1. HOW TO DESIGN A RESEARCH PROJECT

2. RESEARCH QUESTIONS FROM LAST CLASS WHAT EFFECT DOES… WING LENGTH… THE NUMBER OF FOLDS… THE SIZE OF THE PLANE… THE TYPE OF PAPER… …HAVE ON HOW FAR THE PLANE FLIES?

3. THINKING BACK… 4 THOUGHT QUESTIONS HOW DID YOU ACT ON YOUR PLANE? WHAT DID YOU PURPOSELY CHANGE ABOUT YOUR PLANE? HOW DID YOU DETERMINE YOUR PLANE’S RESPONSE? WHAT REMAINED THE SAME ABOUT YOUR PLANE?

4. TO ANSWER THESE QUESTIONS… ActionPurposely ChangedResponse to ChangeRemained the Same (Leave Blank)

5. TO ANSWER THESE QUESTIONS… ActionPurposely ChangedResponse to ChangeRemained the Same Independent VariableDependent VariableConstant Refolded Added Clips Added Tape Wing Shape Center of Gravity Weight of Plane Flight Time Total Distance Straight Travel Size of Paper Texture of Paper Weight of Paper

6. VOCABULARY VARIABLE: THE FACTORS THAT CHANGE IN AN EXPERIMENT INDEPENDENT VARIABLE: THE VARIABLE THAT A STUDENT DELIBERATELY CHANGES DEPENDENT VARIABLE: THE SPECIFIC RESPONSE THAT THE STUDENT MEASURES CONTROL: THE GROUP THAT SERVES AS THE STANDARD FOR COMPARISON CONSTANT: THE FACTORS THAT ARE KEPT THE SAME IN AN EXPERIMENT

7. EXAMPLE PAPER AIRPLANE EXPERIMENT GROUP 1 Independent Variable Dependent Variable Constants

8. EXAMPLE PAPER AIRPLANE EXPERIMENT GROUP 1 Independent VariableType of paper Dependent VariableDistance flown ConstantsFolds of paper airplane Angle of projection Force of projection

9. FORMING A RESEARCH QUESTION: THE FOUR QUESTION STRATEGY QUESTION 1: WHAT MATERIALS ARE READILY AVAILABLE FOR CONDUCTING EXPERIMENTS ON (PAPER AIRPLANES)? QUESTION 2: HOW DO (PAPER AIRPLANES) ACT? QUESTION 3: HOW CAN I CHANGE THE SET OF (PAPER AIRPLANE) MATERIALS TO AFFECT THE ACTION? QUESTION 4: HOW CAN I MEASURE OR DESCRIBE THE RESPONSE OF (PAPER AIRPLANES) TO THE CHANGE?

10. PRACTICE TOPIC: MOTORS ANSWER THE FOUR QUESTIONS FROM THE PREVIOUS SLIDE: QUESTION 1: WHAT MATERIALS ARE READILY AVAILABLE FOR CONDUCTING EXPERIMENTS ON (MOTORS)? QUESTION 2: HOW DO (MOTORS) ACT? QUESTION 3: HOW CAN I CHANGE THE SET OF (MOTOR) MATERIALS TO AFFECT THE ACTION? QUESTION 4: HOW CAN I MEASURE OR DESCRIBE THE RESPONSE OF (MOTORS) TO THE CHANGE?

11. QUESTION 1 WHAT MATERIALS ARE READILY AVAILABLE FOR CONDUCTING EXPERIMENTS ON MOTORS? BATTERIES, WIRE, STRING, WEIGHTS

12. QUESTION 2 HOW DO MOTORS ACT? LIFT WEIGHTS, MAKE CARS RUN

13. QUESTION 3 HOW CAN I CHANGE THE SET OF MOTOR MATERIALS TO AFFECT THE ACTION? BatteriesWireString BrandLength VoltageDiameter AgeType Size

14. QUESTION 4 HOW CAN I MEASURE OR DESCRIBE THE RESPONSE OF THE MOTOR TO THE CHANGE? SPEED OF LIFT MAXIMUM WEIGHT OF LIFT NUMBER OF TIMES LIFTED

15. HOMEWORK USE THE FOUR QUESTION STRATEGY TO BRAINSTORM IDEAS FOR EXPERIMENTS ON ONE OF THE FOLLOWING TOPICS: INSECT REPELLENT DISINFECTANTS SODAS HEART RATE ICE CUBES KITTY LITTER

16. HOMEWORK USING ONE OF THE FOLLOWING SUGGESTED LISTS OF MATERIALS, BRAINSTORM IDEAS FOR AN EXPERIMENT: List AList BList CList D GlassesFreezerTwo varieties of fruit flies Peat moss WaterIce cube traysHeat sourceWood and metal blocks Identical coinsSaltLight sourceNewspaper SoapsJuicesContainersSoils Hot plateFood coloringFruit and vegetables Sand SaltsRubbing alcoholInsecticidesWater containersDilute acid

17. HOMEWORK USE ONE OF THE FOLLOWING HYPOTHETICAL NEWSPAPER STORIES AS A BASIS FOR BRAINSTORMING AN EXPERIMENT: PIER POINT CITY: FISHING GUIDE, CAPTAIN JOE FINN, REPORTED THAT THE FISHING SEASON IS IN FULL SWING. WHEN ASKED ABOUT THE BEST WAY TO FISH, HE REPLIED, “TIME IS IMPORTANT; THE HOURS JUST AFTER SUNRISE AND JUST BEFORE SUNSET ARE BEST. BY ALL MEANS,” HE SAID, “USE RED COLORED ARTIFICIAL LURES AND SIX INCH PLASTIC WORMS.” FIBERVILLE: MS. A. BOSS, PLANT MANAGER OF THE FIBERS RESEARCH DIVISION, REPORTS THAT BRAIDING THE COTTON THREADS PRODUCES A STRONGER TWINE THAN TWISTING THEM OR USING THEM AS THREE STRAIGHT STRANDS. SHE ALSO REPORTED THAT SOAKING THE THREADS IN STARCH OR GLUE SOLUTIONS BEFORE MAKING THE TWINE HAS NO EFFECT ON THE STRENGTH OF THE TWINE. DUDDVILLE: DR. I. M. SMART ISSUED A REPORT TODAY THAT IS HIGHLY CRITICAL OF U.S. EDUCATION. HE CLAIMS THAT TODAY’S STUDENTS ARE LESS KNOWLEDGEABLE THAN THEIR PARENTS. HE ALSO CLAIMS THAT LESS THAN 30% OF HIGH SCHOOL SENIORS CAN NAME FOUR OR MORE CABINET MEMBERS. HE SAID THAT MOST STUDENTS CANNOT IDENTIFY MORE THAN 30% OF THE COUNTRIES ON A WORLD MAP. HE FURTHER STATED THAT THE HIGH SCHOOL SENIORS ARE LESS ABLE THAN THEIR PARENTS TO SUCCESSFULLY SOLVE PROBLEMS INVOLVING PERCENTAGES OR FRACTIONS.