PS.3 Experimental Design

Understanding experimental design requires that students recognize the components of a valid experiment.

1. Oklahoma Priority Academic Student Skills (PASS): Science > Physics > Science Processes and Inquiry > PS.3
   

   Experimental Design - Understanding experimental design requires that students recognize the components of a valid experiment. The student will accomplish these objectives to meet this process standard.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Experiment Design Method Information Observations Measurements	1 - Recognize (Components of a valid experiment)	1 - I can recognize components of a valid experiment.	A. Experimenting is the use of making observations and measurements in order to discover new information.	A.1 How do I test ideas about a phenomena through observations and measurements? A.2 What makes a good question when looking at a phenomena? A.3 What makes a good procedure for an experiment? A.4 When looking at a phenomena, what observations can be made?

2. Oklahoma Priority Academic Student Skills (PASS): Science > Physics > Science Processes and Inquiry > PS.3 > O.2
   

   Identify the independent variables, dependent variables, controlled variables, and control in an experiment.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Experimental Setup Variables Control Set-up Variables Independent Dependent Controlled	1 - Identify (Variables) 1 - Identify (controls in an experiment)	1 - I can identify variables within an experiment. 1 - I can identify controls within an experiment.	A. Central to a scientific experiment is a single independent variable that is changed and a dependent variable observed to see if/how it changes in turn. B. A control is used in a scientific experiment to determine if the "setup" itself causes change in the dependent variable.	A.1 What is an independent variable? A.2 What is a dependent variable? B.1 What is the control for an experimental setup? B.2 Where in your experiment is a control set-up?

3. Oklahoma Priority Academic Student Skills (PASS): Science > Physics > Science Processes and Inquiry > PS.3 > O.1
   

   Evaluate the design of a physics investigation.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Investigation Design Scientific	3 - Evaluate (Design of investigation)	3 - I can evaluate the design of a scientific investigation.	A. Being able to judge the "quality" of the design of an investigation will help one determine the validity of it's results.	A.1 What does one look for in the design of a scientific investigation to determine it's quality?

4. Oklahoma Priority Academic Student Skills (PASS): Science > Physics > Science Processes and Inquiry > PS.3 > O.3
   

   Use mathematics to show relationships within a given set of observations.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Mathematics Relationships Observations	1 - Use (Mathematics) 1 - Show (Relationships)	1 - I can use mathematics. 1 - I can show relationships given a set of observations.	A. Relationships within a set of observations may be explored mathematically.	A.1 How can observations be shown mathematically? A.2 What kind of mathematical relationships can be used to show relationships in observations?

5. Oklahoma Priority Academic Student Skills (PASS): Science > Physics > Science Processes and Inquiry > PS.3 > O.4
   

   Identify a hypothesis for a given problem in physics investigations.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Investigation Hypothesis Problem	1 - Identify (Hypothesis)	1 - I can identify a hypothesis for a given problem.	A. A testable hypothesis brings focus to a science experiment.	A.1 What makes a hypothesis testable?

6. Oklahoma Priority Academic Student Skills (PASS): Science > Physics > Science Processes and Inquiry > PS.3 > O.5
   

   Recognize potential hazards and practice safety procedures in all physics activities.

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Science Activity Safety Procedures Hazards	1 - Identify (Hazards) 1 - identify (Safety procedures)	1 - I can identify hazards in a science activity. 1 - I can identify safety procedures used in a science activity.	A. Hazardous situations can be avoided if safety procedures are followed.	A.1 For a specific science activity, what are the hazards involved? A.2 What are common safety procedures in the science classroom?