Description: Argument-driven inquiry can be a powerful tool to develop a concrete conceptual understanding among my students. This is a well-rounded tool in the sense that it not only enhances positive collaboration in the science laboratory, but also improves my students’ manipulative, written, and verbal communication skills. But, how could we eliminate personal biases and increase objectivity during this process?
Introduction: Calorific value is the amount of heat (in calories) released when one unit of a substance is burned. Our diet contains food from different groups, such as carbohydrates, proteins, and fats. So if you take a fixed mass of each of these food groups, and combust them, how would you determine which of these foods would release the most energy? How does this information help you in everyday life?
The Problem: Which food gives you the most energy?
The goal of your investigation: You will work in groups of four and write a sharply focused research question. It is very important for you to specify the independent and the dependent variables (and their units) as you write this question.
Hypothesis (needs to be explained with sufficient details):
Variables: Specify the correct units for each of these variables.
Independent:
Dependent:
Controlled:
1.
2.
3.
Materials:
A Calorimeter
Bread crumbs (6)
Dried mushrooms (6)
Dried almonds (6)
A Bunsen burner
A gas match
A boiling tube
A retort stand
A clamp
Test tube clamp
Safety goggles
Safety: Wear safety goggles and use a test tube clamp to handle the hot boiling tube.
Method: Explain how you would change and control the variables. How many trials will be conducted to increase the reliability of your data?
Generation and Analysis of data:
Data Collection: Record your data in an appropriate table.
Data Processing: Plot a graph to explain the relationship between the type of food combusted and its calorific value.
The Tentative Argument:
Claims, Evidence, and Reasoning: Explain if your data is compatible with your hypothesis. Explain with correct scientific reasoning. Identify the sources of your information.
Identify the possible limitations to your experimental method. Suggest realistic improvements, and also similar experiments that could further justify your data.
Reviewing the first draft of the lab report
A peer review of these reports will be conducted in the classroom using the following rubric:
Tick mark the appropriate blank and write your comments below.
Goals:
1. Did the author identify a focused research question?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
2. Did the author specify the variables and their units?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
3. Did the author describe how and why he/she would change and control the variables?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
Investigation:
4. Does the author’s method contain implementation details?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
5. Did the author’s method include repeat trials?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
Argument:
6. Did the author record his/her data with appropriate units?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
7. Does the author’s graph represent their data accurately?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
8. Did the author write a valid conclusion by interpreting his/her data correctly?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
9. Did the author include background research to justify his/her data?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
10. Did the author focus on the limitations in the design and apparatus?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
11. Did the author suggest detailed and realistic improvements to his/her experimental limitations?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
Writing
12. Content: Did the author use appropriate scientific vocabulary in his/her report?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
13. Organization: Did the author’s report reflect coherence of ideas and detail?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
14. Voice: Did the author’s write-up reflect genuine concern for his/her work?
Yes: ………………… Partial: ………………….. No: ………………..
Comments:
References:
Samson, V., Grooms, J., and Walker, J. 2009. Argument-Driven Inquiry: A way to promote learning during laboratory activities.
Cook, J. Spectrum Science: Cambridge University Press, 2005.
Professor Brunsell's Feedback
11 comments:
Vee,
I like this lab a lot. I see it more of a lab activity, but it really stresses the correct interpretation of data. It requires the same critical thinking skill set as in the argument model, but uses it in a hands on activity. May I use this in my classes?
Mary,
Thank you for the comment. I just thought that it would make more sense to the students if I could provide hands-on-experience using the argument model. Please feel free to use it.
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