Pumping Up Your Science Language Usage

Just as a bodybuilder has a plan to pump up his or her body that takes extra time and effort, you can develop your language to communicate more effectively in writing. Use the last part of your lab report to consider how you are using language based on your English Language level.

In the following three sections below you can find some language goals that Ms. Birzu helped to develop for our Lab Report project. Find your EAL Level. If you are a native English speaker then your level is "Advanced." Consider how you are using language to communicate your thoughts on your findings.

Language Target 1:

We can describe the changes in particle motion, temperature or state of a substance orally or in writing using topic-related science vocabulary to teach others how thermal energy affects the speed of particles in a substance

Describe the changes in particle motion, temperature or state of a substance
Beginner (Levels 1-2)	Intermediate (Levels 3-4)	Advanced (Levels 5-6/Native)
The particles move fast in hot water. They move slowly in cool water. particles, substance, thermal energy, move, how much water/heat, temperature, warm, cold, experiment, cup, water	In the water with the highest temperature, the particles move faster, but in water with less thermal energy, they move more slowly. remove, add, substance, matter, temperature, did this experiment, evaporates, liquid	When a substance is heated, the motion of the particles increases as the particles become more energetic. If it is cooled, the motion of the particles decreases as they lose energy. increase, decrease, motion, amount of heat, affect, conducted this experiment, beaker, evaporates

Language Target 2:

We can compare and contrast the changes in substances when thermal energy is added or removed in writing using comparative and superlative adjectives, commonly used verbs, linking words/phrases, and topic-specific vocabulary to look for patterns in the data.

Compare and Contrast the changes in substances when thermal energy is added or removed
Beginner (Levels 1-2)	Intermediate (Levels 3-4)	Advanced (Levels 5-6/Native)
The particles in the hot water moved faster than the particles in the coldest water because they ….... faster than, hotter, the coldest	One similarity/difference between the speed of particles in the hottest water and the speed of particles in the warmest water was .... A difference/similarity between the mixing speeds of particles in the warmest water and the coldest water was…. but, different from, however, in contrast, compared to, whereas, similarly, for example	The speed of particles in the hottest water and the speed of particles in the cold water were similar/different  because ...... Whereas the speed of particles in the hottest water increased , the speed of particles in the coldest water decreased. differs from, alternatively, in contrast, whereas, on the one hand/on the other hand, for instance

Language Target 3: 

We can analyze the effects of adding or removing thermal energy in writing using cause and effect sentences in order to teach others about the impact of thermal energy on substances.

Analyze the effects using cause and effect sentences
Beginner (Levels 1-2)	Intermediate (Levels 3-4)	Advanced (Levels 5-6/Native)
…., so….. . The cause was…... and the effect was…. Because…….,..... The color in the cup (beaker) with the hot water mixed fast because the particles move faster in hot water than in cold water. because (of), so	That was a result of…. Because of.., .. . Therefore,... Finally,... When I put the colored dye in the beaker of hot water, the colored dye mixed/spread faster than in the beaker of cold water. That was a result of adding heat energy. because (the...), so, thus, as a result,	The.....had a significant influence on… ____ was a result of…... The change resulted in… When I added the food coloring in beaker of hot water, it was obvious that adding thermal energy had a significant influence on the speed at which particles moved in that substance. The food coloring mixed/spread throughout the water faster than in the beaker of cold water. Also, the molecules were a little farther apart in hot water. since, as a result of, for the purpose of, due to, as a consequence, therefore, in that case, accordingly,

Experiment Video Guide

Your experiment video is the place to show off your experiment to others.  The video should be a summary of your experiment that includes the following elements:

• Your variables - You can do this how you would like---use your testable question, your hypothesis or just explain your variables individually.  
• Your data - You do not need to include all your data, just the most important.  Remember, data is best presented in a visual form.  This could be graph, text on the screen or note cards with data written on them.  
• Your conclusion - What was learned from your experiment?  You could answer your testable question, explain your hypothesis in relation to your data, or summarize a scientific concept or idea that was proven or learned by the experiment.

Your video does not need to have motion.  Feel free to create a photo slideshow in video form.  Also feel free to use voiceovers, speed up time, slow down time, and edit to the most important parts of your experiment.  The video does not need to be long!

All videos must be able to be uploaded to your a YouTube account (unlisted or public).  The school provides you with a YouTube account that you are free to use.  Programs like iMovie or YouTube Editor are good places to create your video.  

We will watch experiments and vote on our favorites in the class, then in the grade.  Winning videos will be on the TV Screens around our school.

Experiment Design: Presenting your Data and Observations

After experiment week I'm sure we will all agree that it is hard work collecting good data.  Now it's time to present this data in a way that clearly communicates to your audience what you experienced during the experiment.

Data Discussion:

The discussion is a place to report your observations and how they may relate to the data you collected.  This section should only include facts and measurements and relationships you see in data and observations.  It is not a time to give opinions or make conclusions.


Graphing help:

There are a few things to keep in mind:

1. Clearly present measurements - When you've collected useful measurements data tables and graphs and charts are clear ways to provide your audience with this information.
   
   
   Check out this video that explains
   How To Create a Simple Graph - Google Sheets:
    
   
   

   How to Create a Graph with Data From Multiple Trials:
   
   
   How to Add Error Bars to Show How Data is Spread in Multiple Trials:
   
2. Visually present experiment and results - Photo and videos capture what might take many more words.  Be sure to include a diagram or pictures of your results.  You can also include a short video in your report.

Experiment Design: Writing a Procedure Design Tips

There are many ways to write a method or procedure.  The main point of any procedure is to help your audience repeat steps that have been found to be effective.  Even the best procedures can be understood differently from different people.  Some procedures are more important than others.  Consider the consequences for giving a child medicine incorrectly.  Let's look at some of the design tips for a good procedure.

Source: netdoctor.cdnds.net

Number every step.

Put the steps in the order in which they should be done. 

This makes sense, since you want the reader to do the steps in the right order. This technique eliminates the dreaded “do this after you do that” problem, which is where sequencing comes in. We’ll talk about that later.

Use command-style sentences that begin with a verb, such as “do this” and “open that.” 

If you use “you should” or “you might,” the reader may think there is another way to what you’re describing. Even worse, if you use passive voice—”will be copied” or “will be opened”—the reader may not be able to tell what to do and what happens automatically. When you use verbs to tell someone what to do you are using "imperative verbs."  These are the best for procedures.

Use one action per step. 

Example from child's medicine bottle:

1. shake well before opening
2. find right amount in the chart below
3. remove the bottle cap
4. insert the syringe and fill to dose level
5. disperse liquid slowly into child's mouth
6. repeat dose every 4 hours if needed
   source: Tylenol.com

Use the phrase "repeat steps..." when possible

Avoid repeating the same thing with one different item.  See examples below:

Example:

1. Heat 3 amounts of at least 300 ml of water to 20, 50 and 70 degrees celsius
2. Measure 300 ml of tap water
3. Pour carefully into a 500 ml beaker
4. Place 3 drops of food coloring into the beaker 1 cm from the surface
5. Repeat steps 1-4 with each temperature liquid

Instead of:

1. Measure 300 ml of 20 degree water
2. Pour carefully into a 500 ml beaker
3. Place 3 drops of food coloring into the beaker 1 cm from the surface
4. Measure 300 ml of 50 degree water
5. Pour carefully into a 500 ml beaker
6. Place 3 drops of food coloring into the beaker 1 cm from the surface
7. Measure 300 ml of 70 degree water
8. Pour carefully into a 500 ml beaker
9. Place 3 drops of food coloring into the beaker 1 cm from the surface

Feedback

Consider asking someone to read your procedure. If it is your own procedure you may think you are explaining something well, but leave something important from your set of steps.  Ask the person to identify places in the procedure that are not clear and then revise those places and make them more clear.

Works cited:

Edgerton, Rebecca N. "The 'How To' of How To's: Writing Procedures Like a Pro." The “How To” of “How To’s”: Writing Procedures Like a Pro (n.d.): n. pag. The “How To” of “How To’s”: Writing Procedures Like a Pro. Oregon State, 22 May 2000. Web. 18 Jan. 2016.
"Designing Experiments."LabCheck : Improving Your Lab Report. Web. 18 Jan. 2016.

"Welcome to the Purdue OWL."Purdue OWL: Writing in Psychology: Experimental Report Writing. Web. 18 Jan. 2016.

 

Experiment Design: Tips To Consider Before Doing an Experiment

Experiments involving chemicals and heat can be fun, exciting, and we can learn a lot by "playing around" with different substances.

Here are a few things to think about before setting out on your next experiment adventure:

Safety first - Chemistry experiments can be dangerous.  While learning from your experiment is suggested, being able to come out of the lab with all your fingers, toes and body hair is required.  Don't forget to wear safety glasses and lab aprons.  If you have long hair, make sure it is tied back if you are using a flame or hot plate. When using anything dealing with heat or potentially harmful substances take extra care to think about your surroundings.

Don't contaminate - When taking substances from bottles, try to take only as much as you need.  Never return a substance to the bottle from where you took it.  If you happen to have extra, dispose of the material properly.

Can you ever collect enough data? - Don't forget that you will need to do considerable reflection after your experiment.  Besides the data you already planned to collect, think of different ways you can collect useful data during the experiment.  Don't forget that photos or videos are great ways to communicate your experiment results to others.

If at first you don't succeed... - As we've been learning, repeating an experiment can make your results more accurate and also it can eliminate error.  Consider repeating your experiments to get the best data as possible.