The student worked within a small group to design her own experiment on the effects of different salt solutions on gummy bears.
Students in a Biology class were asked to work in small groups to design and conduct an experiment of their choice that explored the effects of osmosis in gummy bears in salt solutions. The task required students to apply their knowledge of osmosis, cell transport, and semi-permeable membranes as well as their knowledge of the skills and processes involved in designing a scientific investigation. After the experiment, each student did an individual lab.
This student and her group-mates made a prediction, reworded it as a hypothesis, decided on tools and materials, developed a set of procedures for conducting the experiment over four days, and developed charts for recording observations and data. The group then conducted their experiment, adjusting their procedures as necessary, graphed and analyzed their data, considered sources of error, made generalizations, and drew conclusions based on their data. They used their generalizations to ask new questions and make new predictions, including about whether the effects they observed would also be seen if they used potatoes instead of gummy bears.
I can gather and combine new evidence with what I already know to develop reasoned conclusions, judgments, or plans.
I can use what I know and observe to identify problems and ask questions. I can explore and engage with materials and sources. I can consider more than one way to proceed and make choices based on my reasoning and what I am trying to do. I can develop or adapt criteria, check information, assess my thinking, and develop reasoned conclusions, judgments, or plans.