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2+2 = 5 2+2 = 5 RuleRulePeople forget what People forget what
you say, and they you say, and they forget what you do. forget what you do. But they will never But they will never
forget how you make forget how you make them feel.them feel.
Exploring Scientific Procedures (ESP) is a Exploring Scientific Procedures (ESP) is a method of introducing the concepts of method of introducing the concepts of
scientific inquiry to students and educators scientific inquiry to students and educators which includes : independent/dependent which includes : independent/dependent
variables, hypothesis building, constructing variables, hypothesis building, constructing data tables, procedural writing styles, and data tables, procedural writing styles, and
graphing. graphing.
The materials necessary to perform this The materials necessary to perform this method are cheap and easy-to-find and use. method are cheap and easy-to-find and use.
Most materials can be found around the Most materials can be found around the home.home.
This PowerPoint presentation is intended to This PowerPoint presentation is intended to train you, the educator, on the basics of train you, the educator, on the basics of scientific inquiry. A rough timeline has scientific inquiry. A rough timeline has
been provided within this presentation to been provided within this presentation to guide you through the potential guide you through the potential
administration of the method to students of administration of the method to students of various grades.various grades.
The proven success of this method The proven success of this method has been accomplished through has been accomplished through
short, weekly activities with short, weekly activities with students over a long period of students over a long period of
time. time.
ESP should be presented to ESP should be presented to students much like multiplication students much like multiplication facts: in repetitive short bites, facts: in repetitive short bites, spread out over an extended spread out over an extended
timeframe. Students will begin to timeframe. Students will begin to see how the see how the
independent/dependent variables, independent/dependent variables, hypothesis, data tables and graphs hypothesis, data tables and graphs
are all related to the process of are all related to the process of effective scientific inquiry.effective scientific inquiry.
What ESP is...What ESP is...
ESP is a method to integrate the process ESP is a method to integrate the process of scientific inquiry into your regular of scientific inquiry into your regular
science curriculumscience curriculum
ESP encourages problem-solving ESP encourages problem-solving strategies for students and adultsstrategies for students and adults
ESP is low cost !!!ESP is low cost !!!
ESP is a discipline that requires time and ESP is a discipline that requires time and patiencepatience
ESP should be used repetitively, in short ESP should be used repetitively, in short amounts, over a long period of time amounts, over a long period of time (similar to learning multiplication (similar to learning multiplication
tables!!!)tables!!!)
ESP is not a script to be readESP is not a script to be read
ESP is not a curriculum to be ESP is not a curriculum to be memorized, but a method memorized, but a method towards scientific literacytowards scientific literacy
ESP does not have a ESP does not have a standardized timelinestandardized timeline
ESP is not exclusively for ESP is not exclusively for studentsstudents
ESP is not a long list of ESP is not a long list of definitions found within a definitions found within a
massive textbook (two massive textbook (two definitions are all you definitions are all you
need…..)need…..)
What ESP is not...What ESP is not...
DEFINITION #DEFINITION #11
Independent VariableIndependent Variable
What you change in the What you change in the experimentexperiment
(to make life easier for your students, you (to make life easier for your students, you may want this “change” to be measurable - may want this “change” to be measurable -
i.e. weight, mass, volume, height, etc..)i.e. weight, mass, volume, height, etc..)
DEFINITION #DEFINITION #22
Dependent VariableDependent Variable
The result from the The result from the change you madechange you made
(this variable, also known as data, (this variable, also known as data, “depends” on your independent variable “depends” on your independent variable
and, again, should be measurable !!!)and, again, should be measurable !!!)
The INDEPENDENT VARIABLE and The INDEPENDENT VARIABLE and the DEPENDENT VARIABLE are the DEPENDENT VARIABLE are
close relatives and can be found close relatives and can be found throughout the following steps of throughout the following steps of
scientific inquiry:scientific inquiry:
QUESTIONSQUESTIONSHYPOTHESISHYPOTHESISDATA TABLESDATA TABLES
and and
GRAPHSGRAPHS
All scientific All scientific experiments begin experiments begin
with simple with simple questions….questions….
It is this sense of It is this sense of inquiry that ESP inquiry that ESP
begins its journey….begins its journey….
……with a with a QUESTIONQUESTION
QuestionsQuestionsDoes theDoes the
_________________________
(Independent (Independent Variable)Variable)
affect theaffect the
________________________?
(Dependent Variable)(Dependent Variable)
Now that you’ve Now that you’ve asked a asked a QUESTION, QUESTION, it is time to change it is time to change it into a measurable it into a measurable
and educated and educated guess….guess….
… … a a HYPOTHESISHYPOTHESIS
HypothesisHypothesis
If theIf the __________________________ isis
____________,____________,
(Independent Variable)(Independent Variable) (increased/decreased)(increased/decreased)
then thethen the ________________________ willwill ___________.___________.
(Dependent Variable) (Dependent Variable) (increase/decrease)(increase/decrease)
All data that is collected All data that is collected within an experiment must within an experiment must
be in an easy format for be in an easy format for future study. The future study. The
following following DATA TABLE DATA TABLE should remain the same should remain the same throughout each of your throughout each of your student’s experiments. student’s experiments. With practice, they will With practice, they will
become very proficient in become very proficient in recording data that can be recording data that can be
easily analyzed.easily analyzed.
Data TableData Table
IndependeIndependent Variablent Variable
Dependent Dependent VariableVariable
Data TableData Table
Trial Trial OneOne
TrialTrial TwoTwo
Trial Trial ThreeThree
AveragAveragee
While analyzing the data in an While analyzing the data in an experiment, you are typically experiment, you are typically
looking for patterns and looking for patterns and relationships between what relationships between what
you are changing you are changing (the INDEPENDENT (the INDEPENDENT
VARIABLE)VARIABLE) and your data and your data (the (the
DEPENDENT VARIABLE).DEPENDENT VARIABLE).
A A GRAPHGRAPH can help visualize can help visualize the data in a way that is easier the data in a way that is easier
to see any of these possible to see any of these possible relationships.relationships.
GRAPHS
GRAPHS
Independent Independent VariableVariable
Dependent Dependent VariableVariable
TitleTitle
The The TITLETITLE of any of any GRAPHGRAPH should restate the should restate the HYPOTHESISHYPOTHESIS of the of the
experiment….experiment….
…….this helps the person who is .this helps the person who is reading your graph to easily reading your graph to easily identify what the data is all identify what the data is all
about!!!about!!!
GRAPH TITLESGRAPH TITLES
The effect of theThe effect of the ________________________________
(Independent (Independent
Variable)Variable)
on theon the _________________._________________.
(Dependent Variable)(Dependent Variable)
Students must Students must seesee the the INDEPENDENT VARIABLEINDEPENDENT VARIABLE and and
the the DEPENDENT VARIABLEDEPENDENT VARIABLE in thein the
QUESTIONSQUESTIONSHYPOTHESISHYPOTHESISDATA TABLESDATA TABLES
andand GRAPHSGRAPHS
Let’s try an example...Let’s try an example...
Question:Question:
Does the amount of Does the amount of porridge in each cup porridge in each cup
affect the temperature of affect the temperature of the porridge over a the porridge over a
period of time?period of time?
Does the distance a rubber band is Does the distance a rubber band is pulled back affect the distance a pulled back affect the distance a
rubber band can travel?rubber band can travel?
Can you identify the IV and Can you identify the IV and DV?DV?
IVIV = = amount of porridge in amount of porridge in each cupeach cup
DVDV = = temperature of the temperature of the porridgeporridge
LOOK FOR THESE PHRASES LOOK FOR THESE PHRASES THROUGHOUT THE EXAMPLE !!!THROUGHOUT THE EXAMPLE !!!
WHAT WOULD BE WHAT WOULD BE YOUR HYPOTHESIS YOUR HYPOTHESIS
FOR THIS FOR THIS
QUESTIONQUESTION??
If the amount of If the amount of porridge in each cup is porridge in each cup is
increased, then the increased, then the temperature of the temperature of the
porridge will decrease.porridge will decrease.
HypothesisHypothesis
HOW WOULD YOU HOW WOULD YOU FILL OUT A DATA FILL OUT A DATA
TABLE?TABLE?
10 ml10 ml
50 ml50 ml
100 100 mlml
Amount of Amount of porridge in porridge in each cupeach cup
(IV)(IV)
Temperature of the porridge Temperature of the porridge (DV)(DV)
Trial Trial OneOne
Trial Trial TwoTwo
Trial Trial ThreeThree
AveraAveragege
Data TableData Table
HOW ABOUT HOW ABOUT A GRAPH ?A GRAPH ?
The effect of the amount of porridge The effect of the amount of porridge in each cup on the temperature of the in each cup on the temperature of the
porridgeporridge
Temperature of the Temperature of the porridge (C)porridge (C)
(IV)(IV)
Amount of Amount of porridge in porridge in
each cup (ml)each cup (ml)
(DV)(DV)
The phraseThe phrase
““thethe amount of porridge in amount of porridge in each cupeach cup””
andand““the temperature of the the temperature of the
porridgeporridge””
can be seen throughout can be seen throughout the entire experiment!!!the entire experiment!!!
YOU NEVER CHANGE THE YOU NEVER CHANGE THE PHRASES...PHRASES...
THEREFORE, THE STUDENT WILL THEREFORE, THE STUDENT WILL EASILY SEE THE RELATIONSHIPS EASILY SEE THE RELATIONSHIPS
BETWEEN THEBETWEEN THE QUESTIONQUESTION
HYPOTHESISHYPOTHESISDATA TABLEDATA TABLE
andandGRAPHGRAPH
With weekly repetition, With weekly repetition, students will be able to students will be able to
effectively set up, run and effectively set up, run and analyze the results of a analyze the results of a
scientific experiment!!!!scientific experiment!!!!
More importantly, each More importantly, each experiment can be used to experiment can be used to
reinforce the scientific concept reinforce the scientific concept your student is currently your student is currently
learning.learning.
For example…..For example…..
If your students are learning If your students are learning about how energy can be about how energy can be transferred from one transferred from one substance to another, you substance to another, you can use the Goldilocks can use the Goldilocks experiment to reinforce this experiment to reinforce this concept…concept…
……and while they are learning and while they are learning about the transfer of about the transfer of potential energy to kinetic potential energy to kinetic energy, they are also energy, they are also practicing effective scientific practicing effective scientific inquiry procedures !!!inquiry procedures !!!
Once your students become Once your students become more proficient at this more proficient at this
model….model….
YOU CAN REALLY START YOU CAN REALLY START HAVING FUN WITH THEM...HAVING FUN WITH THEM...
SOURCES OF
SOURCES OF
ERROR ERROR
(SOE(SOE))
Cup, Cup, water, water,
thermometthermometererSize, shape, Size, shape,
color of the color of the cup and/or cup and/or
thermometethermometer, method of r, method of transferring transferring the water, the water,
etc…etc…
Have the Have the students list:students list:
Materials Materials used in used in
experimentexperimentAll of the All of the
possible ways possible ways the materials the materials
could have could have been changed been changed (each of which (each of which
is a “SOE”)is a “SOE”)
All materials in an experiment All materials in an experiment must remain must remain CONSTANT CONSTANT
The possible changes in materials The possible changes in materials identify sources of error identify sources of error (SOE)(SOE)
that could alter the results of an that could alter the results of an experimentexperiment
ConstantsConstants are very important are very important because you only want to change because you only want to change
ONEONE variable in your variable in your experiment!!! experiment!!!
Why do you only want to Why do you only want to change ONE thing in your change ONE thing in your
experiment?experiment?
So that you can identify So that you can identify what variable is altering what variable is altering
the results in your the results in your experiment…..experiment…..
…….if you changed two .if you changed two variables, how would you variables, how would you
know which one is know which one is affecting the results???affecting the results???
CONSTANTS CONSTANTS share their share their importance with another importance with another factor in experiments...factor in experiments...
The CONTROLThe CONTROL
The control is a trial within your The control is a trial within your experiment that is used to identify experiment that is used to identify
any unknown SOE’s that may be any unknown SOE’s that may be affecting your data affecting your data
For example...For example...
If your student wishes to If your student wishes to see the effects of salt see the effects of salt
water on the growth rate water on the growth rate of plants, the of plants, the CONTROLCONTROL
in this experiment would in this experiment would be to use ordinary water be to use ordinary water
with their plants to with their plants to gauge the normal growth gauge the normal growth
rate. Along with this rate. Along with this CONTROLCONTROL, the student , the student will grow other plants will grow other plants
with varying levels of salt with varying levels of salt water...water...
If all the plants die, with If all the plants die, with the exception of the the exception of the CONTROLCONTROL, you may , you may
assume that the salt is assume that the salt is the culprit!!! the culprit!!!
If even the If even the CONTROLCONTROL perishes, you may have perishes, you may have an unknown SOE in the an unknown SOE in the water that needs to be water that needs to be
identified.identified.
TheThe CONTROL CONTROL is the normal is the normal expectation of what is to expectation of what is to
happen. happen.
Typically, you tend to Typically, you tend to already know what to already know what to
expect with yourexpect with your CONTROL, CONTROL, but you run the trials but you run the trials
anyway…just to be certain anyway…just to be certain there are no hiddenthere are no hidden SOE’s SOE’s
that could affect your that could affect your results.results.
The Grade Level The Grade Level Expectations provide you, Expectations provide you,
the educator, a rough the educator, a rough timeline of what to expect timeline of what to expect
from your students from your students according to their grade according to their grade
level. level.
Naturally, each student Naturally, each student progresses at different progresses at different
levels. These Expectations levels. These Expectations may, of course, be modified may, of course, be modified
to meet the individual to meet the individual needs of your learners.needs of your learners.
QMS QMS StrategyStrategyQQuestionuestion
MMethodethod
SSolutionolution
Consider the QMS Strategy as the Consider the QMS Strategy as the “challenge phase” of this method…..“challenge phase” of this method…..
Up to this time, you have been Up to this time, you have been providing your students with the providing your students with the
QQuestion to solve in their experimentsuestion to solve in their experiments
Now, let’s change the Now, let’s change the procedure a bit….procedure a bit….
QMS StrategyQMS Strategy
Instead of providing the question to Instead of providing the question to your students, now provide the your students, now provide the
MMethod (a procedure) or ethod (a procedure) or RResults (a esults (a data table or graph) for them to data table or graph) for them to
follow….follow….
- For example -- For example -
By providing a completed graph to By providing a completed graph to your students, or perhaps a your students, or perhaps a
procedure, your students can be procedure, your students can be asked to determine the experimental:asked to determine the experimental:
QuestionQuestion
HypothesisHypothesis
Data TableData Table
conclusionconclusion
17
18
19
20
21
22
23
24
6a 7a 8a 9a 10a 11a 12p 1p 2p 3p 4p 5p 6p
Time of Day
Tem
pera
ture
(C)
By providing a graph such as this, By providing a graph such as this, the Independent and Dependent the Independent and Dependent Variables can be identified……Variables can be identified……
(IV)
(DV)
……. and can be used to create a . and can be used to create a question and a hypothesis such question and a hypothesis such
as these:as these:
QuestionQuestion
Does the time of day affect its Does the time of day affect its temperature?temperature?
HypothesisHypothesis
If the time of day is increased, If the time of day is increased, then the temperature will then the temperature will
increase/decrease.increase/decrease.
…….and a data table such as this:.and a data table such as this:
8am8am
NoonNoon
4pm4pm
Time Time of dayof day
TemperatureTemperatureTrial Trial OneOne
Trial Trial TwoTwo
Trial Trial ThreeThree
AveraAveragege
The QMS Strategy The QMS Strategy forces the student to forces the student to look at an experiment look at an experiment from a more practical from a more practical
way….way….
as a as a PROBLEM PROBLEM to solve!!!to solve!!!
