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Cool-Off With Experimental Design

The better the design of an experiment (usually) the better the results.
Ralph Patterson
Average rating:
4.7
Number of reviews:
(23)
Class

What's included

3 live meetings
1 hrs 15 mins in-class hours

Class Experience

This is an introduction to the experimental design, an integral part of subsequent lessons in all areas of science.  The goal of this lesson is to learn the constraints of a good experimental method, discussing the significance and importance of each element of consideration.  The process of discovery with a non-scientific and scientific practical investigatory example will be part of the class (using the example from Monty Python's the "bridge of death" scene and if time permits a live experiment (such as conservation of energy).  As a basic part of the scientific method, understanding how experimental design is a product of the previous steps is an important and overlooked topic.  It also needs to be noted it may be required for an experimental design to be a repetitive process as it applies within the scientific method framework.   Experiments are the proving ground for ideas in science, math, engineering and through extension to other subject areas. It’s a critical concept that helps pave the way for multiple areas of STEM learning.

The (3) topics addressed:
    • The steps of scientific method will be briefly touched upon.  
    • How the scientific method and the experimental process are both cyclical processes.  How the scientific method influences the experiment designed, and how the results from the experimental method is necessary to prove or disprove a hypothesis.
    • and its application in problem solving with real world considerations.

Tentative 25 minute time line:
      0-5 minute introductions and lesson overview
      5 minutes historical
     10 minutes experimental calculation, analysis and application
      5 minutes Q&A

After this class it is hoped the student will be able to use the method in problem solving.  The goal is for students will be able to first hand refine and ask good question of interest from the things they see and experience.  From this they can develop experiments to gain further understanding.  With this knowledge the student should develop critical thinking skills important in science, math, engineering and life.

This lecture class will be taught with the use slides, props and live white board calculations.  A simple overview handout will be made available for use during the lecture.  Only instructor guided questions be proposed and answered during the lecture to ensure a timely delivery of content.  Direct student interaction will be addressed at the end of the lecture to answer any questions within the allotted time and follow up via email/messaging. We will cover the necessary math skills to assist in any calculations.

I use a broad, interrelated, discourse based Socratic style of teaching that relies on developmental and relationship based inquiry and questioning.  I enjoy applying the scientific method whenever possible for enlightenment, focusing on observation and questioning.

While lecture is the primary means of interacting with your student I will remain open to questions via email related to the lesson in question, which I will share at the  end of my lecture.  I do this as learning is a two way conversation and in answering your students question it may foster a view I can also grow from and share with others.

Basic skills of observation, deduction, math and science are needed for this class to be academically successful.  It is hoped the greatest skill fostered is that of curiosity - derived from discovery of how to systematically think and later applying the process to solving other problems of a practical.
Learning Goals
Learning goals:
* Exposure to the scientific process.
* The importance of good observation and refining questions.
* The hypothesis determines the cause and effect outcome expected from the scientific process.
* Experimental design may include a null and/or control to gain further insight to the experiment.
* What results means and what the next step is when you get an answer.
* The method works in other areas of life.
learning goal

Other Details

Supply List
Downloadable PDF worksheet, link provided prior to class.

Paper, pencil and calculator may be used but not necessary.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Joined May, 2020
4.7
23reviews
Profile
Teacher expertise and credentials
Hi, I’m Ralph Patterson.  I’m a life long learner and excited to share my passion for science and technology with Outschool learners.  I am attracted to the Outschool platform as it affords me an opportunity to teach  with my own added creativity and interest.  

I received my Bachelors of Science in Physics, Chemistry and Mathematics from University of North Carolina.  My undergraduate studies were augmented with various research opportunities in spectroscopy, pesticide, and water quality studies where I got to directly apply my academic skills.  I also attended Western Carolina University where I completed the course work for a Master’s of Arts in Education and a Master’s of Science in Chemistry  where my research was focused on understanding the physical chemistry interactions effecting the rates of reactions of aqueous free radicals.  While at Western I worked as an adjunct for the Physics Department, as a research and teaching assistant for the Chemistry Department.  During the summer months  while not performing research I served as an instructor and counselor for the High School Summer Ventures Chemistry curriculum.   

These experiences were a compliment as a lateral entry secondary high school science instructor for the Eastern Band of the Cherokee.  There I was trained in teaching systems such as The Gates High Tech High School and Project Based Learning, but found my primary teaching style centering around the Arizona State University developed Socratic methodology using discourse, where curiosity is fostered using the scientific method and discovery.  I had the opportunity to collaborate with some great scientist and educators at North Carolina State University in the development of teaching methods for both physics and chemistry using Socratic Discourse and have found it personally rewarding as well.

Everything should be made as simple as possible, but not simpler. 
- Albert Einstein

The topics I will be teaching are a natural extension of my professional training as a scientist.  The subject matter will principally be science, math and technology related as this has been the core of my professional life – and has really spilled over into my personal interests as well.  I center my classes on a thoughtful lecture, incorporating directed questions, discussion time, and interactive activities to promote critical thinking and unique perspectives.  Please do not hesitate to reach out with any questions about me or my courses. I’m also open to new class topics and special requests.  I look forward to teaching you or your child, sharing math, science and life in the simplest of terms, to fostering a curiosity – to inspire other life learners and growing in the process myself.  I look forward to meeting you or your child in my next class offering!

Reviews

Live Group Class
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$19

for 3 classes
3x per week, 1 week
25 min

Completed by 2 learners
Live video meetings
Ages: 8-12
5-10 learners per class

This class is no longer offered
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