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2. 4:00 - 4:05 PM Welcome 4:05 - 4:15 PMStarter on Fair test 4:15 - 5:30 PMFair test 5:30 - 6:00 PM Can we implement the fair test in students’ exams? 6:00 - 6:15 PMPrayer Break 6:15 - 7:15 PMHow can you help your students to fair test? 7:15 - 7: 30 PMSurvey and Feed back 2

3. Ahmed and Ali are investigating how electrical resistance of wires changes with length. Unfortunately both of them let the current get too high for shorter wires, which increases the temperature drastically. Since temperature affects resistance (in addition to the length), it is not a fair test. Think: 1. What are the mistakes students did it in this experiment? 2. What could we do to make it good experiment (fair test) 3. Identify the independent and dependent variables in their investigation.

4. Conducting a Fair Test How Science Works

5. What is a Fair Test? “A fair test is where you ensure that results are due to the effect of the independent variable on the dependent variable and to no other factors.” “You achieve this by ensuring that all the variables other than the independent variable are kept constant or controlled.”

6. An investigation where only one factor is changed while all others are kept the same (controlled). This way, the changes are due only to the thing we want to test e.g. if testing the effect of amount of light on growth of seedlings, keep everything else the same e.g. type of soil, amount of water, temperature, length of time grown etc.

7.  The things that can change in an experiment are called variables. e.g. in the seedling experiment, variables were amount of light, amount of water, temperature, soil type….

8. There are different types of variables in an investigation:  Independent variable: (What I change) the thing that is changed on purpose  Dependent variable: (What I observe / measure) the thing that is measured  Controlled variables: (What I keep the same) all other changeable factors that must be kept the same to ensure a fair test

9. The following apparatus is used to investigate the effect of glucose concentration on the rate of yeast respiration. Glucose concentration is the independent variable, and the volume of gas produced is the dependent variable... Example

10. Identify the control variables that you would need to keep constant during the experiment, to ensure a fair test. Identifying Control Variables Move on to the next slide to show the variables…

11.  The age and species of the yeast  The temperature of the reactants  The mass of yeast  The volume of glucose solution “To be sure that changes in the volume of carbon dioxide produced are due to changes in glucose concentrations, you would have to ensure that the following control variables were kept constant…” Identifying Control Variables

12. Identifying a Fair Test For these investigations, identify the experiment which would give a fair test…

13. Can we implement the fair test in students’ exams?!!

14. Test B, 5a Bean seeds In this question Aisha has described how she will make an investigation fair. Pupils need a good understanding of why a test needs to be fair in order to recognise and explain if the factors are important or not. In part 5b, most pupils recognised that the colour of the watering can doesn’t matter. However, in this part, 5a, pupils have more difficulty recognising why using the same type of soil is important. Level 3 Sc1/2d

15. A. One type of soil could be rocky and the other plain mud with toxins B. Because she is using the same thing on everything C. Because she should only change the type of bean seed she grows D. Some soil might have more nutrients than a different type of soil E. Because you need to make it fair in a test F. If she uses different soils, one might be better than another G. If you use different types of soil the beans might grow quicker or slower H. Some seeds may only grow in a certain soil I. Some soils have less pH than others J. If you use a different soil you won’t get a fair test K. She is trying to find out which seed germinates more quickly, not the best soil B, E, J = Wrong A, D, F, I = Allowable C, G, H K = Correct

16. © Qualifications and Curriculum Authority, 2006. Test B, 9b Making bread In this question pupils are given all the variables in a test. They are required to identify which ones should be kept the same in each mixture, and which is the variable being changed. Level 4 Sc1/2d

17. © Qualifications and Curriculum Authority, 2006. Test B, 9b Making bread In this question pupils are given all the variables in a test. They are required to identify which ones should be kept the same in each mixture, and which is the variable being changed. Level 4 Sc1/2d

19. Generate Ideas Change Measure/observe Which variable might affect … What will be our evidence?

20. c Let’s make a question The variable I will change is.. The variable I will measure/observe is m c These variables I will keep the same ccc cc

21. Making a prediction the when I c m I think that… What will happen to because…

22. How much data do I need? m c How many I will have I will take Why might you want to measure/observe what happens more than once? To make your data more reliable

23. Table of Results Table of Results change c m

24. Table of Results change cm *

25. When you draw up a table of your results, the independent variable goes in the first column, like this: Tables If you take several readings of the dependent variable, then you can calculate the mean (average) Then your results will be more reliable.

26. Making a graph m c

27. Interpreting graphs m c Key questions Which is the highest reading? Which is the lowest reading? Do all the readings increase? Are there any unusual readings?

28. Drawing conclusions When I m c What happened to Key Questions What happened and why? Is this what I thought would happen? Has this proved or disproved a some of my scientific understanding?

30.  Take a simple context such as bouncing a ball, or dissolving some sugar in water.

31.  Which factors are suitable for being measured (the dependent variable)?  Are there any variables that are irrelevant and unlikely to affect the outcome of the investigation?  Out of the remaining variables, only one should be changed in an investigation (the independent variable) and all the others should be kept the same.  Write down a question using these variables that you could investigate.

32. Type of ball Weight of ball Height from which ball is dropped Size of ball Surface on which ball is dropped Indoors or outside How high the ball bounces How the ball is dropped Number of times the ball bounces How long the ball continues to bounce How many times will a ball bounce on different surfaces? dependent variableindependent variable Which of the variables need to be kept the same for this investigation?

33. Amount of sugarType of liquid Type of sugarMaterial of beak Size of beaker How long it takes to dissolve Amount of water Stirring the mixture Temperature of waterThermometer How long will it take to dissolve different types of sugar? dependent variableindependent variable Which of the variables need to be kept the same in this investigation?

34. Biology: Investigate the tar content of different brands of cigarette. Investigate the effect of concentrations of sulfur dioxide on growing plants. Investigate the effect of exercise on the heart rates of people’s size. Investigate the rate of osmosis between solutions of different concentration. Investigate the effect of concentrations of sulfur dioxide on growing plants.

35. Physics Do investigation to show that the time taken by an object to drop is independent of its mass under conditions of negligible air resistance. Do investigation to measure the power output of a muscle under varying conditions. Do investigation to compare the insulating properties of different roof materials and structures. Do investigation to study the factors effecting on the resistance of a wire

36. Chemistry: Investigate the effect of factors affecting rates of reaction. Do investigation to compare the energy output from a blue and a yellow Bunsen flame.

37.  Do science investigation in your classroom.  Bring the daily lesson plan.  Evidence of students work.  The reflection on your lesson. 37

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