Setting up a Fair Experiment with Balls and Ramps

Resource for Grades K-4

Setting up a Fair Experiment with Balls and Ramps

Media Type:
Video

Running Time: 3m 30s
Size: 10.4 MB

or


Source: WGBH Educational Foundation


Resource Produced by:

WGBH Educational Foundation

Collection Developed by:

WGBH Educational Foundation

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In this video segment from Teaching Elementary Physical Science, teacher Heidi Fessenden helps her first-grade students set up an experiment using marbles and ramps. Her class explores the variables of the experiment, discusses how to control factors to make the experiment fair. describes how the goal of the lesson is not to get perfect results, but to have her students go through the process of making observations, testing predictions, and noticing what may make the experiment unfair.

open Background Essay

Science education involves teaching both content and scientific practices to students. So while topical knowledge is central to the understanding of science, skills in the science methods are equally important. To achieve this, students can benefit from real-world activities that provide the opportunity to engage with thoughtful scientific practices.

In the lesson shown in this video, Heidi Fessenden involves her class in a hands-on experiment. She asks her students to monitor and reflect on the behavior of balls as they roll down ramps.

The lesson allows Fessenden to demonstrate principles of motion and force and help her students practice prediction and scientific observation The lesson also helps Fessenden’s students by getting them to practice ways to ensure that the experiment is set up fairly—accounting for things like variables and controls.

Fessenden’s unit will culminate in the students’ development of a large ramp system. The current lesson gets students thinking about fairness as a factor affecting the outcome of an experiment.


open Discussion Questions

You may find it useful to watch this video with a group of your colleagues and then discuss it together.
  • How does Fessenden help her students understand the reasons for making a fair test and controlling variables?
  • How does she help these students identify and target variables to control and change?
  • Fessenden runs through the experimental procedure with her students first. Another approach might be to let these students construct the experiment for themselves. What do you think are the advantages and disadvantages of each approach?

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