Investigating a Question

Read the paragraph that defines a testable question.

Present the model to the class:

• Column 1 lists two general questions.
• Column 2 lists two testable questions that came from the general questions. These were made “testable” by adding something specific and measurable.
• Column 3 includes two prompts that students can use to determine if their question is testable.

Activity:

Students are given questions that are not testable and asked to (1) determine why the question is not testable and (2) to change the untestable question to a testable question.

Questions 1 and 2 are already done for the students. Try doing question 3 as a class and then ask students to do question 4 with a partner.

Sample answers:

• #3: This is not testable because you cannot measure whether or not a plant likes water. You can make it testable by asking, “Does a plant grow more quickly when it is watered more frequently?”
• #4: This is not testable because it is not specific enough. Possible change may be “Does a student earn a better score on a math test if she gets between 8 and 9 hours of sleep?”

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Read the explanation about the expense associated with the magnetic bracelets and how the friends in the dialogue determined that they could not conduct a test due to the high cost associated with the materials.

Students consider whether or not the question meets the requirements for an investigation that can be carried out in their classroom this week.

Sample answers:

1. The model shows that while the question is testable, students do not have the material (a swimming pool) to conduct the investigation.
2. Testable and something that students have the time and materials to investigate.
3. Testable, but students don’t have a year to carry out the investigation.
4. Testable, but unless they are sick, students don’t have the “material” to carry out the investigation.

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