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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.