Location: Science Fair 2009

Discussion: Variables & ControlsReported This is a featured thread

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gustofwind
Variables & Controls
Jan 28 2008, 7:39 AM EST | Post edited: Jan 28 2008, 7:39 AM EST
In the scoring Rubric # 5 - Variables and Controls
What 'Variables' are we referring too? I know it would include the variable that is changed. Does that also include the variables that you would hold constant? Is there any other 'variables' I should be aware of?

Gus 1  out of 1 found this valuable. Do you?    
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cdewolf
cdewolf
1. RE: Variables & Controls
Feb 1 2008, 1:39 PM EST | Post edited: Feb 1 2008, 1:39 PM EST
Hi Gus-

The variables that you change are often called the manipulated variable - also referred to as the independent variable. The other variable is what responds to the change you made and is therefore called the responding variable - also referred to as the dependent variable.

There are a bunch of "Sponge Bob Science" resources you can find on the web. The link below takes you to a pdf file where students can practice figuring out what the independent and dependent variable are in several different experiments. The key is there too - with definitions for terms provided.

Even though they are MS level - I still use these with my high school kids.


http://www.mcs.k12.nc.us/links/MCS%20Curriculum/sixth_grade/scimethodconvar.pdf Do you find this valuable?    
cdewolf
cdewolf
2. Inquiry in Sixth Grade
Feb 1 2008, 1:45 PM EST | Post edited: Feb 1 2008, 1:45 PM EST
This site (where the Variables file came from) looks very useful for anyone who wants to promote inquiry at the middle school level. It's out of North Carolina, linked to National Science Standards.

http://www.mcs.k12.nc.us/links/MCS%20Curriculum/sixth_grade/sixth_grade_science.htm Do you find this valuable?    
cdewolf
cdewolf
3. RE: Variables & Controls
Feb 1 2008, 1:56 PM EST | Post edited: Feb 1 2008, 1:56 PM EST
"In the scoring Rubric # 5 - Variables and Controls
What 'Variables' are we referring too? I know it would include the variable that is changed. Does that also include the variables that you would hold constant? Is there any other 'variables' I should be aware of?

Gus"
I also want to be sure to address the "variables" that you hold constant. Many factors affect the outcome of an experiment. We all tell our kids that all of these should be held constant - except for one. This "one" is the independent variable I referred to in the previous post.

Example:

The Effect of Magnetic Field Strength on Cockroach Maze Performance

Independent Variable: Strength of Magnetic Field
Dependent Variable: Length of time it takes to complete the maze

Factors held constant: amount of food, water, light, temperature, size of maze.

So, it would be best to call all the other "variables" factors - and reserve variable for the Independent and Dependent variables. Do you find this valuable?    

gustofwind
4. RE: Variables & Controls
Feb 8 2008, 6:58 AM EST | Post edited: Feb 8 2008, 6:58 AM EST
Thank you very much Chris. I have been using manipulated and responsding variables. Do you find this valuable?    

gustofwind
5. RE: Variables & Controls
Feb 8 2008, 7:13 AM EST | Post edited: Feb 8 2008, 7:13 AM EST
Thanks again Chris. I got interrupted on the last post. It's possible to have more than one respsonsding variable isn't it? I teach that you can measure for more than
I responding varialbe.

Also, why didn't we put Research on the rubric for the science fair?

Thanks,

gus Do you find this valuable?    
cdewolf
cdewolf
6. RE: Variables & Controls
Feb 8 2008, 8:56 AM EST | Post edited: Feb 8 2008, 8:56 AM EST
"Thanks again Chris. I got interrupted on the last post. It's possible to have more than one respsonsding variable isn't it? I teach that you can measure for more than
I responding varialbe.

Also, why didn't we put Research on the rubric for the science fair?

Thanks,

gus"
Yes, you can have more than one responding variable. I have one group looking at magnetic fields and plant growth. To evaluate whether or not the plants respond to a change in field strength they are looking at biomass (ash weight of mineral part of plant only). We could have also looked at plant height, surface area of leaves, etc. It is best even for high schoolers to look at only one response to what was changed.

I'm glad that you asked this question. Now I'm going to have each group think about what else could be responding to what they have manipulated in their experiments! Do you find this valuable?    
cdewolf
cdewolf
7. RE: Variables & Controls
Feb 8 2008, 8:58 AM EST | Post edited: Feb 8 2008, 8:58 AM EST
"

Also, why didn't we put Research on the rubric for the science fair?

Thanks,

gus"
What did you mean here by "Research" Gus? We are evaluating students application of the scientific process, right? Do you find this valuable?    
cdewolf
cdewolf
8. RE: Variables & Controls
Feb 8 2008, 9:00 AM EST | Post edited: Feb 8 2008, 9:00 AM EST
"

Also, why didn't we put Research on the rubric for the science fair?

Thanks,

gus"
I have to stop a minute and look at things before I answer questions! I went back and looked at the rubric. Section 5 does cover use of variables. :-) Do you find this valuable?    

gustofwind
9. RE: Research
Feb 12 2008, 7:58 AM EST | Post edited: Feb 12 2008, 7:58 AM EST
We have students do a 2 page research paper on their science fair project topic. We don't do it in 5th and 6th grade. But in 7th and 8th grade we do. This year I'm having students do a summary of their findings, or an abstract. Research is a part of the Science Investigation Process. At least that's what I've been teaching.
Gus Do you find this valuable?    
cdewolf
cdewolf
10. RE: Research
Feb 12 2008, 9:51 AM EST | Post edited: Feb 12 2008, 9:51 AM EST
"We have students do a 2 page research paper on their science fair project topic. We don't do it in 5th and 6th grade. But in 7th and 8th grade we do. This year I'm having students do a summary of their findings, or an abstract. Research is a part of the Science Investigation Process. At least that's what I've been teaching.
Gus"
Yes - I see what you meant now by research. I have my students do an extensive literature search for background material for their introduction, and to use during their discussion of their results.

Do you have your kids include all of their project in their paper, or just the background material?

An abstract is a great idea. If any of these kids ever get the chance to go on to the International Fair, they'll need one. Do you find this valuable?