What is a "testable question"? (stage 2 energy topic)

Each of these questions has been posed by a primary school student thinking about a question that they might investigate. For each question indicate whether it could be investigated (yes), could not be investigated (no) or perhaps slightly altered so that it could be investigated (maybe).

Question 1

How is wind used to make electricity?

  1. Yes
  2. No
  3. Maybe
Feedback:
  1. "How" questions are more readily researched than investigated. This question as it stands cannot be used for an investigation. If a student investigates windmills attached to turbines, they could then pose the question "does the length of the blades of a windmill affect the amount of electricity generated?"
  2. Well done. The question as it stands cannot be scientifically investigated- but it could lead to a design-and-make activity.
  3. This question needs major surgery to be turned into an investigative question.This question as it stands cannot be used for an investigation. If a student investigates windmills attached to turbines, they could then pose the question "does the length of the blades of a windmill affect the amount of electricity generated?"

Question 2

How can I measure the wind? (Instructions for making an anemometer)

  1. Yes
  2. No
  3. Maybe
Feedback:
  1. This is a design-and-make question.
  2. This is a design-and-make activity. It can be converted into a testable question such as "What effect does wind speed have on...." once a device to measure wind speed has been constructed.
  3. It could be changed into a question "What effect does wind speed have on...." once a device such as a wind sock has been made. Students could also test which device is better at measuring wind speed.

Question 3

Which is the windiest part of the school?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. This question could be worded as, "What effect does height have on wind speed in the school grounds?"
  2. While there may be some issues with controlling variables and turning it into a fair test (i.e are students exploring the effect of various objects that may act as wind breaks, or height above ground or sea level or taking into account the direction of the prevailing wind?), it is still a question which students could investigate.
  3. This question can be investigated and the answer could then help to pose more questions that could be investigated by designing a fair test.

Question 4

Does ice melt quicker in fresh water, salty water or coloured water?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. Correct. There are clearly indicated variables which can form the basis of a fair test.
  2. Incorrect. Students could make a comparison of melting times for different solutions in an investigation that could be readily carried out at school.
  3. This question can readily be turned into a fair test.

Question 5

Does normal water freeze quicker than cordial?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. Correct. This is a good question for a fair test.
  2. Incorrect. This question can easily be turned into a fair test. The thing that is changed is the cordial being added to water. The thing that is measured is the time to freeze. Controlled variables would be the mass of the liquid being frozen and the position in the same freezer.
  3. This question can definitely be turned into a fair test.

Question 6

Can you use static electricity to separate sugar, pepper and / or salt?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. Correct. Even though it may not be possible to carry out the separation using static electricity, it can still be investigated.
  2. Incorrect. Even if the answer is no, the question can still be investigated in the school environment.
  3. A difficulty may be achieving or maintaining the same static charge while trying to carry out the separation. It is still a question which students can investigate.

Question 7

Will grass still be green in salt water?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. This question could be worded 'What is the effect of salt concentration on the colour of the grass that it is used to water?'
  2. This question can be readily turned into a fair test.
  3. As it stands, this is a good question for investigation.

Question 8

How long will it take for different types of papier mache to dry?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. Correct. Because the question is based on a comparison, it could be used to design a fair test.
  2. So long as the variables are controlled, this is a good question for a fair test.
  3. This is a good question for designing a fair test once the different types of papier mache are clarified ie. a different type of glue, but everything else is the same.

Question 9

Will changing the slope of falling water affect how fast it will flow?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. Correct.This question clearly infers variables that can be tested.
  2. Incorrect. A stream tray or large tub could be used to model the different slopes and the speed of flow could be measured so a fair test can be easily developed.
  3. So long as the variables are controlled, this can be turned into a good investigation.

Question 10

Will water falling twice as high create a splash twice as large?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. Correct. This question is trying to explore a relationship, but in practical terms, measuring the size of a splash might be a challenge.
  2. Incorrect. The question is exploring the relationship between two variables even though there may be a few problems in accurately carrying out the investigation.
  3. This question is trying to explore a relationship, but in practical terms, measuring the size of a splash might be a challenge.

Question 11

How long will it take to boil water in a microwave, an open fire, a stove or a kettle?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. Safety concerns require that this question would need to be changed.
  2. While students may be able to achieve an answer to this question (provided safety issues and dealt with), there are many variables within each type of heat source that means comparing the heat sources is of little value.
  3. Comparing different heat sources is problematic and also a safety concern. Major modifications could be questions about whether there is a relationship between the volume of water and the time it takes to boil (or reach a fixed temperature such as forty degrees) or heat settings on a microwave/stove and time it takes to boil.

Question 12

Can the force of falling water lift weights?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. Incorrect. This student question requires clarification. It may be possible to set up a stream tray at different slopes and see if the water is able to pick up an move objects of various weights.
  2. This student question requires clarification and modification because as it stands it is not exploring a relationship between two variables. It may be possible to set up a stream tray at different slopes and see if the water is able to pick up an move objects of various weights.
  3. This student question requires clarification. It may be possible to set up a stream tray at different slopes and see if the water is able to pick up an move objects of various weights.

Question 13

How much pressure can be put onto the top of a floating magnet?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. This question requires modification and clarification. The student is referring to a magnet that is levitating. Rather than seeing how much weight the levitation can support, the student may investigate how many paperclips it can pick up. The student may then choose to compare the strengths of different types of magnets.
  2. This question requires modification and clarification. The student is referring to a magnet that is levitating. Rather than seeing how much weight the levitation can support, the student may investigate how many paperclips it can pick up. The student may then choose to compare the strengths of different types of magnets.
  3. Correct. This question requires modification and clarification. The student is referring to a magnet that is levitating. Rather than seeing how much weight the levitation can support, the student may investigate how many paperclips it can pick up. The student may then choose to compare the strengths of different types of magnets.

Question 14

How far can a magnet be from another magnet and still be in its magnetic pull?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. Incorrect. The student is obviously interested the position/strength of the magnetic field around a magnet. Perhaps he/she could be encouraged to explore the effect of the number of magnets placed together on the size of the field. If a compass is used as the second magnet, some of the practical issues of determining when the magnetic field can be detected.
  2. This question requires considerable re-working.
  3. The student is obviously interested the position of the magnetic field around a magnet. Perhaps they could be encouraged to explore the effect of the number of magnets placed together on the size of the field. Deflection of a compass coudl be used to indicate the magnetic field is present.

Question 15

How do magnets pull metal things?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. No. This question needs a lot of re-working to turn it into a question that can be used for an investigation. One investigation could be based on the question "Do magnets pull all types of metal things?"
  2. This question needs a lot of re-working to turn it into a question that can be used for an investigation. One investigation could be based on the question "Do magnets pull all types of metal things?"
  3. This question needs a lot of re-working to turn it into a question that can be used for an investigation. One investigation could be based on the question "Do magnets pull all types of metal things?"

Question 16

Can you break magnets?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. Incorrect. Apart from practical and safety issues, this question does not suggest any variables that could be investigated.
  2. Correct. Apart from practical and safety issues, this question does not suggest any variables that could be investigated.
  3. Apart from practical and safety issues, this question does not suggest any variables that could be investigated. The only possiblity is for the student to construct a temporary magnet (by stroking in one direction a piece of soft iron with a pole of a permanent magnet), measuring its strength (how many paper clips it will pick up) and then banging or heating the temporary magnet and seeing the effect on its magnetism.

Question 17

Would food cook faster in an oven or a microwave?

  1. YES
  2. NO
  3. MAYBE
Feedback:
  1. There is a clearly stated variable and students can physically test the difference in cooking time. It requires some re-thinking, really, as the settings on ovens and microwaves vary considerably and they involve quite different ways of transferring energy.
  2. As the variable has been identified, it is possible for students to carry out a test, but it really does not lead to a great deal of new knowledge about how energy is transferred and transformed.
  3. It can be carried out as an investigation, but controlling the variables and relating it to understanding about energy could be problematic.

Solution

© State of New South Wales, Department of Education and Training 2008