DataTools Investigation Planning and Documentation Template

Please include your initials in the file name of the electronic version of this document.

Use this template to:
1. Guide the planning of your investigation
2. Share your plan online with your DataTools colleagues
3. Report on the implementation of the investigation

• Complete Part 1 and upload the template to the DataTools Web site during the online collaboration period that precedes implementation.

• Add information to Part 2 and upload the entire template (Parts 1 and 2) to the DataTools web site during the online collaboration period that follows implementation.  

Part 1 

Your Name___Jessica Sanchez___________Date_____Sept 2008_________

Grade(s) taught__8th grade science____

Key Parts of an Investigation

1	Question(s)
2	Goals
3	MA state frameworks
4	Overview & approximate time
5	Dataset(s)
6	Analysis tool(s)
7	Main steps for analysis techniques
8	Background information
9	Example product(s)
10	Student handouts for data collection & analysis
11	Support for student inquiry
12	Reflections on Implementing the Investigation (complete after implementing)

Investigation Question(s):
•	What are independent and dependent variables?
•	How do you use Excel to create a data table and a graph?
•	What are the steps of the scientific method?

Investigation Goals
1	Students will understand the steps of the scientific method.
2	Students will grasp the difference between independent and dependent vaiables
3	Students will learn how to use Excel to create a data table and graph.

MA State Frameworks

Overview & Approximate Time 
Students will use one day (50 mins) to complete the lab.  This will entail them working in groups to find the relationship between water drop height and the size of the splatter.  It gives them the opportunity to follow the steps of the scientific method and look at the different variables and controls.  
The next day students will take the data they collected the day before and use it to create a data table in Excel and then graph part of their data.  During this time, different aspects of Excel will be explained based on what the students already know how to do and how quickly they are catching on. 

Dataset(s)
1	Students will create their own based on the lab that we do. 

Analysis Tool(s)
3	EXCEL

Steps for Data Analysis
1	Students complete lab, making table and graph on paper.
2	Students input data into EXCEL.
3	Students graph some part as they did on their paper graph. (Height and average size of splatter)
4	Students print their work.
5	In small groups students explain what they have learned and what their data shows/suggests.  They have to provide evidence for what they state from their data.

Background Information
Students are familiar with the scientific method and why it is used.  
Students have measured using a meter stick and understand how to use it and read it properly.
Students know how to create a table and graph on paper.

Example Data Analysis Product(s) (i.e. graph, map, image, etc.; something you expect students to be able to create during the investigation)

Student handouts for data collection & analysis (can attach these separately):

Scientist: _______________________________________ Date__________ Class____
Partners: ______________________________________________________________
Scientific method
Shape of water splatter versus drop height
Introduction:	If you dribbled Kool-Aid while you are standing when you pour it, will it splatter more or less than if you are sitting when you pour it?
Objective:	In this activity, we will practice using the scientific method while investigating the effect of drop height on the size and shape of water droplet splatters when they landed.  We will be careful to change only the one item whose effect we will observe!  All of the other conditions must be kept completely identical.  These conditions are called ________________________.
Procedure:	1.	As you follow the instructions to complete the water droplet investigation, fill in the steps of the scientific method by writing in what you do at each step of the investigation where it matches a step in the scientific method.
	State the Problem: ________________________________________________
______________________________________________________________________
	Gather Inforamtion (name sources of information)
a.	___________________________ b.________________________________
Make Hypothesis: ________________________________________________
______________________________________________________________________
	Experiment: _____________________________________________________
______________________________________________________________________
______________________________________________________________________
Independent Variable: _____________________ 
Dependent Variable: _______________________
Record Data (list examples of data)
	a.________________________________b._____________________________
	Conclusion:____________________________________________________________________________________________________________________________
2.	Add two drops of food coloring to your beaker.
3.	Add 100 mL of water and mix
4.	Partially fill the dropper with colored water.
5.	Measure the heights listed in the chart using a meter stick positioned with one end on the splattered paper and the other end measuring dropper height.
6.	From each height, drop 3 drops of water (in different places on the paper).
7.	Measure the diameter of the splatter in MILLIETERS, and record each trial size in a chart.  Find the average size for each height.
8.	Repeat the process for each height.
9.	Write a description of the splatter for each height in the chart also.  Examples: Drop is very round, drop broke apart, drop is surrounded by little splatters.
10.	Plot the average splatter size versus drop height on the graph.

Data: 
Diameter of drop splatters (mm)
Drop Height	Trial 1	Trial 2	Total	Average	Description	
5 cm						
10 cm						
20 cm						
40 cm						
80 cm						

Graph Title:___________________________________________________________

																										

																										

																										

																										

																										

																										

______________________________________________________________________

Questions:
1.	How does your conclusion compare to your hypothesis?
_________________________________________________________________________________________________________________________________________________________________________________________________________
2.	Describe two things (controls) that you had to do exactly the same for each trial to make sure you were as accurate as you could be.
_________________________________________________________________________________________________________________________________________________________________________________________________________
3.	Do you think that measurements or descriptions are “best” for use in reporting scientific data?  Why?
_________________________________________________________________________________________________________________________________________________________________________________________________________
4.	What advantage does showing data in two ways have?
_________________________________________________________________________________________________________________________________________________________________________________________________________
5.	If you want to have a smaller area to clean up if you spill, should you pour  your Kool-Aid, from a height of two inches or two feet above the glass?
_________________________________________________________________________________________________________________________________________________________________________________________________________

6.	What did you learn today?  What are you still confused about?
_______________________________________________________________________________________________________________________________________________________________________________________________________________
Group Evaluation:  Explain to me how your group worked together.  Were there any issues?  What worked really well, and what could you all have done better?
______________________________________________________________________________________________________________________________________________________________________________________________________________

Support for student inquiry (List strategies this investigation will use to promote student inquiry)

_______________________________________________________________________