repeat steps 1-4 for each female mouse.
1 = Did not attempt to draw a diagram or picture.
(Nothing can be shown for example here)
2 = Drew a picture or diagram, but was not considered helpful in giving
a scientist a clearer picture of how data was to be organized or what
was to happen in the experiment.
(The following is a re-creation of a student’s work using Excel)
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3 = Drew a data table which clearly depicted how data was to be
organized for the experiment. (The following is a re-creation of a
student’s work using drawing tools.)
Data Collection:
time
time
male mouse #1
female mouse #1
male mouse #2
f. mouse #2
male mouse #3
f. mouse #3
total speed
total speed
average speed
average speed
4 = Drew a picture or diagram of the experimental setup and labeled it
in such a way that a scientist would have a clear picture of how the
experiment could be accomplished. (The following is a re-creation of
a student’s work using simple drawing tools.)
maze
finish
start
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150
THE AMERICAN BIOLOGY TEACHER, VOLUME 70, NO. 3, MARCH 2008
XSJUUFODPODMVTJPOT/PUIBWJOHDPNQMFUFEUIFGVMMEBUBBOBMZTJT
NBZIBWFDBVTFEUIFNVOOFDFTTBSZEJGGJDVMUZPOUIFMBCEFTJHO
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DBO HFOFSBMJ[F PVS SFTVMUT JT MJNJUFE UP UIFTF DMBTTFT "MUIPVHI
Table 1. Summary of Honors Biology A Data.
Scientific Methods
Hypothesis
Variable Control
Procedure
Data Collection
Picture
Pre-test Average Score
(out of 4)
2.1
2.8
2.1
2.5
3
1.6
Post-test Average
Score (out of 4)
3.6
3.0
3.0
2.6
3
1.6
Average Change in
Score (out of 4)
+1.5
+.2
+.9
+.1
0
0
Post-test Average
Score (out of 4)
3.9
2.8
3.0
3.4
3.4
1.5
Average Change in
Score (out of 4)
+1.4
+.7
+.5
+.1.3
+.4
-.2
Post-test Average
Score (out of 4)
3.7
3
2.9
2.7
2.9
1.4
Average Change in
Score (out of 4)
+1.2
+1.0
+.80
+.1.0
+.80
0
Post-test Average
Score (out of 4)
3.7
3.1
3.1
2.9
3.2
1.9
Average Change in
Score (out of 4)
+2.3
+1.8
+1.3
+1.2
+1.2
+.6
% Change in Score
Statistically Significant?
+38%
+5%
+23%
+2%
0
0
Yes
No
Yes
No
No
No
Table 2. Summary of Honors Biology B Data.
Scientific Methods
Hypothesis
Variable Control
Procedure
Data Collection
Picture
Pre-test Average Score
(out of 4)
2.5
2.1
2.5
2.1
3
1.7
+35%
+18%
+13%
+33%
+10%
-5%
Statistically
Significant?
Yes
Yes
No
Yes
No
No
% Change in Score
Statistically Significant?
+30%
+25%
+20%
+25%
+20%
0%
Yes
Yes
Yes
Yes
Yes
No
% Change in Score
Statistically Significant?
58%
45%
33%
30%
30%
15%
Yes
Yes
Yes
Yes
Yes
No
% Change in Score
Table 3. Summary of General Biology C Data.
Scientific Methods
Hypothesis
Variable Control
Procedure
Data Collection
Picture
Pre-test Average Score
(out of 4)
1.5
2
2.1
1.7
2.1
1.4
Table 4. Summary of General Biology D Data.
Scientific Methods
Hypothesis
Variable Control
Procedure
Data Collection
Picture
Pre-test Average
Score (out of 4)
1.4
1.9
1.8
1.7
2
1.3
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