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Science lesson plan · 10th grade (Year 11 in England) · 60 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 · 6 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: How does exercise affect heart rate? Which is the independent variable (the one you change)? (heart rate (beats per minute) / the same person / minutes of exercise / height of the ramp) → minutes of exercisePrompt: Independent variable: the one you change. Dependent variable: the one you measure.
  2. Ice-cream sales and sunburn cases both rise in summer. What is the best explanation? (Eating ice cream causes sunburn. / Sunburn makes people buy ice cream. / Hot sunny weather causes both. / It is impossible to explain.) → Hot sunny weather causes both.Prompt: Two things can rise together without one causing the other.
  3. Investigation: Does the number of cells (batteries) affect how bright a bulb is? Which is the dependent variable (the one you measure)? (brightness of the bulb / length of wire / number of cells / time for the water to evaporate) → brightness of the bulbPrompt: Independent variable: the one you change. Dependent variable: the one you measure.

Hook · 6 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 · 12 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 · 12 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: 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? (the colour of the magnesium / the volume of gas after 1 minute / the acid concentration / the temperature) → the temperaturePrompt: Look only at the description of Experiment 2.
  2. 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? (the acid concentration / the temperature / the volume of gas after 1 minute / the colour of the magnesium) → the acid concentrationPrompt: What was tested in Experiment 1?

You do: independent practice · 17 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 · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. 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 drop height / the floor surface / the mass of the ball / the bounce height) → the drop heightPrompt: What was tested in Experiment 1?
  2. A study finds a result with only 3 samples. What is the best next step? (Repeat with a larger sample / Change the data / Use fewer samples / Publish it as proof) → Repeat with a larger samplePrompt: Small samples can give misleading results.

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

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

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

  2. Question 2

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

  3. Question 3

    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?

    • A. the temperature of the room
    • B. the string length
    • C. the time for 10 swings
    • D. the mass of the bob

  4. Question 4

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

  5. Question 5

    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 increases the dependent variable.
    • C. It is not needed.
    • D. It is a control group to compare against.

  6. Question 6

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

  7. Question 7

    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 drop height
    • C. the mass of the ball
    • D. the bounce height

  8. Question 8

    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. Which variable was kept constant in Experiment 2 but changed in Experiment 1?

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

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Answer key: Evaluating experiments (research summaries)

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

  2. 2. C. the acid concentration

  3. 3. D. the mass of the bob

  4. 4. B. the volume of water

  5. 5. D. It is a control group to compare against.

  6. 6. B. the drop height

  7. 7. A. the floor surface

  8. 8. A. the temperature