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Nature of Science:Nature of Science:
►Science is a way of Science is a way of knowingknowing, a , a processprocess for gaining knowledge and for gaining knowledge and understanding of the understanding of the natural worldnatural world. .
►Who are scientists based on this Who are scientists based on this definition?definition?
►The answer is…..The answer is…..► ANYONE can be a scientist if they are ANYONE can be a scientist if they are
discovering about the natural world in a discovering about the natural world in a systematic way.systematic way.
Nature of Science DiscussionNature of Science Discussion
►Take some time and determine whether or Take some time and determine whether or not you can qualify being a scientist. not you can qualify being a scientist. Please write down why you can be a Please write down why you can be a scientist even though you are an 8scientist even though you are an 8thth grade grade student.student.
►Name someone in your family or who is Name someone in your family or who is close to you, that is a scientist and why.close to you, that is a scientist and why. Remember, if they are finding out about the Remember, if they are finding out about the
world in a systematic way, then they are a world in a systematic way, then they are a scientist. scientist.
Nature of Science:Nature of Science:
► Each science process is unique depending Each science process is unique depending on: 1) on: 1) what is observedwhat is observed and 2) and 2) how how scientistsscientists modify (change)modify (change) their conceptual their conceptual models and their experiments. models and their experiments.
► Mrs. Orgill will show you one scientific Mrs. Orgill will show you one scientific method that she performed as we go method that she performed as we go through this scientific process. (These slides through this scientific process. (These slides are in a different color so you know not to are in a different color so you know not to write notes on these slides.) write notes on these slides.)
► Here are some of the processes in a Here are some of the processes in a scientific investigation:scientific investigation:
Long Term Inquiry Project Presentation
Measuring Fetal Movement Dependent on Mother in
Motion or at Rest
Abby Orgill
Form a Form a research research questionquestion..
► Sometimes when we observe Sometimes when we observe something in the natural world we something in the natural world we may have many questions. However, may have many questions. However, when we want to collect data to find when we want to collect data to find out our answer, we choose one out our answer, we choose one question so we test one question at a question so we test one question at a time.time.
Guiding research question:
Does the mother’s movement have an affect on fetal motion, whether to increase or decrease?
I’ve often wondered that if my own actions cause my baby to move more or less, in particular if I am at rest or if I am in motion. One unique circumstance that I also have is currently I have five friends who are pregnant like I am in which we can talk about all of our pregnancy symptoms including our baby movements.
According to the research there are a couple of factors that could affect the baby’s motion, although the research did not say any definitive answer but instead focused more on possible likelihoods of why the baby is moving. A theme of the research was the fact that mothers at rest reported feeling baby kicks more often. Possible reasons why a mother does not feel her baby when she moves could be that she is either to busy to notice or her baby is rocked to sleep. (Murkoof & Mazel 2008, 243) Lying down might help mothers actually focus on their baby’s movement and thus women report higher activity during this time. (Curtis, G. 1997, p. 219)
Two things that have also been correlated with fetal movement are loud sounds and food intake. One interesting study showed that sound waves caused fetal movement after the 27th week. (Luz et. all, p. 1) Food intake has had continual references consider as a possible reason to jolt babies into movement. “One way to prompt fetal movement is to lie down for an hour or two in the evening, preferably after glass of milk, juice or other snack. The combination of your inactivity and the jolt of food energy may be able to get your fetus going.” (Murkoof & Mazel 2008, 244) While I cannot discredit these two factors, I will not be focusing on them for my long-term inquiry project
To reemphasize my question under investigation, my hypothesis is that a mother can rock her baby to sleep by being in motion and thus a mother will feel less kicks in motion than when she is at rest.
Discuss Discuss possible possible outcomesoutcomes of investigation of investigation
►Both of these steps would include;Both of these steps would include;►Researching on the topicResearching on the topic and and
Which I discussed I did in the last slide.Which I discussed I did in the last slide.►Creating a modelCreating a model..
I came up with a visual way to show what I came up with a visual way to show what I thought. I thought.
What one ends up deciding to test on is What one ends up deciding to test on is considered theconsidered the Hypothesis. Hypothesis.
Initial Inquiry Based Model In my model, I thought of four different ways that would cause my baby to
move. Since I could not test all of these ideas, the experiment focused on the two
middle causes to the baby’s movement. My Hypothesis was that if the mother was in motion then this rocked the baby to sleep (no movement). If the mother was at rest, this would cause the baby to be awake and move.
Loud Sound
Stimulates Auditory Sense
Auditory Response & Awakeness
Identify Identify variablesvariables.. ►A variable is anything that can A variable is anything that can
change the experiment.change the experiment.►There are three different variables.There are three different variables.
IndependentIndependent variable: what you variable: what you testtest.. ConstantConstant variables: what is not tested is variables: what is not tested is
kept the samekept the same between test groups. between test groups. DependentDependent variable: the variable: the resultsresults (how it (how it
is is measuredmeasured))►ControlControl groups: sometimes occur if one groups: sometimes occur if one
wants to wants to comparecompare what would what would normally normally happenhappen. A control group is the norm.. A control group is the norm.
~ Try to determine in your groups what the ~ Try to determine in your groups what the variables are in my experiment.variables are in my experiment.
Variables: Independent variable: mother in motion or not in
motion. Constant variables: all moms (the more data and
mothers participating the more accurate the data) should measure kicks the same way (all flutters should be
counted as a kick also), eat the same food, go to sleep at the same time, do the same amount of physical activity, be around the same noise level.
Dependent variable: the number of kicks at rest versus the number of kicks in motion.
No control group because there is no normal standard.
A Few of the Participants
Plan Plan proceduresprocedures to to control independentcontrol independent
variablevariable ►As much as to the extent possible, plan As much as to the extent possible, plan
to control the constant variables and to control the constant variables and only test only test one independentone independent variable.variable. I must admit, this experiment was VERY I must admit, this experiment was VERY
difficult to control. There was no guarantee difficult to control. There was no guarantee five women could do the same activities, go five women could do the same activities, go to bed at the same time, eat the same kind to bed at the same time, eat the same kind of food at the same time, etc.of food at the same time, etc.
Procedure1. All women participating in the investigation
will have a copy per day from the word document: “Recording Baby Kicks.”
2. All women are instructed to record (by way of tally marks) every time their baby moves and whether they were at rest or in motion. Each tally will be recorded under the time of day in half hour segments.
3. In addition, women will record the date when they felt the baby kicks, the times in which they ate food, when they were sleeping and most importantly the percent accuracy in which they recorded for the day. All women will be informed that the most important thing for the investigation is to give an honest report of what happened to the best of her ability.
Date: Recording Number of Kicks at Rest or in Motion
Week in Pregnancy:_____________ Time of Day Mom At Rest Mom Motion Time of Day Mom At Rest
Mom Motion Midnight Noon
12 30 AM 12 30 PM
1:00 AM 1:00 PM
1:30 AM 1:30 PM
2:00 AM 2:00 PM
2:30: AM 2:30: PM
3:00 AM 3:00 PM
3:30 AM 3:30 PM
4:00 AM 4:00 PM
4:30 AM 4:30 PM
5:00 AM 5:00 PM
5:30 AM 5:30 PM
6:00 AM 6:00 PM
6:30 AM 6:30 PM
7:00 AM 7:00 PM
7:30 AM 7:30 PM
8:00 AM 8:00 PM
8:30 AM 8:30 PM
9:00 AM 9:00 PM
9:30 AM 9:30 PM
10:00 AM 10:00 PM
10:30 AM 10:30 PM
11:00 AM 11:00 PM
11:30 AM 11:30 PM
% Accuracy in Recording:__________ * by the time you ate food
Squiggle out times you were asleep
Procedure Continued4. All data will be collected before July 10 in order to allow proper time for
analysis.5. Data will only be considered for the investigation if 90% accurate. 6A. Data will then be analyzed by adding up each day’s movement under
“mom at rest” or “mom in motion.” Data is analyzed by:-Recording the ratio of fetal kicks to fetal kicks at rest. -Comparing the ratio of Fetal Kicks in Motion
Fetal Kicks at Rest-A ratio greater than 1.0 would mean more kicks in motion then at rest.
6B. A little late in the project, I realized that I needed to also record how much time I spent in motion versus how much time I spent at rest. Since this information did not get out to the other women in time I will record the amount of time I spent in motion or at rest.
• The two ratio comparisons are:• Fetal Kicks in Motion vs. Amount of Time Mother is in Motion
Fetal Kicks at Rest Amount of Time Mother is at Rest
7. After data is analyzed, I can make a conclusion statement that supports or rejects my hypothesis. Also I can discuss other correlations that might have been noted by my data or my friends’ data (namely if glucose increases baby movement).
Collect dataCollect data on the on the dependentdependent variable.variable.
► You should know ahead of time how you You should know ahead of time how you will be collecting the data. will be collecting the data.
►Then when the experiment is occurring Then when the experiment is occurring you will be prepared to record the data you will be prepared to record the data as it comes.as it comes. Example: I knew that we’d be recording baby Example: I knew that we’d be recording baby
kicks at rest and baby kicks in motion. kicks at rest and baby kicks in motion.
Collecting Data: Women were asked to record by tally marks the number of kicks they felt and
whether they were at rest of in motion. I anxiously had all women start to record. Later I realized that it would also be important to record how much time the mom spent in motion per day compared to the amount of time spent at rest. This would have allowed me to analyze if the amount of fetal kick in motion equaled the amount of time spent in motion.
Date: Recording Number of Kicks at Rest or in MotionWeek in Pregnancy:_____________Time of Day Mom At Rest Mom Motion Time of Day Mom At Rest Mom MotionMidnight Noon12 30 AM 12 30 PM1:00 AM 1:00 PM1:30 AM 1:30 PM2:00 AM 2:00 PM2:30: AM 2:30: PM3:00 AM 3:00 PM3:30 AM 3:30 PM4:00 AM 4:00 PM4:30 AM 4:30 PM5:00 AM 5:00 PM5:30 AM 5:30 PM6:00 AM 6:00 PM6:30 AM 6:30 PM7:00 AM 7:00 PM7:30 AM 7:30 PM8:00 AM 8:00 PM8:30 AM 8:30 PM9:00 AM 9:00 PM9:30 AM 9:30 PM10:00 AM 10:00 PM10:30 AM 10:30 PM11:00 AM 11:00 PM11:30 AM 11:30 PM% Accuracy in Recording:__________* by the time you ate foodSquiggle out times you were asleep
Women were to record the following:
1. Date and weeks pregnant2. Number of kicks while at
rest3. Number of kicks while at
motion4. The percent accuracy in
recording kicks5. A * when they took in food6. Times when they were
sleeping and could not record kicks.
~ Women were given two weeks to collect data and I encouraged them to do as many days as possible that were recorded as 90% accurate.
Madison Elgan (34) June 23 45 205 45/205 = .22 4hrs/9hrs=.4 50% 18% 31% Lindsay Smith (22) June 26 19 62 19/62 = .31 24%Lindsay Smith (22) June 27 22 21 22/21 = 1 .05 51%Lindsay Smith (22) June 28 2 71 2/71 = .028 2.7%Lindsay Smith (22) June 30 45 65 45/65 = .69 41%Becky Westover (34) 17 5 17/5 = 3.4 77%Becky Westover (34) 7 12 7/12 = .58 37%Becky Westover (34) 3 8 3/8 = .375 27% Abby Orgill (33) June 17 5 181 5/181 = .028 2.7%Abby Orgill (33) June 18 5 215 5/215 = .023 1.25/15.25 = .08 72% 2.3% 7.6%Abby Orgill (33) June 19 2 126 2/126 = .016 1/16.5 = .06 73% 1.6% 5.7%Abby Orgill (33) June 20 13 81 13/81 = .16 1.66/12 = .31 48% 14% 12%Abby Orgill (34) June 22 20 151 20/151 = .13 2.25/13.25 = .17 24% 12% 15%Abby Orgill (34) June 23 2 139 2/139 = .014 1.66/14.34 = .11 87% 1.4% 10%Abby Orgill (34) June 26 20 86 20/86 = .23 2.41/8.59 = .28 18% 19% 22%Abby Orgill (34) June 27 3 43 3/43 = .070 1.5/7.5 = .2 65% 6.5% 17%Abby Orgill (34) June 29 29 160 29/160 = .18 3.5/11.5 = .30 12% 15% 23%Abby Orgill (34) June 30 41 209 41/209 = .20 3/12.5 = .24 17% 16% 19%Abby Orgill (35) July 1 39 141 39/141 = .28 3.33/11.66 = .29 3.5% 22% 22%Abby Orgill (35) July 2 31 160 31/160 = .19 4.25/11.25 = .38 50% 16% 27%Abby Orgill (35) July 3 18 136 18/136 = .13 2.66/12.34 = .22 41% 12% 18%Abby Orgill (35) July 6 10 110 10/110 = .09 2.75/12.75 = .22 60% 8.3% 18%Haili Packer (24) June 29 26 22 26/22 = 1.18 54%Haili Packer (24) June 30 17 20 17/20 = .85 46%Haili Packer (26) July 6 17 14 17/14 = 1.21 55%Haili Packer (26) July 7 14 14 14/14 = 1.0 50%Haili Packer (26) July 8 11 10 11/10 = 1.1 53%
Participant/ Date Total Kicks Kicks in motion/ Mom in Motion / % Error % of kicks % of hours
Weeks in Motion at Rest Kicks at Rest Mom at Rest Comparison in motion in motion
Analyzing Data: Baby Kicks Recorded
- The numbers in blue indicate when baby kicks in motion outnumbered the baby kicks at rest. - It also indicates, in the last two columns, when the percent of time in motion (hours in motion/total hours) at least equaled the percent of time the baby kicked while mom was in motion (# of kicks in motion/total kicks).
Initial Observations from Data Collection”
Six of the 27 total days recorded by the five participants had the kicks at rest be higher than the kicks while the mom was in motion. (This is 22% of the days.)
Out of the 14 days that compared the time the mom spent in motion vs. at rest, only once did the percent of kicks in motion equal (but never exceeded) the percent of time the mom was in motion. (This 7% of the days measuring the ratio of moms motion)
Select appropriate Select appropriate format to format to
summarize data summarize data obtained.obtained.►Some ways that you can analyze the Some ways that you can analyze the
data appropriately are through:data appropriately are through: GraphsGraphs ChartsCharts DiagramsDiagrams
►Etc.Etc.
Graph of Participant #1
0
50
100
150
200
250
Number of Kicks
Kicks in Motion Kicks at Rest
Day 1
Madi Elgan (at 34 weeks)
1
Graph of Participant #2
01020304050607080
Number of Kicks
Day 1 Day 2 Day 3 Day 4
Time in Days
Lindsay Smith Baby Kicks Comparison (at 22 weeks)
Kicks in Motion
Kicks at Rest
Graph of Participant #3
0
5
10
15
20
Number of Kicks
Day 1 Day 2 Day 3
Time in Days
Becky Westover Kicks Comparison (at 34 weeks)
Kicks in Motion
Kicks at Rest
Graph of Participant #4
0
5
10
15
20
25
30
Number of Kicks
Day 1 Day 2 Day 3 Day 4 Day 5
Time in Days
Haili Packer Kicks Comparison (at 26 weeks)
Kicks in Motion
Kicks at Rest
Graph of Participant #5
0
50
100
150
200
250
Number of Kicks
1 3 5 7 9 11 13
Time in Days
Abby Orgill Kicks Comparison(at 33 to 35 weeks)
Kicks in Motion
Kicks at Rest
Additional Data
The higher the red bar the more the mom was in motion. The higher the blue bar the more the baby kicked when in motion. A ratio of .5 on the blue data would mean that equal amount of time the baby spent kicking when mom was in motion and spent kicking when the mom was at rest.
Abby Orgill: Comparison of Mom's Motion to Baby's Kicks
00.050.1
0.150.2
0.250.3
0.350.4
Time in Days
Rat
io
Ratio of Baby(kicks inmotion/kicks atrest)Ratio of Mom'sMovement (hoursin motion/hours atrest)
Additional Data
Slide #2 if needed
Abby Orgill: Comparing Percent Kicks to Percent in Motion
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%1 3 5 7 9 11 13
Time in Days
Per
cen
t o
f K
icks
in
M
oti
on
an
d M
om
in
M
oti
on
% of kicks in motion(kicks in motion/totalkicks)
% of hours in motion(hours in motion/totalhours)
Additional Data: Averages
19% of all kicks were in motion; 71% of all kicks were at rest.
Average Kicks from Total Kicks of All Participant
Kicks in Motion
Kicks At Rest
Average of Percents: Kicks in Motion compared to Mom in Motion.
Percent of Kicks inMotion
Perecent of time Momin Motion
24% of the time the mom was in motion and the baby was not kicking.
AnalyzeAnalyze data and data and construct construct reasonable reasonable
conclusionsconclusions..►Think about what worked and what Think about what worked and what didn’t work before coming up with a didn’t work before coming up with a main statement.main statement.
►Many scientists must say that data Many scientists must say that data was inconclusive (meaning it didn’t was inconclusive (meaning it didn’t work)… work)… butbut this gives them the this gives them the chance to change their experiment chance to change their experiment and and try againtry again..
► - This whole process relies on - This whole process relies on inquiryinquiry: : which is to make a strong which is to make a strong assumption assumption based on the based on the data data that is that is collected.collected.
Observations from Graphing/Analyzing Data
Each participant had different maximum totals of recording baby kicks. For example:Madi & Abby had total kicks as high as the 200s and both
women were around 34 weeks pregnant. Haili and Lindsey reported less than 70 kicks per day and
both women were around 22 to 26 weeks pregnant.
Differences in kicks could be attributed to the nature of each baby, the ability or mechanism the mother had in recording kicks (disregarding a small movement or hiccup as something else), etc. This would actually have a difference in the accuracy of recording even though women were instructed to be 90% of more accurate
Observations from Graphing/Analyzing Data
Although the statistical data has not yet been reviewed, it seems to me that the graphs do not have any trends to make an inference. I know that for me, some days my baby would just move less or
she wouldn’t hiccup that day and I would therefore not count her movement as much as another day.
Also I noticed that kicks I recorded while in motion were usually much larger than the kicks I felt at rest. I would tend to agree with a statement, if a mom is in motion she might be distracted by other events and sensations to not notice the small movement.
It is interesting thought that 24% of the time the mom was in motion she did not feel kicks. That means that 76% the time the mom recorded when she was in motion she felt kicks.
Conclusions The data does not support the idea that a mom in
motion will rock her baby to sleep and therefore not feel baby movement. The hypothesis is not accepted by the data analyzed so far.
Women did record feeling their babies move while in motion, but women reported, for the most part, feeling more movement while they were at rest.
Perhaps this is true because most women spend more of their day sitting (being at rest) than actively moving around. I know this is true for myself having recorded more of my time at rest than in motion. Yet it is uncertain how much the participants were in motion because they were not instructed to record the amount of time they were in motion.
Prepare written and Prepare written and oral reports of the oral reports of the
investigation.investigation.►Among including questions, models, Among including questions, models,
experimental plan, data, graphs etc. …experimental plan, data, graphs etc. …► It may also include limitations of the It may also include limitations of the
study, what needs to be improved, and study, what needs to be improved, and a revised model. a revised model.
Limitations of the Study Women were not instructed to record the amount of time they
were in motion vs. while they were at rest, in addition to the baby kicks recorded. The data does not let us compare how much time a mom is in motion.
Each woman may have recorded the baby kicks differently, a failure due to my lack in recognizing this variable and thus affected my instruction to particpants. An example of this could be recording baby hiccups, each hiccup could be
recorded as a baby movement. This makes data scores in the high 100s to low 200s and is most often felt while at rest and are too small to maybe notice while a mom is in motion.
Women could not be on the same schedule, eating, sleeping, at rest etc. This variable may account for differences in recording movement at different times of the day.
Revised Inquiry Based ModelThe main change I made was that now I think mom’s in
motion will pay attention to small and large movements at rest but will not notice small movements while in motion. This is still just a hypothesis and I would have to do additional study to validly conclude the idea of what a mom perceives as movement while in motion or at rest.
Loud Sound
Stimulates Auditory Sense
Auditory Response & Awakeness
Mom’s attention to other senses around her.
Mom may not notice small baby movements
Mom’s attention to other senses around her.
Mom can notice small baby movements better.
PERCEIVED
Reflections on the Investigation This investigation has taught me that doing experiments in real world
settings is very difficult to carry out. Especially because there are many variables to consider which need to be kept constant so that the one variable under study can be more valid.
For example, there could be many variables in combination with one another that could cause fetal movement.
I still want to investigate further the idea of mother’s food intake waking the baby and the idea of loud sounds waking the baby and thus causing fetal movement. These are actually two ideas mentioned by my doctor for me to wake my baby.
Research also suggested that glucose may increase baby’s movement as well as loud sounds. There was a correlation to eating and the amount of baby kicks (although this was not the main focus of study). When a woman ate 54% of the time reported an increase in fetal movement within the hour, 9% of the time reported no fetal movement, and 37% of the time there was fetal movement but no increase from the previous hour. These two areas of glucose and sound are what I’d like to focus on additional experimentation.
Reflections on the Investigation I’ve learned that in order to make a valid claim in a real
world setting takes a lot more work and consideration then I originally thought.
I’ve also learned that many times data conclusions might not be able to show any significant differences
* I think that both of these things can help teach students to appreciate the scientific process and how much energy and effort goes into making any statement of significance.
Reflections on Model Based Inquiry (MBI) as an Instructional Strategy
Thoughts about using MBS as an instructional strategy in your classroom with middle/high school students:Models help students articulate and map ideas.This helps students choose investigable questions
as well as realize what types of factors may influence the experiment and therefore need to be kept constant if possible.
Models can also help make students be invested in their inquiry project by choosing an idea in concept that interests them.
Reflections on Model Based Inquiry (MBI) as an Instructional Strategy
Advantages: Students participate in the scientific process which is important
to experience observing quantitative and qualitative data, question, make predictions, experiment, analyze, make inferences, conclude etc. These can be done without the MBI model, but will probably not invest students in what is interesting to them.
Concerns:The logistics of helping students run an investigation that takes a
pathway that is unknown to the teacher or student is challenging. Time is of a concern as well as making sure the correct instruments and measurements help students derive to answer. But I think it takes practice to run in the classroom.
References used in framing their Research
Question in Current Literature slide(s). Murkoof, S. and Mazel, S. 2008. “What to expect when
you’re expecting” 4th Edition. Workman Publishing Company, Inc. New York, NY (Foreward and contributor: Dr. Charles Lockwood, M.D.)
Cutris, Glad B. M.D.,OB/GYN 1997. Your pregnancy week by week. Tuscon, AZ. Fisher Books
Luz, S.H., Vasconcellos, F.C., Kreling, T., Pacheco, F.S. & Chaves, M.L.F. “Vibratory acoustic stimulation; Heart-rate response; Labor-Intensity, Movement; Sound; Sheep; Term” Journal of Perinatal Medicine. Berlin, Germany.
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