What to measure and how
Scientists have to decide how to record and compare attributes, often generating and using a particular scale (e.g. distance, temperature, color, moisture). Engaging students in thinking about what to measure and how to measure it helps students understand that the purpose of measurement is to support comparisons, makes measures more meaningful to them, and allows them to consider precision in ways that support data interpretation later in the investigation.
A closer look at uncertainty in the classroom
Firth grade students debating whether water increases in volume and weight as it freezes have to think about how to weigh water before and after freezing, including making sense of what they’re weighing (e.g., the weight including the vial and cap). [MORE TO COME].
Instructional moves to support this form of uncertainty
Consider what measures will be necessary for students to record and compare findings. What might students not understand or do in a way that leads to messy data?
Consider whether you have space and time for students to collect imprecise data, recognize, and re-measure. This can be a very useful experience, but it requires support and time.
Consider showing an obviously imprecise measuring process and having students critique ad improve it before collecting data.
Present a choice – should we measure in inches or millimeters?
Where else does this form of uncertainty come up?
Explore Related Cases
Other Ways to Learn More
Consider the role of measurement in the Decomposition Investigation. How might measures support students? What might be uncertain or ambiguous about what to measure?
