Planning a science

investigation

Theme •Choose a theme

Topics •Brainstorm/ mind map topics within the theme

Questions •Discuss what is needed for fair testing and what is a testable question.• Generate testable questions for investigation

Refine question •Students work with mentor to refine and clarify one question for investigation. Teacher check.

Safety audit •Ensure students can safely and accurately use the equipment•Check chemicals etc follow guidelines

Steps in Planning

ThemeChoose a theme-examples

Themes recently used in MyScience

Energy (COGs Physical Phenomena, stage 3 or Movement and Energy, stage 2 or Powering On, stage 1)

The Human Body

Weather Transport

Mythbusters Global Issues (COGs Global and Social Issues, stage 3)

Environment Communication

A theme is a uniting idea that is sufficiently broad to enable it to be expanded into topics.

Themes help students appreciate the role of science as a human endeavour.

They:

• Assist communication with mentors• Assist teachers’ ability to simultaneously address

both process and content outcomes• Supports follow-up discussions and explanations e.g.

The importance of conserving energy in our modern society

ThemeChoose a theme- benefits

Role of teacher questions used

in brainstorming

Prompting Clarif

ying

Expanding

Linking

Analysing

TopicsBrainstorm/ mind map topics within the theme

Click on the links to learn more about each type of

question

Continue to fair testing

Linking questions

Eliciting links between ideas can make areas more relevant. “Is there a link between solar energy and plants?”Return

Analysing questions

Some ideas can be analysed with the view to developing practicable investigations. “What are some ways that we use wind energy?Return

Prompting questions

Bring to the surface student knowledge. “Who can think of..?” What do you know about?” “What are some examples of..?” These questions are used extensively at the beginning of the brainstorming session.Return

Clarifying questions

Sometimes student suggestions are not clear. Clarification questions can help students communicate their ideas and prompt the ideas of other students . “What aspect of energy conservation are you interested in?Return

Expanding questions

Ensuring the theme is expanded gives more opportunities for students to find an area that interests them. “What are some other types of energy?” These questions are often used in the early stages of brainstorming.Return

a fair test = a valid + a reliable investigation

Fair tests generally require the management of variables and sources of error (repeat trials or replication). Sometimes they are based on the use of a control.

QuestionsWhy plan a fair test?

Cows Moo Softly

Change ONE thing

Measure something

Keep everything else the Same

Questions Key elements of a fair test

• The thing that is Measured to get the result is called the dependent variable.

• The thing that is Changed is called the independent variable.

• The things that are kept the Same are called the controlled variables.By properly managing the variables and sources of error in an investigation, a fair test is achieved and valid conclusions can be drawn.

Questions Fair testing- variables

Ask students:

• Do you already know the answer?

• Is it a question that you will be able to investigate in the school/classroom within the required time?

• Is it a question to which you want to know the answer?

• What do you already know about the factors being investigated?

• Where can you find out more about the background to your investigation?

Mentors can be invaluable in the processes of generating and selecting testable questions and guiding background research

Questions

Supporting students to generate testable questions and do background research

Stage 1 Stage 2 Stage 3

Expectations of students

Conduct guided investigations by following a series of steps that include questioning, making and testing predictions.. e.g. What will happen if I grow the plants in the shade?

Demonstrate an understanding of a fair test and can identify variables.....e.g. What is the effect of drinking a sport drink?

Independently develop questions for scientific investigation, conduct investigations based on fair testing.....e.g. What is the effect of water speed on the weight of objects that it carries?

QuestionsStage expectations for a fair test- BOS Foundation Statements

Mentors are often used to:• Provide extra support for teachers to manage the

logistics of a number of groups simultaneously refining questions that can readily be investigated.

• Provide real examples of how scientific investigations are conducted and impact on our society

• Provide a real context for sustained communication• Provide examples of career paths in science

Refine question

The role of mentors

• Curriculum Support has some useful strategies e.g. POOCH (problem, options, outcomes, choices)

• Groups negotiate and often lateral thinking is needed

• Strategies include SWOT analyses (strengths, weaknesses, opportunities, threats), PMI tables (plus, minus and interesting) or six thinking hats might be useful

Refine question

Selecting the one problem/question for investigation in a group

Checking safety requirements- through Curriculum Support website

Chemicals Category and User Codes

DG class

DG PG

UN CAS No Guidance notes

Sodium hydrogen carbonate

sodium bicarbonate*

baking soda

bicarbonate of soda

K-12123456PS

NRNot hazardous

- 144-55-88 Harmless.Often reacted with acid to produce

carbon dioxide. Used in dry chemical fire extinguishers.

Disposal: Waste solutions of this chemical may be disposed of down

the sink (to sewer)

Q stores

Safety audit

Can be used by primary school students

Protective equipment not specified