Author: Kent

I've been happily teaching high school science for over 13 years. This website serves as a way for me to reflect on my practice, give back to the science educators' community, help other science teachers who may need a place to start, and build a strong community of science learners and educators.
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#30 – 4 Essential Parts to an Inquiry Project Progress Report (hint: images is one!)

Do you collect student reflections/sample work while they are working through a project? If not, you should. It helps track student progress (and process) during a project so there are no surprises at project’s end. Surprises, for example, like when the project doesn’t work. However, what exactly are you looking for in a project progress report? For example, do you ask for a summary and a reflection? Or, do you ask for a list of data and observations and a quick analysis of possible lab errors? I believe there is generally a consensus among teachers of what goes into a student project progress report. But, what does a progress report look like? And, is it the same as a lab report?

 

With regards to the latter question, no, a project progress report is not the same as a lab report. Where a lab report provides a summary and analysis of the entire lab from start to finish, a project progress report provides details of what is currently going on in the project. In other words, a progress report details what has been going on up until the time the report is made – and that’s typically not at the end of the project.

 

With regards to what is included in a progress report, I typically ask for students to show me their analysis, evidence, reasoning, and evolution. In post #29, I write about a build and test project I typically do with my students (handouts are available for download). One thing I ask for from my students during the project is progress reports. In this post, we go through the 4 elements I look for in my student’s project progress reports. I ask for the same 4 elements in all the build and test projects I run in Senior Physics and Junior science. And, I find it’s enough to gauge student thinking and track the evolution of an idea too. At the end of the post, our sample project progress report is available for download.

The Basic Project Progress Report

So, what do I specifically ask for when it comes to evidence, evolution, analysis, and reasoning in a progress report? I refer you to the following:

(1) Images of the current prototype

This is one piece of evidence I ask for. First, images show me that the prototype was completed. Also, pictures are valuable when students can’t find the words to describe their project. And, I can also compare current images to previous ones to see how the project has evolved. Thus, I typically ask for 5 images of the project from different views (front, side, top, back, axonometric). I also ask students to take pictures of special features of their projects. And, unless students are using their parent’s Nokia from the 1990s, having students take pictures is usually not a problem. Most students already have a cell phone with a build-in camera. Those who don’t have a cell phone camera can ask their friends to take pictures for them.

 

(2) Written Reflection

I want to know what was made, how it was made, and what materials were used. This serves as a way for students to communicate how they are connecting and applying their science knowledge to a problem. If a student decides to use one material or condition over another, they need to tell me why. This is more than just a list of materials and a step-by-step procedure. Instead, it is the opportunity for students to explain their design decisions as they relate to science principles.

(3) Data and observations

Usually in the form of a data table or chart. I ask for both qualitative and quantitative observations. Typically, I don’t mark the the data or results for accuracy. Instead, I look at data for completion – as a sign that the prototype was completed and tested. Also, I ask for data and observations so that students have the observations in front of them when they do the analysis of their current prototype. And, data and observations also gives students practicing in running a controlled experiment.

(4) Written prediction

Now that students have some data from their experiment, I have students tell me what they will change for next time prototype. There are 3 things I expect in this section. First, I want students to state the flaws of their design. In other words, what went wrong when testing their prototype? How can they get a better result next time? Next, students write down what they plan to change. Perhaps, it is a change in material. Or, perhaps it’s a calibration or alignment issue. Finally, students tell me how this change will result in a better test the next time. This process serves as a way for students to reflect on their data and apply their knowledge to overcome obstacles that arise during the project.

Field Notes

  • Ask for electronic versions. I share a google drive folder with students and have them create their own subfolders where they can upload their evidence and documents. This is especially handy when it comes to comparing images between current prototype and previous ones when looking for evolution of an idea.
  • Consider using asking students to use the CER structure to write their prediction. It’s just another opportunity to practice the structure. And, what I am asking for in the prediction basically draws from CER anyways.
  • Put aside time in class for students to build and test together. This is the perfect place for students to bring up any issues with you and to clarify what pictures to take and data to record. In the past, I tended to get a lot of projects that didn’t meet what I was asking for merely because students misunderstood what I was asking for in their project progress report.

 

Wrap Up

Projects are fun do with students. And, students learn a lot by working through a problem. Regular check-ins are also important to the process. Project progress reports, which are not as structured as lab reports, allow teachers to gauge student thought at check-in points. Progress reports also create a paper trail from which we can track the evolution of the project. The 4 elements I list above to include in a progress report have worked for me. However, if you have others to include that work well too, please share! I’d love to know how others tackle this. To download a sample progress report, join our email newsletter by clicking the link below. Thanks!

 

Until next time, keep it REAL.

 

Resources

Handout(s): 30 – Project Progress Report

Our resources are free. We aren’t collecting emails for our resources. However, it would help us out if you liked us on our Facebook page and subscribed to our Youtube Channel. Thanks!

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#29 – How a pizza box is used for one awesome science inquiry project (hint: tin foil also needed)

Inquiry projects seem to be all the rage at the moment. With more states and provinces revising their curricula and moving towards reinforcing science skills, inquiry has come to the forefront a bit more. Although I agree that inquiry is a good skill to develop in science, open inquiry – where students can deep dive into any topic of their choosing – does not make for an awesome science inquiry project. I feel students need to learn a structure to inquiry and to go through some teacher-led inquiry before they can initiate their own.

 

Giving students sudden free reign to explore any project they want is too idealistic. Unfortunately, the reality is that many will not know what to do, where to start, and what to ask if suddenly given all that freedom. Also, with a class full of 30 students doing 30 different inquiry projects, I can’t imagine how difficult it would be to give feedback and provide materials for each one.

 

Qualities of an awesome science inquiry project

A more realistic goal to shoot for is guided inquiry, where teachers provide a question and students come up with their own experimental procedure and data analysis to answer the question. However, what is a good science inquiry project for science teachers hoping to do some guided inquiry? Also, what is an activity or project students can tackle easily but is still open enough for students to approach the task in a variety of unique ways? And, can we also keep the cost of these projects on the low side? This is something we’ll be discussing for the next couple of posts. For this post, we talk about one of our favourite science inquiry projects: the solar oven. I’ve done this with Grade 8 students and senior physics students. And, they all enjoy the challenge. Handouts are available at the end of the post.

 

 

Awesome Science Inquiry Project #1: The Solar Oven

 

In my classroom, the solar oven challenge is quite simple. Using biodegradable, reusable, and/or recyclable materials, make your own solar oven that can boil water. It’s a simple challenge, and the best part is that it’s simple for anyone to start. All students need to make the most basic solar oven is cardboard, tin foil, and tape. Thus, a lot of my students start by using pizza boxes or shoe boxes and line the insides with foil. However, some students will go the extra distance and go to the local dollar store to grab mirrors and glassware to enhance their designs. And, some may even try to hack their solar ovens from other household materials too (refer to video in resources section).

 

The thing to remember about this science inquiry project is that it’s not about the product. It’s about the process. In my classroom, students must produce and test at least 3 prototypes, one after another. Thus, the results of one prototype will inform the design of the next. Students test their prototypes, observe and reflect upon what went wrong (or right), and build another prototype (or enhance the previous one). Therefore, this science inquiry project is about modifying and testing variables all for a single purpose. That is, to boil some water using the sun’s energy. And, it is the students’ process and documentation of that process that will tell me if they can apply the scientific and engineering design process to a real life problem.

 

To be honest, boiling water using only the sun’s energy is hard. And, most students will not boil water. And, that’s okay. It’s always about the process of getting there. In the end, the building, the testing, the teamwork, and the desire to get a better result for each prototype is what the students will remember. And, that is also where the learning takes place too. In my experience, a lot of students will get their water to reach 35℃. However, some may break 45℃. And, very few will go above 60℃. But, rest assured, those oven’s that can reach over 60℃ have got some seriously science thought put into them.

 

 

Some online resources

http://www.solarcooking.org/plans. This is a website with a variety of different types of solar ovens

 

http://www.re-energy.ca/solar-oven. This website has a basic solar oven construction plan

 

VIDEO: https://youtu.be/jrje73EyKag. This video is produced by the King of Random and is titled “Burning Stuff with 2000℉ Solar Power!” This video shows how a solar oven doesn’t just have to be made of mirrors or reflecting surface.

 

 

VIDEO: https://youtu.be/XFw7U7v1Hok. This video is produced by the King of Random and is titled, “How to get 2000℉ Solar Power!. Ths video shoes how simple it is to get the materials to make a solar oven.

 

 

Wrap Up

 

Having students complete guided science inquiry projects is a great way to teach inquiry. Having a science inquiry project that is also easy to do, flexible in how to complete the task, and on the cheap side of science projects is also a plus. That’s what makes a solar oven such an awesome science inquiry project. We’ll be covering another great science inquiry project for an upcoming post. To download our handouts for this post, please click on the link below. Also, please share this resource with colleagues! Thanks!!

 

Until next time, keep it REAL.

 

Resources

Handout(s): 29 – Solar Oven Inquiry Project

Our resources are free. We aren’t collecting emails for our resources. However, it would help us out if you liked us on our Facebook page and subscribed to our Youtube Channel. Thanks!

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#28 – Do lobsters feel pain & should we boil them? (A CER practice worksheet)

CER (Claim, Evidence, Reasoning) is an excellent structure for students to follow when organizing their thoughts, ideas, and arguments. But, some students may wonder if CER is really relevant to science. Or, like so many things they learn in school, whether people really use it outside of school. Perhaps, what students need is a CER practice worksheet that shows how scientists use CER in current research. Perhaps, this CER practice worksheet can identify the parts of CER in the research to students too. In this way, students will hopefully realize that CER is not just an exercise in writing but an approach on how students present and support their ideas. This is what we set out to do.

 

Recently, the Swiss government passed a law making it illegal to boil live lobsters. The reason: boiling lobsters to death is cruel. Such a claim is sparking a debate over whether lobsters feel pain. And, although it cannot be known for sure if lobsters indeed feel pain, the debate shows how reporters and scientists use CER in a debate. Their statements make for an awesome example for our CER practice worksheet.

 

CER Recap

CER, which stands for Claim, Evidence, Reasoning, is a structure or template for writing an argument or conclusion. The main idea behind CER is that every strong argument or conclusion has the same parts: a claim (or argument), facts to support the claim, and reasons explaining how to evidence supports the claim. In science, students can use CER to write conclusions for lab reports. But, more importantly, it can be used as a structure for debates or to gauge student thinking when presented with a problem or question. Thus, CER is a tool for students to develop and practice their skills in scientific analysis and critical thinking.

 

Consider the following two CER statements

Back to the debate at hand: do lobsters feel pain (and, therefore, is it cruel to boil them to death)?

Claim 1: Lobsters feel pain.

Claim Two: Lobsters don’t feel pain.

 

CER Practice from Open Ended Questions

I like to use open ended questions with no definite answer to get students to practice CER. Sometimes, I give students a claim and ask them to think of evidence and reasoning that might support the claim. Refer to #12 – Red Jellybeans are the best Jellybeans for that practice activity.

 

However, there are times where I ask students to come up with their own claims to science questions. Questions that may be outside the realm of formal science. Fun questions with many different answers. Here are some of those questions I use:

 

  1. Foods labelled organic are better for people to eat
  2. More money should be spent on <science A> than <science B>.
  3. <science discovery or invention> is the most significant discovery/invention in the last 10 years.
  4. The smartest organism on earth is <>.
  5. 10 years from now, a career that would be in demand is…

 

Wrap Up

Do lobsters feel pain (and, therefore, is it cruel to boil them in hot water)? For our purposes, whether this is true or not is important as how scientists present the arguments themselves. This shows science and scientific thinking in action. It shows how scientists make claims, present supporting evidence, and connect their ideas and facts with greater or previous science ideas. In a nutshell, this debate shows CER in action. Click the link below to download the handouts (REAL Science – CER Practice Worksheet) which includes some practice statements. And, connect with us on our Facebook group (Super Science Teachers Co-Lab).

 

Until next time, keep it REAL.

 

Resources

Handout(s): 28 – CER Practice Worksheet

Our resources are free. We aren’t collecting emails for our resources. However, it would help us out if you liked us on our Facebook page and subscribed to our Youtube Channel. Thanks!

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#27 – How to Use 12 items to make 1 Awesome CER Intro Activity

How do you introduce CER (Claim, Evidence, Reasoning) to your students? Fact is, there are many ways, and they all depend on personal teaching styles. Some use class discussion questions to as a CER intro activity to help students develop and support some fun claims. Some use quirky science examples to illustrate CER in real, fun science. And, there are also videos on YouTube for CER too. Unfortunately, these resources still have students sitting at their desks thinking about CER. I like a CER intro activity that gets students out of their seats to practice CER. How do we do that? What’s a fun CER intro activity that allows students to examine some evidence and come to a conclusion using CER?

 

In August 2017, I posted a question on a Facebook group asking for a good first day activity for the science classroom. One suggestion I got back I’ve used for all my science classes this year. It’s a keeper. The activity gets students to use CER. It is open ended and easily modified. And, most importantly, it is fun and engaging. We outline the activity below. We also provide a handout to a follow up activity for download at the end.

 

How to Intro CER on First Science Class

I believe every teacher has a getting-to-know you activity at the beginning of the school year. It might be a bingo chart students fill out. Or, it might be an interview. Whatever the activity may be, why not make include some CER right away?

The activity I use does both. Students get to learn about me (which is super important in my books) all the while practicing CER. And, the activity us quite simple to run.

 

Setup is as follows:

1. Grab 12-20 personal items from home or from around your classroom and put them out on a table. I put out a record player, a zippo lighter, an old Nintendo Gameboy DS, some floppy discs, and a home digital picture printer.

2. Tell students to examine the items. Suggest to students to ask, “why does my teacher have this item? What does this item say about my teacher?”

 

3. Ask students to take out a sheet or paper and write a paragraph using the CER framework. First, come up with a CLAIM about the teacher. Then, have students provide EVIDENCE for that claim. Emphasize they need to use several items together to support the claim. Finally, have students provide REASONS why the evidence supports the claim. For example, a student could claim that I am sentimental. Students examining my objects could argue that record players, home photo printers, and floppy discs are considered old technology. The only reason I would keep old technology for this long is because it may have a special meaning to me. For example, perhaps the record player reminds me of my childhood.

 

4. Have students write 2 more claims for a total of 3 claims (and 3 paragraphs).

 

The Results of my CER Intro Activity

What I had most fun with was introducing each of my items to the students. Many students didn’t know what floppy discs were (one student said they were CD covers). Some students were amazed by the 1st generation Apple digital camera I had. And, the Gameboy was also very popular among students. But, I digress. Let’s talk about how this relates to CER.

From the items I laid out, many of my students mentioned that I was into keeping old things. Some students also claimed that perhaps I was really interested in photography. However, students did struggle to come up with 3 strong claims based on the objects provided.

One suggestion for future sessions is to bring objects of different time periods and different parts of my life. Yes, I put out objects that were different from each other, but they were also similar in theme (all “old school” objects). Next time, maybe I can put out a dance trophy I won, a book that I’m currently reading (old perhaps my favourite), or a movie ticket stub.

 

Follow up Activity

After students analyze me and the objects I lay out, I have students go home to grab 15 objects from home that represent who they are. And, I have them bring them to school for the next class. Then, I pair students up and have them analyze each other’s items. They must come up with 3 claims as well.

You can collect the pieces or have students read them out in front of the class or both. If a student doesn’t bring any items (or forgets to bring them), have the student open up his backpack or pencil case for analysis. What a student keeps in their backpack can reveal quite a bit regarding what the student is like.

 

Wrap Up

There are many ways a CER intro activity can be done. This one just happens to hit two birds with one stone. First, students learn about the teacher and each other. And, they also get to practice CER. Also, an added bonus is that they learn a little bit more about each other. I’d say having all three done through a CER intro activity is a big win. To download our handouts to this activity, click on the link below. Thanks for reading, and please share!

 

Until next time, keep it REAL.

 

Resources

Handout(s): 27 – CER Intro Activity Handout

Our resources are free. We aren’t collecting emails for our resources. However, it would help us out if you liked us on our Facebook page and subscribed to our Youtube Channel. Thanks!

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#26 – Getting Big on Instagram (and other inquiry questions for variables practice)

Are you looking for an activity for students to practice identifying independent and dependent variables? Most independent and dependent variables practice activities tend to provide a statement and have students identify the independent and dependent variables. A typical practice question goes like this:

The problem with Typical Questions

Typical practice questions are fine if you want students to be able to pick between two variables to determine which one is dependent or independent. Unfortunately, typical practice questions are bland and limited in scope. What if you want students to think outside the box? What if you want students to flex their creative muscles in designing their own experiments? This invariably starts with identifying a unique independent and dependent variable that doesn’t come from a statement off a worksheet.

 

In this resource, we propose using open-ended experimental design statements to have students practice identifying independent and dependent variables in fun and relevant situations. Also, we provide a worksheet of our own with 10 statements you can use in your classroom. The worksheet is available for download at the end of this post.

 

Thought Experiments for Variable Practice

A simple observation of independent and dependent variable practice worksheets is that the statements are usually all thought experiments. So, why not make the thought experiments fun and relevant? Also, why not make answers open ended as opposed to a choice between two items included in the design question. Therefore, instead of asking for the effect fertilizer use (independent variable) has on plant growth (dependent variable), why not discuss the multiple variables that can grow the social media presence of a small business?

 

The Case for Inquiry Questions

In our practice activity, we provide inquiry questions and ask for students to identify some examples of independent or dependent variables in each case. However, a twist we add is that we fix one variable and then ask for multiple examples of the other. For example, consider the inquiry question, “How do you get BIG on Instagram?”

Fact is, there are many things you can do to get big on Instagram. In other words, there are lots of independent variables one can change and manipulate to test. Also, there are many things we can measure to determine if you’re big on Instagram or not. In other words, there are lots of dependent variables to measure to determine how “big” the account is getting.In this case, we’re asking for a variety of independent variables to test. However, instead of asking for a variety of dependent variables, we focus on one. Ultimately, this produces different independent variables one can test. The two examples below display the variety of answers one can get just by changing the dependent variable we are measuring.

or

 

This is one of our favorite examples. For one thing, it’s relevant and fun. Students already use social media, and growing a social media presence will likely resonate with some students. Also, it’s a question that has multiple answers even though there is only one outcome we are looking for. Thus, students will come up with a lot of ideas. Hopefully, those ideas will lead to a lot of discussion. And, it is through the resulting discussion that more learning will occur.

Therefore, inquiry questions lead to greater discussion. On the other hand, typical questions tend to have students just checking whether they got the “right answer”.  Why not use open ended examples for independent and dependent variable practice?

 

Some more fun, variables practice examples

Here are some examples we thought would be fun to have students examine and discuss. Hopefully, your students will come up with a variety of great ideas – the quirkier the better!

  1. How do you make a nutritious candy bar?
  2. How do you create an awesome coffee shop?
  3. How do you make more friends?
  4. How do you improve student wellness at school?
  5. How do you make the next big music album?
  6. How do you make a Youtube video go viral?
  7. How do you make a city “greener”?

Remember to set either the independent or dependent variables for the students as a creative constraint. Our worksheets that are available for download have variables set already.

Have fun!

 

Wrap Up

Knowing how to identify independent and dependent variables in a science experiment is an important skill for students to learn. Independent  and dependent variables practice is equally as important too. And, using inquiry questions for variables practice to generate a multitude of ideas and engaging discussions is the way to go. Click the link below to download our handouts that include our images as well as our fun examples in a class ready worksheet.

 

Until next time, keep it REAL.

 

Resources

Handout(s): 26 – Variables Practice Worksheet

Our resources are free. We aren’t collecting emails for our resources. However, it would help us out if you liked us on our Facebook page and subscribed to our Youtube Channel. Thanks!

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#25 – How we make a great movie (and teach Independent and Dependent variables too!)

What’s one thing science students should be able to do in grade 8 and 9? I think they should be able to identify and differentiate between independent and dependent variables. However, many gr 8 and 9 science students struggle with this skill. Results from REAL Science Challenge contests show that over 40% of contest writers are unable to identify independent and dependent variables in an experiment. That’s 2 in 5 students who struggle with this skill (or 12 students in a class of 30).

 

Without being able to Identify and/or distinguish variables, how can students have a proper discussion of experimental design or error when it comes to lab results? How can we expect students to design their own labs without first knowing what variables in an experiment to measure or to manipulate?

 

In this resource, we give a quick crash course on independent and dependent variables through the fun analogy of making a great movie. Our cheat sheet will be available for download at the end.

 

What is an Independent & Dependent variable?

An independent variable is the condition or factor a scientist changes during the experiment.

 

A dependent variable is the condition or factor a scientist measures in order to study the effects of the changes made to the independent variable.

 

Both independent and dependent variables are conditions the scientist measures and conditions in an experiment that change. But, independent variables are usually set or altered by the researcher to test an idea while dependent variables are measured during or after the experiment. In other words, a researcher can control or preset independent variables, while a researcher cannot preset a dependent variable.

 

Variables and How to Make a Great Movie

Imagine you’re a movie producer looking to make the next hugely successful movie. There are two questions you want to consider. First, what conditions help make movies become successful? And, secondly, how can we tell if a movie is successful or not?

 

Let’s consider the first question: What conditions help make a movie be successful? There are many potential answers for this. Perhaps, spending more money on producing the movie will help make the movie successful. Or, maybe hiring a lot of Oscar winning actors will make a movie successful. Maybe, having more visual effects will make a movie successful. There are many answers to the question, and many conditions we can test to get an answer. These conditions, which we can alter and test – conditions like money spent or actors hired – are examples of independent variables. Note that all the examples above are conditions that a movie producer can preset or control in the making of their movie.

 

 

Now, let’s consider the second question: How can we tell if a movie is great or not? Again, there are many things we can measure to find the answer.Perhaps, we can measure the amount of tickets sold to determine the success of a movie. Or, maybe, we can measure how many awards a movie wins to rate a movies success. Or, we can also use audience and critics’ reviews on RottenTomatoes.com for our measure. Again, there are many things we can measure, and many ways to answer the question. The takeaway is that the dependent variable in an experiment is what we measure (whether it be awards won or tickets sold) to determine the effectiveness of the changes done to the experiment (whether it be spending more money or using more visual effects). Also, take note that all the examples in this paragraph are conditions that a movie producer cannot preset or control. Movie producers cannot predetermine how much money they will make or how many awards they will win for a movie.

 

Wrap Up

The concept of the independent and the dependent variable is central to experimental design. Therefore, it’s important to have students understand the concept early in their science career. Also, it helps to have fun, relevant examples to learn from (like making movies) and practice with too. The latter is something we’ll be providing in the next post. Click the link below to download a copy of our cheat sheet for this crash course on independent and dependent variables.

 

Until next time, keep it REAL.

 

Resources

Handout(s): 25 – Variables Cheat Sheet

Our resources are free. We aren’t collecting emails for our resources. However, it would help us out if you liked us on our Facebook page and subscribed to our Youtube Channel. Thanks!

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#24 – How to make Graph Analysis Practice fun (hint: include lightsabers and Matt Damon)

Are you constantly looking for interesting, fun, and relevant ways to practice graph analysis and other science skills? Typically, we have students graph lab data or analyze charts from the textbook or lab manual. Although these strategies are solid ways to practice graph analysis or production, both are missing the “fun factor.” Also, textbooks and lab manuals tend to have “cookie cutter”, predictable lab data – great to build foundation, but boring for eager students looking for relevant, real-world examples. So, what can we do to help students practice graph analysis in a relevant and fun way?

 

The answer is simple: find relevant, fun science data for students to practice graph analysis. Yet, this is oddly difficult to execute because finding relevant, fun science graphs can be difficult. I should know. I spend a lot of time searching only to come up empty. Luckily, I (finally) found FiveThirtyEight.com, a website that features some fun relationships for students to analyse if you can find them.

 

In a previous post (#23), we summarize how to analyse a graph and provide a cheat sheet. Below, we talk briefly about FiveThirtyEight.com and provide a few of their best graphs that students may find interesting to analyse. At the end of this post, you can sign up to download a handout that contains all the graphs in this article.

 

A Place Where Pop Culture is Plotted

According to Wikipedia, FiveThirtyEight is “a website that focuses on opinion poll analyses, politics, economics, and sports blogging.” What goes unmentioned in Wikipedia’s description is how FiveThirtyEight authors occasionally use serious statistical analysis to find relationships between variables. Thus, FiveThirtyEight serves also as a model of how we can use science skills to draw conclusions about pop culture. Although pop culture doesn’t fall into the content of typical science curricula, we use pop culture here not for its content but for its ability to engage students in applying science skills to fun and relevant ways.

 

Here are some graphs (most from FiveThirtyEight) based on pop culture that would be fun and relevant to analyse in the science classroom:

 

Smart Matt Damon is Hot Matt Damon

Published on FiveThirtyEight

Sample Analysis Questions:

  1. In the 3 movies where Matt Damon is the highest dreaminess rating, what were his corresponding smartness ratings?
  2. What were Matt Damon’s roles in the 3 movies where he is considered most dreamy?
  3. In the 3 movies where Matt Damon has the lower smartness ratings, what were his corresponding dreaminess ratings?
  4. What were Matt Damon’s roles in the 3 movies where he is considered least dreamy?
  5. Using the CER format, what can you conclude about Matt Damon’s movie roles and his dreaminess?

 

Old Olympians Ride Horses; Young Ones do Flips

Published on FiveThirtyEight

Sample Analysis Questions:

  1. What is the most common age for female Olympic gymnasts?
  2. What is the most common age for female Olympic equestrians?
  3. How many male Olympic gymnasts are 18 years of age?
  4. For what ages for male Olympic equestrians are there at least 6 participants with that same age? What age would those be?
  5. Using the CER format, what can you conclude about Olympian age and sports?

 

Every Color of Every Lightsaber in ‘Star Wars,’ In One Chart

Published on FiveThirtyEight

Sample Analysis Questions:

  1. What percentage of lightsabers in star wars are red?
  2. What percentage of lightsabers in star wars are green?
  3. How many times more red lightsabers are there compared to blue lightsabers?
  4. Assuming a star wars movie has 120 lightsaber battles, approximately how many lightsabers in the battle would be red, blue, and green.
  5. What is the least popular lightsaber colour? What percentage of lightsabers does the least favourite colour represent?

 

Chess’s New Best Player Is A Fearless, Swashbuckling Algorithm

Published on FiveThirtyEight

Sample Analysis Questions:

  1. What year did computer elo scores finally exceed 2000?
  2. What were computer elo scores in 1990?
  3. What year did computer elo scores match the best all-time human elo score?
  4. What is the range of computer elo scores from 1995 to 2005?
  5. Using the CER format, what can you conclude about the trend in computer elo scores?

 

Comparing Apples and Oranges: Normalizing Competitive Eating Records across Food Disciplines

Published by Mike Woolridge

Sample Analysis Questions:

  1. Which foods did competitors consume at least 5 kg of during competition?
  2. Which foods had a consumption rate of approximately 0.2 kg/min?
  3. Which food had the greatest total weight consumed during competition? Which food had the least?
  4. Which food had the quickest rate of consumption during competition? Which food had the least?
  5. Using the CER format, what can you conclude about the foods that had the greatest rate of consumption during food competitions?

 

Wrap up

To help science students practice graph analysis, fun and relevant graphs are helpful. The graphs above are fun, even though some may question how relevant to science content they are. We are constantly trying to find fun, relevant graphs for student practice. So, if you have any suggestions, please let us know. If you would like to download the handouts to this blog post, please click the link below.

 

Until next time, keep it REAL!

 

Resources

Handout(s): 24 – Fun Graph Analysis Practice

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#23 – What’s Interpolation? Our 5-minute Crash Course on Graph Analysis

Imagine looking at your watch but not knowing how to read the time. Or, looking at a newspaper headline but not understanding what it’s saying. Both are important skills to help you function in the everyday. Without either one, doing everyday work gets a little harder. Knowing how to read a graph in science class is no different. Graph analysis is an important skill and, without it, learning science gets a little harder.

Unfortunately, students struggle with graph analysis and, specifically, interpolation. Recent results from REAL Science Challenge Vol 2 Contest 1 support this claim. In questions where students need to practice interpolation (ie. Finding a value for y given a value of x and vice versa), only x% of students provide the correct answer. That means x students in a class of 30 struggle in graph analysis, in finding values from a graph.

In this post, we provide a quick overview and some examples on how to examine a graph and get some values through interpolation. At the end of our post, we have a cheat sheet available for download.

 

Why is graph analysis important?

Graph analysis is really about finding relevant information from a graph to solve a problem. Students need to know what information to extract from a graph before analysis can occur.

 

I. Basic Line Graph Analysis

Consider the following line graph:

BEFORE STARTING: Check the axes and their values.

If given a value that is plot along x-axis:

  1. Find given value along x axis.
  2. From this point, trace a straight line vertically (parallel to the y-axis) until it intersects with the line graph.
  3. Then, trace a line horizontally (parallel to the x axis) from the intersect to the y-axis.
  4. The value of y corresponding to the given x value is where the traced line intercepts with the y-axis.

For example, consider we want to determine the cost of installing a fence that is 17 feet in length.

Through graph interpolation, we can estimate that the cost would be roughly $410.

 

If given a value plot along the y axis:

  1. Find given value along y axis.
  2. From this point, trace a straight line horizontally (parallel to the x-axis) until it intersects with the line graph.
  3. Then, trace a line vertically (parallel to the y axis) from the intersect to the x-axis.
  4. The value of x corresponding to given y value is where the traced line intercepts with the x axis.

For example, consider we want to determine what length fence we can install for $275.

 

Through graph interpolation, we can determine that the fence would be 8 feet in length.

 

II. Basic Bar Graph Analysis

Consider the following bar graph.

 

The steps for bar graph analysis are similar to those for a line graph. However, since individual bars on a bar graph represent the range of possible values for a given x or y condition, a bar can potentially intersect with a range of x or y conditions. Thus, interpolating bar graphs can produce multiple results (unlike most line graphs that typically produce a single result).

 

For example, let’s say we want to determine what fiction books had $60 million of gross earnings.

  1. We find given value along y axis. From this point, trace a straight line horizontally (parallel to the x-axis) until it intersects with the bar graphs.
  2. Then, trace line(s) vertically (parallel to the y axis) from the intersect(s) to the x-axis.

 

Through graph interpolation, we find multiple values that match the original query (romance novels from 2006-2010 and mystery novels from 2006-2007).

 

Wrap Up

Learning to read a graph is an important skill every student needs to learn how to do properly. Being able to extract data is the first step towards analyzing data, and teachers need to teach it explicitly. And, students need to practice the skill too (REAL Science examples to follow in a future post). Click the link below to download our REAL Science – Interpolation Cheat Sheet.

Until next time, keep it REAL.

 

Resources

Handout(s): 23 – Interpolation Cheat Sheet

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#22 – 4 Steps to Helping Students Better Interpret Graphs

Do your students have trouble coming up with conclusions to a lab experiment? It may be because your students struggle to interpret graphs..

Results from REAL Science Challenge Vol 2 Contest 1 support this claim. According to test results, about 40% of grade 8 and 9 students cannot correctly draw a conclusion from a graph (Note: we refer to questions #13 and #18 from the contest for this stat). That’s 2 in 5 students (or 12 students out of a class of 30) who struggle with this important science skill. And although a 60% success rate can be seen as being pretty good, it’s not good at all considering these students are in grade 8 and 9. That means they’ve had roughly 8 years of science education – and still can’t interpret graphs.

In this post, we go over the basics of interpreting graphs and coming up with conclusions in 4 steps. We provide some sample graphs for your students to analyze along with a cheat sheet for download.

 

4 Steps to in helping to better interpret Graphs

1. Identify what the graph represents.

First, look to see if the graph has a title. If it does, it may help to determine the purpose of the graph.

Next, look at the graph and identify the variable or element plotted on the x-axis (the horizontal axis of the graph). Do the same for the y-axis (the vertical axis of the graph).

One can identify what the graph represents by filling in the blanks: “The graph shows the effect of <variable x> on <variable y>”.

 

2. Check the units and scales on both x- and y- axis.

In other words, what is the unit of measurement of both x- and y- axis? Are measurements in metres, seconds, kg (or another unit)?

And, how much is one line worth? If the x- or y- variable increases one step, how much is that worth?

 

3. For one value of x, find its corresponding value for y. Repeat for each value of x.

In other words, for each condition along the x-axis, see what the result of that condition is along the y-axis.

 

4. Compare values of y. Depending on the experimental design, one can either:

A. Compare values of y for each value of x against each other. This is useful to determine which value of x has the greatest (or lowest) value of y. For example, let’s say a graph shows calories burned as a function of exercise type (ie. Running, swimming, cycling, weight training, etc.). If we compare the y-values ( ie. Calories burned) for each x value (ie. Exercise type), we can determine which type of exercise burns the most (or least) number of calories.

B. Compare values of y for each value of x against the control. A control is typically an experimental trial that is identical to other trials with one exception: it lacks a “treatment” of X. For example, say we want to set up an experiment to see how well a new brand of dish soap cleans dishes. First, I run a trial where I soak dishes in just plain water. This is the control.. Then, I do the same thing but I add the dish soap into the water. In both cases, say I measure how well the grease washes off the plate after soaking. If we compare the results of both trials, then we can determine if the dish soap works at all to remove grease. If the results are the same between the control and experimental condition, then the dish soap works as well as water (ie. It doesn’t work) to remove grease from dishes.

Of course, we can always use a hybrid of A and B. In the dish soap experiment, we can also test other dish soaps in the experiment too. That way, not only can we see whether or not a dish soap is effective at removing grease, we can also determine which is the most effective.

 

Practice

In order to get better at drawing conclusions from graphs, students need to practice. It’s that simple. So, where can we get science graphs and data for students to analyze? I like to use Public Library of Science, which is one of a few websites that publish science research articles and allow free access to the journals and their use. Not only is there a variety of science articles on the site, there is a variety of ways scientists choose to represent their science data and graphs (not just bar graphs). I provide a handout that includes some graphs my students have analyzed from the PLOS site.

 

Wrap Up

Drawing conclusions from graphs and data is one of the most important skills for students to be able to do. Students may struggle with this skill simply because no one has stopped to explain how to interpret graphs. Sometimes, it’s due to lack of practice. Sometimes, it’s both. Click the link below to download the handouts to this post – which include the notes above as well as practice graphs.

 

Until next time, keep it REAL.

 

Resources

Handout(s): 22 – Cheat Sheet and Sample Graphs for Interpretation

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#21 – How to develop a good CER rubric (hint: student participation needed!)

How do I mark CER (Claim Evidence Reasoning) statements? That’s probably a big question you have if you currently use or plan to use CER in your classroom. Other questions may include, ‘Is there a CER rubric?” and “If so, what are some good CER rubrics?” The short answer is that, yes, there is a way to mark CER and, yes, there are CER rubrics out there. However, there are some problems with current CER rubrics. For one thing, many CER rubrics are on scales out of 3, 4, or 5. Unfortunately, not everything fits perfectly into a number or category. No matter how well we define a 1, 2, or 3 on a rubric, not everything fits. There are grey areas. Furthermore, rubrics are classroom and teacher specific. We use rubrics to measure what we find important, and what each teacher finds important is different. Thus, rubrics cannot be generic – which are what most CER rubrics are.

 

So, what is a good CER rubric? It’s a rubric that provides feedback for students and is also customizable for each classroom. I outline how this can be done down below. I also give a pdf sample for a CER rubric that you can download at the end of this post.

 

The Basic CER rubric

How I create my CER rubrics for my classroom is based on the ideas from pro-d workshop by Peter Liljedahl, professor at Simon Fraser University in Burnaby, BC, that I attended. In short, rubrics need to measure what we value as teachers. And, rubrics do not need to have a number scale or multiple categories. Instead, a line representing a range of ability can be drawn between two ends of ability spectrum. On one end, we write a description of a poor outcome of the aspect we are evaluating. On the other end, we write a description of an excellent outcome of the same aspect. To use the rubric, teachers merely have to make a mark along the line indicating where the student’s ability currently is for the aspect being evaluated. That’s it. No need for multiple descriptions breaking down a 1, 2, or 3. This way of writing a CER rubric that is loose enough for teachers to account for the “grey areas”. At the same time, it also provides students with feedback because it shows where along the range they currently sit with regards to the ability being evaluated.

 

For example, let’s say I create a rubric to measure the “Evidence” aspect of CER. On the lowest end of the spectrum, I can write “Does not provide evidence, or only provides inappropriate or vague evidence.” On the highest end of the spectrum, I can write “Provides multiple sources of quantitative and qualitative measurements and observations from the investigation.” I finish off by drawing a line with an arrowhead at both ends (signifying a range). Ta-da! Rubric done!

 

An Even Better CER Rubric

The key to making this even more effective, according to Peter Liljedahl, is for students to both create and use the rubric themselves. For example, for a rubric that measures how a student presents evidence in CER, ask students what a very poor job at presenting evidence looks like. Chances are, they already know what it looks like. And, if they don’t, you can give them some guidance. The important thing is to write their suggestions down word-for-word and to use their exact wording to create a class CER rubric. In having students create this rubric, they get a basic understanding of what weak and strong work looks like as well as what the teacher is looking for in their work.

 

Then, the next time a student submits CER work, give them a copy of the class CER rubric. Have students mark where they believe their own work falls on the spectrum. If a student’s self evaluation is in line with what you see on the spectrum, then it’s a good thing because they are starting to understand where their own ability currently is and where they need to go. If a student’s self evaluation is way off from what you see on the spectrum, then this is also good because it opens up a discussion with the student and what they believe. It’s a win-win.

 

Wrap Up

Rubrics need to give feedback to the student. And, rubrics need to measure what teachers find important. A good CER rubric will do both. And, a good rubric is one that students create together by defining the ends of the spectrum as a class. It’s also a rubric students use themselves. Click on the link below to download our handout. If you want to check out our CER resources, please visit posts #4, #9, #12, and #20.

 

Until next time, keep it REAL.

 

Resources

Handout(s): 21 – CER Rubric

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