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Science lesson plan · 10th grade (Year 11 in England) · 45 minutes

Evaluating experiments (research summaries)

Working scientifically

CCSS NGSS.SEP 3CCSS NGSS.SEP 6England: KS4 Working scientifically

Objective and success criteria

Students will: Evaluating experiments (research summaries).

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Independent, dependent and control variables; Drawing conclusions from evidence

Leads to: Comparing scientific explanations (conflicting viewpoints)

Materials: Simple equipment for a fair test, Results table template, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 5 min

  • Quick retrieval from earlier learning (Independent, dependent and control variables; Drawing conclusions from evidence). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Investigation: Does the temperature of water affect how quickly sugar dissolves? Which is the independent variable (the one you change)? (time for the sugar to dissolve / number of cells / water temperature / volume of water) → water temperaturePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Results: the higher the ramp, the further the car rolled. Which conclusion fits? (Lower ramps make cars go further. / Increasing the ramp height increases the distance travelled. / Heavier cars always go further. / The ramp height has no effect.) → Increasing the ramp height increases the distance travelled.Prompt: A conclusion describes the pattern in the results.
  3. Investigation: How does the height of a ramp affect how far a toy car travels? Which is the dependent variable (the one you measure)? (time to fall / distance the car travels / the same floor surface / height of the ramp) → distance the car travelsPrompt: Independent variable: the one you change. Dependent variable: the one you measure.

Hook · 5 min

  • Show a simple experiment with one thing changed and ask what makes it a fair test.
  • Share the objective: Evaluating experiments (research summaries). Read the success criteria together.

I do: model it · 10 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Experiment 1: A pendulum with a 0.5 kg bob was timed for 10 swings with string lengths of 0.25 m, 0.50 m and 1.00 m. Experiment 2: A 1.00 m pendulum was timed with bobs of 0.1 kg, 0.5 kg and 1.0 kg. In Experiment 2, which variable was changed on purpose?
  • Step 1: In Experiment 2 the different values are given for the mass of the bob.
  • Step 2: So the answer is: the mass of the bob
  • Answer: the mass of the bob
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 10 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Experiment 1: A pendulum with a 0.5 kg bob was timed for 10 swings with string lengths of 0.25 m, 0.50 m and 1.00 m. Experiment 2: A 1.00 m pendulum was timed with bobs of 0.1 kg, 0.5 kg and 1.0 kg. In Experiment 2, which variable was changed on purpose? (the mass of the bob / the temperature of the room / the string length / the time for 10 swings) → the mass of the bobPrompt: Look only at the description of Experiment 2.
  2. Experiment 1: A student dropped the same ball from heights of 0.5 m, 1.0 m and 1.5 m onto a wooden floor and measured the bounce height. Experiment 2: The student dropped the same ball from 1.0 m onto wood, carpet and concrete. Which variable was kept constant in Experiment 2 but changed in Experiment 1? (the floor surface / the drop height / the bounce height / the mass of the ball) → the drop heightPrompt: What was tested in Experiment 1?

You do: independent practice · 10 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

Exit ticket · 5 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Experiment 1: A pendulum with a 0.5 kg bob was timed for 10 swings with string lengths of 0.25 m, 0.50 m and 1.00 m. Experiment 2: A 1.00 m pendulum was timed with bobs of 0.1 kg, 0.5 kg and 1.0 kg. Which variable was kept constant in Experiment 2 but changed in Experiment 1? (the time for 10 swings / the temperature of the room / the string length / the mass of the bob) → the string lengthPrompt: What was tested in Experiment 1?
  2. In a drug trial, neither the patients nor the doctors know who gets the real drug. Why? (To make the trial shorter / Because the drug is secret / To save money / To stop expectations from biasing the results) → To stop expectations from biasing the resultsPrompt: People's beliefs can change what they report.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Independent, dependent and control variables.
  • Use concrete materials: simple equipment for a fair test.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Comparing scientific explanations (conflicting viewpoints).
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-10.

Free lesson plan from eurekami.com/lesson-plan-builder

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Evaluating experiments (research summaries)

Name

Date

Score/ 8

  1. Question 1

    A scientist tests a new fertiliser on 20 tomato plants. Another 20 plants get no fertiliser. What is the purpose of the second group?

    • A. It makes the experiment faster.
    • B. It is a control group to compare against.
    • C. It is not needed.
    • D. It increases the dependent variable.

  2. Question 2

    Experiment 1: Seeds were kept at 10 °C, 20 °C and 30 °C, all watered daily, and the number that germinated was counted. Experiment 2: Seeds were kept at 20 °C and given 0, 5 or 10 mL of water a day. In Experiment 2, which variable was changed on purpose?

    • A. the number of seeds that germinated
    • B. the temperature
    • C. the volume of water
    • D. the colour of the pots

  3. Question 3

    Experiment 1: A student dropped the same ball from heights of 0.5 m, 1.0 m and 1.5 m onto a wooden floor and measured the bounce height. Experiment 2: The student dropped the same ball from 1.0 m onto wood, carpet and concrete. Which variable was kept constant in Experiment 2 but changed in Experiment 1?

    • A. the drop height
    • B. the floor surface
    • C. the mass of the ball
    • D. the bounce height

  4. Question 4

    Hypothesis: "Plants grow faster in blue light than in red light." Which experiment tests it best?

    • A. One plant in blue light outdoors and one in red light indoors
    • B. Identical plants under blue or red lamps of equal brightness, same water and temperature
    • C. Different species under the same lamp
    • D. Plants in blue light only

  5. Question 5

    Experiment 1: Magnesium ribbon was added to hydrochloric acid at concentrations of 0.5, 1.0 and 2.0 mol/dm³ at 25 °C, and the gas volume after 1 minute was measured. Experiment 2: The 1.0 mol/dm³ acid was used at 15 °C, 25 °C and 35 °C. In Experiment 2, which variable was changed on purpose?

    • A. the volume of gas after 1 minute
    • B. the temperature
    • C. the colour of the magnesium
    • D. the acid concentration

  6. Question 6

    Experiment 1: Magnesium ribbon was added to hydrochloric acid at concentrations of 0.5, 1.0 and 2.0 mol/dm³ at 25 °C, and the gas volume after 1 minute was measured. Experiment 2: The 1.0 mol/dm³ acid was used at 15 °C, 25 °C and 35 °C. Which variable was kept constant in Experiment 2 but changed in Experiment 1?

    • A. the temperature
    • B. the colour of the magnesium
    • C. the volume of gas after 1 minute
    • D. the acid concentration

  7. Question 7

    A study finds a result with only 3 samples. What is the best next step?

    • A. Use fewer samples
    • B. Publish it as proof
    • C. Repeat with a larger sample
    • D. Change the data

  8. Question 8

    Experiment 1: A student dropped the same ball from heights of 0.5 m, 1.0 m and 1.5 m onto a wooden floor and measured the bounce height. Experiment 2: The student dropped the same ball from 1.0 m onto wood, carpet and concrete. In Experiment 2, which variable was changed on purpose?

    • A. the floor surface
    • B. the bounce height
    • C. the drop height
    • D. the mass of the ball

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Answer key: Evaluating experiments (research summaries)

  1. 1. B. It is a control group to compare against.

  2. 2. C. the volume of water

  3. 3. A. the drop height

  4. 4. B. Identical plants under blue or red lamps of equal brightness, same water and temperature

  5. 5. B. the temperature

  6. 6. D. the acid concentration

  7. 7. C. Repeat with a larger sample

  8. 8. A. the floor surface