Writing testable questions practice

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Lesson Planet. For Teachers 9th - 12th Standards. How do scientists analyze data to get a specific answer to a question? The final chapter in an eight-part series of activities centered around Gorongosa National Park encourages scholars to dig deeper into the scientific process.

writing testable questions practice

Get Free Access See Review. How does the scientific process begin? Introduce ecology scholars to scientific inquiry through an insightful, data-driven lesson. Partners examine data from an ongoing research study to determine the questions it answers.

The resource For Teachers 4th - 5th Standards. For Teachers 6th - 8th Standards. This physics pun really hertz, but this STEM lesson plan can help.

Are "polar" bears soluble in water? This inquiry-based STEM lesson plan allows students the opportunity to formulate a testable question on solubility, create a procedure to investigate the question, collect data, and draw conclusions. Once I told a chemistry joke, but there was no reaction. A STEM lesson plan using the inquiry method covers the topics of acids and bases. Young chemists find the pH of substances; measure and classify substances; design a question and How do scientists determine what questions to ask to meet their research goals?

Help your class develop an inquiry mindset with a lesson based on studies in the Gorongosa National Park. Partners create their own research questions by For Teachers 7th - 10th Standards.Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials. Are you getting the free resources, updates, and special offers we send out every week in our teacher newsletter?

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Writing a hypothesis worksheet answer key

English Language Arts. Foreign Language. Social Studies - History. History World History. For All Subject Areas. See All Resource Types. The file includes one passage written on three levels. Passages are marked H, M, L high, medium, low in small print on the bottom of the page. As all stude. ScienceBasic PrinciplesClose Reading. Wish List. Testable Questions vs. Show and Sorts provide real life examples that are rel. ScienceBasic PrinciplesGeneral Science.

ActivitiesTest PrepScience Centers.Without any directions, I distribute a set of poppers to each student group. The importance of this materials exploration time is discussed here. I provide students with minutes of class time in which they can explore the materials.

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During this time, I visit each group and make note of the things students are discussing with peers and the ways in which they are manipulating the poppers.

This opportunity to hear the students' discussions is crucial to the subsequent sections of the lesson. I use the content of the students' discussions to shape my instruction during our class discussion time. By doing so, I show students that I value their contributions and make the learning relevant to the students' interests.

To ensure that each student has a chance to activate their own prior knowledge on the topics, I make sure to provide enough time so that every student has a chance to play with each of the poppers. After the materials exploration time, I ask students to place all their materials out of reach in the center of their table and distribute the Poppers Graphic Organizer.

This is a classroom management must because as long as students have access to the poppers, it will be very tempting for them to continue to play with the materials.

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I ask students to complete the left side of the organizer first. The students are tasked with writing down what they notice about the poppers. Common observations are centered on size, color, and material. I then ask students to complete the right side of the organizer where they list questions they have about the poppers. Students frequently wonder about whether color, size, or the material they are placed on will effect how high the poppers will travel.

Students will use these questions in a future lab, so I ensure that students have plenty of time to craft several questions and to talk about their thinking with a peer partner. I begin our class discussion by asking students to share out the questions they have about the poppers and record the student's responses on chart paper or on the interactive whiteboard.

I then introduce the term 'testable question' and ask student groups to discuss what they think might make a question testable. The goal is to have student groups generate the idea that a testable question needs to be a question that can be easily answered with the materials at hand and that the question should only have only variable parameter that is changed. In order to help students arrive at this conclusion, I visit each group during their group discussion time to provide challenges to misconceptions being voiced by students and to ask probing questions to elicit student responses.

Testable Questions

After the student discussion time, I have groups share out their ideas about what makes a question testable and come to a consensus on a definition of testable question. For the next step in the discussion, I refer back to the students' previously shared questions from their graphic organizers. I choose 3 — 4 questions to review with the students; making sure that there is at least one testable question Does the size of the popper affect how high it will travel?

I ask students to determine whether a question is testable or not using their definition. I continue with the process of identifying examples and non-examples of testable questions until I feel that most students will be successful in engaging in the process independently. I ask students to revisit the questions that they wrote on the right side of their graphic organizers and to use a highlighter to identify questions that are testable.

I also ask students to modify questions that they wrote so that their list of testable questions includes at least 3 examples. In the next lesson, I guide students through the process of creating a lab in which they can test their chosen question. After the lesson, I review student work to ascertain whether the students were able to correctly identify the testable questions.

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Home Professional Learning. Professional Learning. Learn more about. Sign Up Log In. Testable Questions Add to Favorites 37 teachers like this lesson.These lessons will target the following NGSS science and engineering practices and can be done individually or combined together depending on the level and experience of the students:. Prior to teaching this lesson, I looked through my storage cabinets and collected as many random objects as I could find that I believed students would be able to use as the focal point of an experiment.

Items included drinking birds, friction blocks, pulleys, building blocks, constant velocity cars, non-motorized flat top cars, springs in a variety of tensions, small bouncy balls, and a variety of other random objects. I have eight lab tables so my goal was to find at least 12 objects students could choose from for this activity.

Have one student from each lab group pick an object from "the box of random objects" I like to say that phrase in the voice used in the Nickelodoen show iCarly when they introduce their bit "random dancing" while I do some random dancing of my own, just to be silly since the students love references to their pop culture.

Here is a link in case this is unfamiliar. TEACHER NOTE: I do not tell students what they are picking the object for since I don't want them to choose something because they think it will be easy to design an experiment around; I want them to pick something they find interesting on its own. As a class, the students brainstorm how the pictured objects might be used as the focus of an experiment.

NOTE:Students are not making testable questions at this point, but are very briefly describing an experimental idea. As students generate ideas I push them to make sure their experiments are appropriate for an 8th grade level so they know I am looking for an experiment that 1 they have not already done and 2 challenges them to learn something new.

When student answers are consistently interesting, creative and grade level appropriate, I allow them to discuss ways the object they chose from the box can be used as the focus of an experiment.

As they finish their list, I have them put a star next to their two favorite ideas. Students are going to be working in groups a lot over the course of the year.

writing testable questions practice

As students are discussing ways to experiment with their object, I am walking around making sure that all students are participating in the discussion, everyone is actively listening to their group members and adding to or tweaking other's ideas.

I next introduce students to the concept of a testable question. This should not be a new concept for students. However, I anticipate that they will have very limited experience with writing their own testable questions. I explain to students that the goal of a testable question is to lead to an actual investigation and should not be answered with a simple yes or no.

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Students work as a lab group to come up with three possible testable questions for each of their favorite experiment ideas generated earlier during the warm up marked with a star.

As students are working, I walk around and monitor for potential problems, such as the question being written at too low a level, a question they have already tested during 6th or 7th grade, or if necessary materials are not available. NOTE: I do not look for accuracy in wording at this point. I believe that students learn best when they make mistakes and they will notice their wording is wrong if they cannot identify what they change or what is affected by that change during the next step.

Next students attempt to identify the different variables. I direct them to put a box around the independent variable, and underline the dependent variable for each of their questions. Students should have a good working knowledge of these words since many of them designed an independent science investigation at the end of their 7th grade year.

If the groups do not have any idea what to do, I direct them to identify what is changed and what is affected by that change within their question and to guess at which is the independent and dependent variable.

This allows me to informally assess student understanding prior to the next lesson on variables and allows students to determine if their questions are written in the proper format. Students will identify their top two testable questions and either highlight or circle them so I can easily identify what they are planning. Again, as students are working I am monitoring that all students are participating in an effective manner and building on each others ideas.

If it does, they turn in the checklist for approval. If not, students rethink their ideas and complete another checklist with those questions. This allows students to self assess their work and make necessary corrections prior to turning it in for review.

Testable Questions

I want students to begin to recognize that it is perfectly acceptable to make mistakes and that the opportunity to correct errors is always there for formative learning assignments. One final note, students will ask good questions when given both the opportunity and directive to do so. The following video describes a technique I have started using to help students become more natural question makers in their day to day lives as well. Empty Layer. Home Professional Learning. Professional Learning.

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writing testable questions practice

You are required to complete each task in 10 minutes. Read and summarize written text in your words. With an abundance of low-priced labour relative to the United States, it is no surprise that China, India and other developing countries specialize in the production of labour-intensive products. For similar reasons, the United States will specialize in the production of goods that are human- and physical-capital intensive because of the relative abundance.

This division of global production should yield higher global output of both types of goods than would be the case if each country attempted to produce both of these goods itself.

For example, the United States would produce more expensive labour-intensive goods because of its more expensive labour and the developing countries would produce more expensive human and physical capital-intensive goods because of their relative scarcity of these inputs. This logic implies that the United States is unlikely to be a significant global competitor in the production green technologies that are not relatively intensive in human and physical capital. Nevertheless, during the early stages of the development of a new technology, the United States has a comparative advantage in the production of the products enabled by this innovation.

However, once these technologies become well-understood and production processes are designed that can make use of less-skilled labour, production will migrate to countries with less expensive labour. Summary sample 2 — Although some developing countries, such as China, become competent in the production green industries because they have a comparative advantage over the United States, in producing labour intensive goods due to the relatively lower-priced labour, the United States still has a comparative advantage enabled by innovation in the production at the early stage of the development of a new technology.

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How to Write a Testable Question

Notify me of new posts by email. Search for:. Leave a Reply Cancel reply Your email address will not be published.By Brent Edwards.

Fortunately, things have evolved a bit since then. MVVM lets you separate presentation logic from the actual presentation. This is a major improvement for those interested in developing testable applications.

You can just instantiate a view model in a unit test and test away. The framework and sample apps are available on GitHub at github. I introduced the Charmed framework in my July article msdn. Then in my September article msdn.

In both of those articles, I talked about decisions I made to keep the app testable. This article uses Windows 8 and Windows Phone 8 code for the examples, but you can apply the concepts and techniques to any type of application. The sample app that illustrates how I approach writing a testable presentation layer is called Charmed Reader.

Charmed Reader is a simple blog reader app that works on both Windows 8 and Windows Phone 8. It has the minimum functionality needed to illustrate the key points I want to cover. The idea behind unit testing is to take discrete chunks of code units and write test methods that use the code in an expected way, then test to see they get the expected results.

This test code is run using some sort of test harness framework. There are several test harness frameworks that work with Visual Studio The goal is to have a single unit test method target a specific scenario. Sometimes it takes several unit test methods to cover all the scenarios you expect your method or property to accomodate. A unit test method should follow a consistent format to make it easier for other developers to understand.

The following format is generally considered a best practice:. First, there may be some setup code you need to write to create an instance of the class under test as well as any dependencies it might have. This is the Arrange section of the unit test. After the unit test is done setting the stage for the actual test, you can execute the method or property in question.

This is the Act section of the test. You can execute the method or property in question with parameters when applicable set up during the Arrange section. This is the Assert section of the test. During the assert phase, assert methods are called to compare actual results with expected results. If the actual results are as expected, the unit test passes. If not, the test fails.

writing testable questions practice

An added benefit of having a comprehensive suite of well-written unit tests is that they act as living documentation of the app. New developers viewing your code will be able to see how you expected the code to be used by looking at the different scenarios the unit tests cover. If you want to write a testable application, it really helps to plan ahead.

Static methods, sealed classes, database access, and Web service calls all can make your app difficult or impossible to unit test. However, with some planning, you can minimize the impact they have on your application. The Charmed Reader app is all about reading blog posts. Downloading these blog posts involves Web access to RSS feeds, and it can be rather difficult to unit test that functionality. First, you should be able to run unit tests quickly and in a disconnected state.

Relying on Web access in a unit test potentially violates these principles. Moreover, a unit test should be repeatable.A hypothesis is a tentative, testable answer to a scientific question. Once a scientist has a scientific question she is interested in, the scientist reads up to find out what is already known on the topic. Then she uses that information to form a tentative answer to her scientific question.

Predictions should include both an independent variable the factor you change in an experiment and a dependent variable the factor you observe or measure in an experiment. A single hypothesis can lead to multiple predictions, but generally, one or two predictions is enough to tackle for a science fair project.

Larger animals of the same species expend more energy than smaller animals of the same type. To get the energy their bodies need, the larger animals eat more food. If I let a pound dog and a pound dog eat as much food as they want, then the pound dog will eat more than the pound dog.

Plants need many types of nutrients to grow. Fertilizer adds those nutrients to the soil, thus allowing plants to grow more. If I add fertilizer to the soil of some tomato seedlings, but not others, then the seedlings that got fertilizer will grow taller and have more leaves than the non-fertilized ones. If I increase the current supplied to an electric motor, then the RPMs revolutions per minute of the motor will increase.

Teachers have rules about when to talk in the classroom. If they leave the classroom, the students feel free to break the rules and talk more, making the room nosier. If I measure the noise level in a classroom when a teacher is in it and when she leaves the room, then I will see that the noise level is higher when my teacher is not in my classroom. What happens if, at the end of your science project, you look at the data you have collected and you realize it does not support your hypothesis?

First, do not panic! The point of a science project is not to prove your hypothesis right. The point is to understand more about how the natural world works. Or, as it is sometimes put, to find out the scientific truth. When scientists do an experiment, they very often have data that shows their starting hypothesis was wrong.

Well, the natural world is complexit takes a lot of experimenting to figure out how it worksand the more explanations you test, the closer you get to figuring out the truth. For scientists, disproving a hypothesis still means they gained important information, and they can use that information to make their next hypothesis even better.

In a science fair setting, judges can be just as impressed by projects that start out with a faulty hypothesis; what matters more is whether you understood your science fair project, had a well-controlled experiment, and have ideas about what you would do next to improve your project if you had more time.

This goes back to the point that nature is complexso complex that it takes more than a single experiment to figure it all out because a single experiment could give you misleading data.

For example, let us say that you hypothesize that earthworms do not exist in places that have very cold winters because it is too cold for them to survive. You then predict that you will find earthworms in the dirt in Florida, which has warm winters, but not Alaska, which has cold winters.

When you go and dig a 3-foot by 3-foot-wide and 1-foot-deep hole in the dirt in those two states, you discover Floridian earthworms, but not Alaskan ones. So, was your hypothesis right?

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Can you really be sure there are no earthworms in Alaska? Which is why scientists only support or not their hypothesis with data, rather than proving them. And for the curious, yes there are earthworms in Alaska. Identify the dependent and independent variable for each. What effect does studying with music have on student test scores?

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