STANSW Science Education News Journal 2019 2019 SEN Vol 68 Issue 4 | Page 67

YEARS 7–12 IDEAS FOR THE CLASSROOM Year 7 Practical Skills for Inquiry Learning – Part 4 (continued) then contribute to a discussion on the necessity of repeating experiments to check results. Possible questions to investigate: 1. Which type of frame will blow the best bubbles? • I have suggested that some equipment is already on the benches, but that the rest is in two central locations for students to select what they need – the aim being not to pre-empt their thinking. If you think your class might need more guidance then all apparatus can be put on the individual benches. 2. Which shaped frame will blow the best bubbles? 3. Which bubble mixture will blow the biggest bubbles? 4. Which bubble mixture will blow the longest-lasting bubbles? 5. or any others you can think of – including any questions students may come up, with as long as they are investigative questions? • Students may want to ‘play’ with the bubble mixture – but not until after they have finished their experiments – if at all. Even if they are all working sensibly, the bench and possibly the floor will get ‘wet’, and the safety officers will need to keep this in check. You may decide to warn students about slipping if the floor does get wet. Students doing questions 1 or 2 will have to decide how they will determine ‘best’ etc. in a scientific way (i.e. what criteria they use to decide which of the bubbles is best for the question they will try to answer). All groups will need to decide whether a fair test is needed; what must stay the same, and how to ensure this is so; what they will deliberately change in each experiment; how they will measure what changes are caused; whether there are other things which may affect the experiment but over which they have no (or little) control; whether they need to repeat the experiment to check results and if so how many times. They will be using their growing knowledge of the ‘scientific method’ ideas far more specifically in this activity so it is important you keep watch and be ready with questions to prompt them to explain what they are doing and why. • Listen to what the groups are saying as you move round the lab, and if necessary ask them questions to try to prod them in the right direction. It is important, however, that you don’t tell them what to do, and that they don’t need to have their plan checked by you before they begin. • However, don’t insist that the students write a full experimental plan; just let them get on with it once they have worked out what to do. When they have completed the task and answered their question, they can write down the steps taken and their results – perhaps as a flow chart. This can then be used for the class discussion which follows. What the teacher does: What the students do: • If possible, students should be in groups of 3, making it easier for each group member to actively participate, both by offering ideas and blowing bubbles – and also for you to check on that. It is also a good idea to use the role cards – perhaps reporter, recorder and equipment manager/safety officer. • You will be working in groups of three to work out how you will answer one of the 4 questions about blowing bubbles! Choose your roles from the role cards – reporter, recorder and equipment manager/safety officer. Each one of you will be an experimenter. • Once students have chosen a question to investigate they will need to discuss what they are going to do to try to answer it. Maybe the recorder could jot down the ideas proposed, indicating who made each suggestion – but you may feel this is going too far? The only purpose for this would be for you to ensure each group member is contributing ideas rather than for you to need to ‘check’ them. • You will find some apparatus and your question at your work station. There is extra apparatus for you to choose from on the front bench – one set for Q1 and Q2 and another set for Q3 and Q4. • Each group will need to discuss what your question is asking you and what experiments you will need to do to answer the question. Each member of the group needs to contribute answers, and the recorder should jot down all the ideas and indicate who contributed which. This is just to try to encourage all members to contribute rather than criticising the ideas of others! • All groups will have to work out an ‘operational definition’ i.e. which criteria they will use to define ‘best’, ‘biggest’, etc., and again we want the recorder to write down each person’s ideas as well as any decisions the group makes. • If, for example, one group is testing 3 different types of frame to answer Q1, they will need to realise that, to be consistent, the same person will need to blow bubbles using all 3 frames. For every person to have a turn to blow bubbles they will have in effect repeated the experiment 3 times. This can • Decide on your plan (you may want to write it down) so the equipment manager can collect the necessary stuff from the front bench. Ask your teacher if you think you need anything extra. 67 SCIENCE EDUCATIONAL NEWS VOL 68 NO 4