My Favorite Inquiry My Favorite Inquiry Labs For APLabs For APLisa Devillez and Trina MerrickLisa Devillez and Trina Merrick

Marshall County High SchoolMarshall County High School

Are your Students Ready for Are your Students Ready for Inquiry?Inquiry? Do they get to the end of a lab and cannot Do they get to the end of a lab and cannot

remember what they were supposed to remember what they were supposed to find?find?

Do they get lost in the multitude of Do they get lost in the multitude of mindless directions?mindless directions?

Do they miss analysis questions or are Do they miss analysis questions or are unable to write about the purpose of a lab?unable to write about the purpose of a lab?

Do they fill in data tables without realizing Do they fill in data tables without realizing what they are writing down?what they are writing down?

If you answered yes to these questions, your If you answered yes to these questions, your students are ready!students are ready!

Are YOU Ready for Inquiry?Are YOU Ready for Inquiry? Can you tolerate some controlled chaos?Can you tolerate some controlled chaos? Can you refrain from spontaneously Can you refrain from spontaneously

blurting out answers to the essential blurting out answers to the essential questions yourself?questions yourself?

Can you resist the urge to say “move over Can you resist the urge to say “move over and let and let MEME do that”? do that”?

Can you suppress your overwhelming need Can you suppress your overwhelming need for absolute cleanliness, order, and for absolute cleanliness, order, and ““everything in its place-ednesseverything in its place-edness” for one ” for one day?day?

If you can answer yes to these (or MOST If you can answer yes to these (or MOST of these) questions, you are ready for of these) questions, you are ready for some spice in your classroom!some spice in your classroom!

Messy LabMessy Lab

Benefits of InquiryBenefits of Inquiry

Increases engagement and interest Increases engagement and interest in the lab.in the lab.

More realistic environment for More realistic environment for “doing” science.“doing” science.

Leaves room for more than one Leaves room for more than one approach to the problem.approach to the problem.

Students are less likely to lose sight Students are less likely to lose sight of the goal, because they decide of the goal, because they decide more of the path to get there.more of the path to get there.

Defining InquiryDefining Inquiry

The process of “inquiry” is modeled on the The process of “inquiry” is modeled on the scientist’s method of discovery. It views science as scientist’s method of discovery. It views science as a constructed set of theories and ideas based on a constructed set of theories and ideas based on the physical world, rather than as a collection of the physical world, rather than as a collection of irrefutable, disconnected facts. It focuses on asking irrefutable, disconnected facts. It focuses on asking questions, considering alternative explanations, and questions, considering alternative explanations, and weighing evidence. It includes high expectations for weighing evidence. It includes high expectations for students to acquire factual knowledge, but it students to acquire factual knowledge, but it expects more from them than the mere storage and expects more from them than the mere storage and retrieval of information.retrieval of information. Foundations, The Challenge and Promise of K–8 Science Foundations, The Challenge and Promise of K–8 Science

Education ReformEducation Reform (1997). Written by EDC’s Center for (1997). Written by EDC’s Center for Science Education and Published by the Science Education and Published by the National Science Foundation.National Science Foundation.

OUR Definition of InquiryOUR Definition of Inquiry

A laboratory experience where A laboratory experience where students make decisions about some students make decisions about some or all of the following:or all of the following:

ProcedureProcedure Data CollectionData Collection Equipment and Material SelectionEquipment and Material Selection DesignDesign Analysis MethodsAnalysis Methods Or any other element you chooseOr any other element you choose

Academic Expectations/KY Core Academic Expectations/KY Core Content Related to InquiryContent Related to InquiryAcademic ExpectationsAcademic Expectations2.12.1 Students understand scientific ways of thinking and working and Students understand scientific ways of thinking and working and

use those methods to solve real-life problems.use those methods to solve real-life problems.Students willStudents will1.1. formulate testable hypotheses and demonstrate the logical formulate testable hypotheses and demonstrate the logical

connections between the scientific concepts guiding a connections between the scientific concepts guiding a hypothesis and the design of an experiment.hypothesis and the design of an experiment.

2.2. use equipment, tools, techniques, technology, and use equipment, tools, techniques, technology, and mathematics to improve scientific investigations and mathematics to improve scientific investigations and communications.communications.

3.3. use evidence, logic, and scientific knowledge to develop use evidence, logic, and scientific knowledge to develop and revise scientific explanations and models.and revise scientific explanations and models.

4.4. design and conduct different kinds of scientific design and conduct different kinds of scientific investigations.investigations.

5.5. communicate and defend the designs, procedures, communicate and defend the designs, procedures, observations, and results of scientific investigations.observations, and results of scientific investigations.

6.6. review and analyze scientific investigations and review and analyze scientific investigations and explanations of other investigators, including peers.explanations of other investigators, including peers.

Three Types of InquiryThree Types of Inquiry

Challenge LabsChallenge Labs: Students are asked to : Students are asked to design an experiment and perform the design an experiment and perform the experiment. Materials can be provided or experiment. Materials can be provided or left up to the students to varying degrees.left up to the students to varying degrees.

Interesting QuestionsInteresting Questions: The teacher : The teacher presents an open-ended question, usually presents an open-ended question, usually within a student’s everyday experience. within a student’s everyday experience. Students then use defined variables to Students then use defined variables to answer the question. Pre-lab is used to answer the question. Pre-lab is used to define the variables.define the variables.

AnalysisAnalysis (skill application): Students use a (skill application): Students use a previously learned skill to perform analysis previously learned skill to perform analysis on an unknown quantity.on an unknown quantity.

Examples of Challenge Type Examples of Challenge Type LabsLabs

Chemistry:Chemistry: 30 Second Alka-Seltzer Challenge30 Second Alka-Seltzer Challenge

Physics: Physics: Tick-Tock & Grandfather ClockTick-Tock & Grandfather Clock Solid Fuel Rocket BuildingSolid Fuel Rocket Building Egg DropEgg Drop Balloon RocketsBalloon Rockets Design and Build a Speaker.Design and Build a Speaker.

Tick TockTick Tock

Examples of Interesting Examples of Interesting Question Type LabsQuestion Type LabsChemistry:Chemistry: How does the amount of CO2 released into the How does the amount of CO2 released into the

atmosphere from carbonated beverage atmosphere from carbonated beverage consumption relate to the amount released from consumption relate to the amount released from automobiles?automobiles?

Physics: Physics: Which hits the ground first: a rifle-fired bullet or a Which hits the ground first: a rifle-fired bullet or a

bullet dropped from the same height?bullet dropped from the same height? What’s in the box?What’s in the box? Which work shoe is best?Which work shoe is best? How much work can you do?/How much power is in How much work can you do?/How much power is in

you? (Muscle Up)you? (Muscle Up) Which one is heavier?Which one is heavier?

Examples of Analysis Type Examples of Analysis Type LabsLabs

Chemistry:Chemistry: Titration LabTitration Lab Identification of White PowdersIdentification of White PowdersPhysics: Physics: Torque Activity/Torque FeelerTorque Activity/Torque Feeler Measuring the Wavelength of Light Measuring the Wavelength of Light

With a RulerWith a Ruler Determine the Value of g (Picket Determine the Value of g (Picket

Fence Free-Fall)Fence Free-Fall) Projectile Motion Lab (Potato Projectile Motion Lab (Potato

Launcher Lab)Launcher Lab)

Find Them, Borrow Them, or Find Them, Borrow Them, or Make ThemMake Them Some inquiry type labs can be found in Some inquiry type labs can be found in

manuals, like PRISMS (Physics Resources manuals, like PRISMS (Physics Resources and Instructional Strategies for Motivating and Instructional Strategies for Motivating Students, University of Northern Iowa) or Students, University of Northern Iowa) or Conceptual Physics by Paul G. Hewitt. Holt Conceptual Physics by Paul G. Hewitt. Holt Physics Discovery and Invention Labs Physics Discovery and Invention Labs make good candidates for labs that lean make good candidates for labs that lean toward scenarios and some inquiry.toward scenarios and some inquiry.

There are many resources on the web.There are many resources on the web. But, if you cannot find what you want, or But, if you cannot find what you want, or

you don’t want to change the labs you you don’t want to change the labs you ALREADY do, you can transform your own ALREADY do, you can transform your own labs!labs!

From Cookbook to Sizzle-From Cookbook to Sizzle-InquiryInquiry Turning your step-by-step labs into Turning your step-by-step labs into

inquiry usually takes a little more inquiry usually takes a little more than simply removing instructions! than simply removing instructions! There are some decisions you must There are some decisions you must make.make.

These are not necessarily steps These are not necessarily steps which must be followed in a which must be followed in a particular order, but elements that particular order, but elements that will help organize your lab will help organize your lab experience.experience.

TemplateTemplatePURPOSE OBJECTIVES

TYPE: Challenge Lab Interesting Questions Analysis Other:__________

Delivery Method (can be more than one) Handout Verbal Projector Board PowerPoint Other__________

Materials: Delivery Statement:

Data: Analysis Type: Informal, Formal, Report

Analysis Questions: Post Lab Activities:

Purpose and ObjectivesPurpose and Objectives

Determine the purpose of the Determine the purpose of the lab. This can be the stated lab. This can be the stated purpose that is in the manual or purpose that is in the manual or a revision of your choice.a revision of your choice.

Determine the objectives of the Determine the objectives of the lab.lab.

Lab TypeLab Type

Decide which type of inquiry lab Decide which type of inquiry lab would suit the purpose and would suit the purpose and achieve the objectives.achieve the objectives.

Challenge LabsChallenge Labs

Interesting QuestionsInteresting Questions

AnalysisAnalysis

MaterialsMaterials

Determine the amount of materials Determine the amount of materials you are going to allow. you are going to allow. Providing a very limited amount of Providing a very limited amount of

materials “funnels” students to a materials “funnels” students to a narrower procedure from group to narrower procedure from group to group, group,

Giving more choices creates more Giving more choices creates more diverse procedures in your class. You diverse procedures in your class. You can begin by intentionally making can begin by intentionally making choices fewer until your comfort level choices fewer until your comfort level increases.increases.

Delivery Method to StudentsDelivery Method to Students

PowerPoint SlidesPowerPoint Slides Overhead/BoardOverhead/Board VerballyVerbally HandoutHandout

Delivery StatementDelivery StatementConvey the Purpose and/or Objectives Convey the Purpose and/or Objectives

ProcedureProcedure Mini-ProcedureMini-Procedure Question (Interesting Questions, Question Question (Interesting Questions, Question

for Analysis, Challenge Question)for Analysis, Challenge Question) ScenarioScenario DiscussionDiscussion Essential QuestionsEssential Questions Pre-Lab Questions/Post-Lab QuestionsPre-Lab Questions/Post-Lab Questions Data: Include any directions that you deem Data: Include any directions that you deem

necessary, like minimum number of necessary, like minimum number of samples, etc. Encourage repeatability.samples, etc. Encourage repeatability.

Analysis Type/Product TypeAnalysis Type/Product Type

InformalInformal FormalFormal Lab ReportLab Report Weight of gradeWeight of grade

Analysis QuestionsAnalysis Questions

Are there particular questions you Are there particular questions you want students to answer?want students to answer?

Are there examples of calculations Are there examples of calculations you want them to do?you want them to do?

Do you want to present this to them Do you want to present this to them before they perform the lab or after?before they perform the lab or after?

What kind, if any, post lab do you What kind, if any, post lab do you want?want?

FAQ’sFAQ’s ““What do I do about one group devising a What do I do about one group devising a

method and then sharing it?” Nothingmethod and then sharing it?” Nothing ““Can I answer any questions?” Decide Can I answer any questions?” Decide

beforehand what types of questions you beforehand what types of questions you will answer and how. If a question will answer and how. If a question surprises you, tell them you will think about surprises you, tell them you will think about it for a minute and get back to them, or it for a minute and get back to them, or better yet, ask them what they think.better yet, ask them what they think.

““If groups are not doing the same thing at If groups are not doing the same thing at the same time, isn’t it more work for me?” the same time, isn’t it more work for me?” Often it is in the beginning, but this Often it is in the beginning, but this improves with every lab you and your improves with every lab you and your students do.students do.

““Can we use scenarios?” Scenarios are Can we use scenarios?” Scenarios are always good and can fit into any of the always good and can fit into any of the three types. Be creative.three types. Be creative.

Links, Other Inquiry Ideas and Links, Other Inquiry Ideas and Further DiscussionFurther Discussion

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