Generating+and+testing+hypotheses

= Generating and testing hypotheses =

Overview
When students make and test hypotheses they have the opportunity to review information several times. Each time it is reviewed the student learns it a little better. After the student learns the lesson from the book or teacher, he then needs to try it out in the real world by conducting an experience to prove the theory learned. Generating and testing hypotheses is a hands-on strategy that motivates kids because it gets them involved. When technology is included, kids get even more excited. Pair this excitement with science and all of a sudden more kids than ever before are interested in and sign up to take more science classes.

Suggested Technology
** 1)  Microsoft Excel **

Students can make all the predictions they want, but unless they can see results from an action, hypothesis are useless. Microsoft Excel is a software program which allows data to be entered, manipulated, and then places the results in several different pictorial representations. Results can be seen in bar graphs, line graphs, circle graphs, and more. These visual representations assist the student in making if-then statements with their data.
 * Rationale**

Students create questions and make hypothesis of what the responses will be. They then complete their experiment or in the case of the accompanying image, create, distribute, collect and tally a questionnaire. Once results are tabulated students can compare them to their predictions. Because the results are in pictorial format students can easily interpret what they see.



** Requirements ** Microsoft Excel is a software program which runs on a PC. Therefore requirements for this technology would include a PC (keyboard, monitor and hard drive) per student/pair/group and the software application of Microsoft Excel.

Because the district already owns the PCs and software there is no additional cost to the district. If the purchases were necessary, the software is available in volume licensing bundles by contacting Microsoft directly at 800-426-9400. PCs are available from many suppliers in a variety of prices dependent upon district hardware requirements.
 * Cost **

 **2)** **LabQuest Hand Held Data Collection System**

One of the best ways for students to learn is by firsthand experience. Once students hear a basic lesson from a teacher (via lecture, book, audio, note taking etc.) it becomes time for hands on trial and error. Subjects such as language arts could mean writing poems, math could mean performing several step problem solving, but science is different. Science means making predictions and testing hypotheses. Ohio sixth grade science standards include phases of matter, part of which is being able to describe chemical and physical changes. After students make predictions, the LabQuest data collection system allows students to perform experiments, collect data and compare their predictions to the actual results they received.
 * Rationale**

The LabQuest hand held data collection system by Vernier is an all system that collects and stores data which can be viewed on the screen or downloaded to another computer. The types of data students will be collecting determines the add-ons necessary for the system. For sixth grade science standards, students would need the basic Vernier LabQuest and the Started Demo Package which includes the Motion Detector, the Temperature Probe, and the Light Probe. These items may be purchased from www.vernier.com.
 * Requirements **

The cost to the district includes the Vernier LabQuest ($329), Motion Detector ($79), the Temperature Probe ($29), and the Light Probe ($13) for a total price of $450 per unit. Because experiments work best in pairs and small groups, it would not be necessary to purchase a large amount of these systems.
 * Cost **

Image from: @http://media.wahooschools.org/vimages/shared/vnews/stories/4ad88a164a106/1_1255705127767.jpg ** 3)   **   ** Roller Coaster Simulation Software/Websites **

Another part of the Ohio science standards requires teaching of force and energy. To incorporate this into sixth graders interests, especially in Northeast Ohio, we can link it to the creation of roller coasters. Building a coaster on the playground is probably not something the community would approve in a levy. A field trip to a local amusement park is an option especially with the incorporation of Physics Day; however with the amusement park season running opposite to the school year the scheduling of successful field trip would not be in conjunction with the actual lesson. Because of these limitations, simulation software and websites offer an excellent alternative.
 * Rationale **

www.Funderstanding.com is a website specifically designed for students to apply the knowledge they learned in class and see the results of their predictions. This site includes a help page including the definitions of terms such as energy, force, friction, gravity, speed, velocity and more. Students manipulate hill 1, hill 2, loop, speed, mass, gravity and friction to create a roller coaster. Sixth graders would not have to create an entire roller coaster, just hills to test Newton’s laws. www.Funderstanding.com has won the National Academy Press Coolest Science Site award.

Another option for generating and testing hypothesis is the utilization of software such as Roller Coaster Tycoon. This program allows the user to not only design a roller coaster, but also other rides one would find in an amusement park. Students can generate and test hypothesis related to gravity, force, acceleration, weightlessness etc. by designing and running many different rides. This feature combined with the ability to manage park operations allows a district to use this software in sixth grade science classes, higher level science classes, and high school business classes. Because this software is purchased, this option does not include advertisements that free website options do.

** Requirements ** Both options require a PC computer per student/pair/group which the class already has access to in one of the buildings computer labs. www.Funderstanding.com requires access to the internet (also available in the computer lab) while Roller Coaster Tycoon requires the district to purchase software.

www.Funderstanding.com is a free website available to use so the district will incur no additional cost. If the district decision to is to purchase Roller Coaster Tycoon, it can be purchased for approximately $20 from Amazon.com or one of many local brick and mortar local retailers for a similar price. PCs are available from many suppliers in a variety of prices dependent upon district hardware requirements.
 * Cost **

Image from @http://www.atari.com/images/games/RCTT/consolepc/16b.jpg retrieved November 29, 2009.

Education Challenge

 * English Language Learners**

Due to the technicality of the terms used in this unit, English Language Learners can find themselves at a distinct disadvantage. It is up to the instructor to alter the lessons to ensure they understand the terms as well as those who speak English as their native language. Funderstanding.com supplies a help page which redefines basic terminology for students.

One of the best ways to describe intangible concepts to students who do not speak the same language as the teacher is visually. The teacher can supplement the lesson with visuals during the lecture. By incorporating either www.Funderstanding.com or Roller Coaster Tycoon the students can visualize these terms as they build and test their coasters on both applications. The use of student pairs, groups or teacher tutoring as she circulates during student work sessions will help ELL interpret images they might not comprehend. A teacher can run either program on her laptop, run it through her projector and SMART Notebook software and either she or her students can label difficult vocabulary words (gravity, energy, force acceleration etc) on the SMART Board.