Lumbriculus variegatus Lab—Guided Inquiry
Goal:
To explore the impact of treatments on the pulse rate of the worm Lumbriculus variegatus while learning
the QPOE2 (Question, prediction, observation, explanation, evaluation) design.
Teacher notes: Students are in table groups according to the environmental factor of their choice (4
choices). 2 table groups/factor.
Class Question: Why are Lumbriculus variegatus used to improve human health?
→Knowledge Probe:
Class discussion (maybe used during lab time)
Biological Smoke Detectors—The Canary Conundrum
Question: How does ___________ (chosen drug) impact the pulse rate of Lumbriculus variegatus?
→Knowledge Probe
What do I know? (Consider--How do different drugs influence heart rate in humans? Is it a stimulant or a
depressant?)
What do others know?
What do I need to know?
Prediction or Hypothesis:
I predict this…because OR
If the _______________________ (independent variable) then the pulse rate (dependent variable) will
decrease/increase/stay the same because _______________________ (prior knowledge).
→Investigative Plan:
→Knowledge Probe:
Using “Effects of Drugs on Pulsation Rate of Blackworms.”
Write your investigative plan. Steps to use (from Investigation Organizer Step Book—Van Andel
Education Institute).
Is it a fair test?
• What is going to be observed, measured, and recorded
• What will change (variable)
• What will stay the same (control)
Does it define the actions to be taken? The procedures:
• must be in numbered order, logical and concise
• must be complete and clear to enable another person to repeat the investigation
• might include labeled drawings of diagrams
Items to consider in writing an investigation plan:
• what data to gather and how much data to gather
• what tools/materials to use
• what measurements to record and to what accuracy
• the number of trials to conduct
• how to reduce sources of error
Observation: Measuring the effect of chosen environmental factor on the heart rate of blackworms. (5
trials each)
Trials
Culture
water
(control)
Treatment 1
(
)
Treatment 2
(
)
Treatment 3
(
)
Qualitative
Observations/Notes
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
→Data Analysis:
Making sense of data: Look at your observations (raw data); highlight questionable data. Determine valid
and reliable (trustworthy) data.
→Knowledge Probe
Revisit how to choose graphs (Graph Choice Chart)
Revisit how to choose statistical analysis tool.
• (Re)organize data.
• Choose a representation for the analyzed data.
• Interpret patterns or trends.
• Choose method of statistical analysis and analyze data.
Summarize:
What did I do with my raw data? Why?
How did I represent my analyzed data? Why?
What patterns/trends/relationships are evident?
What is my interpretation of these patterns/trends/relationships?
Evalu
Use one group as a model for the whole class process.
Explanation:
→Claim-- Does the claim answer the investigation question?
→Evidence-- Does the selected evidence support the claim?
→Reasoning-- Does the reasoning link the claim and evidence?
Does the reasoning justify why the evidence supports the claim?
Does the reasoning make a strong argument?
Does the reasoning consider alternative explanations?
(Use one group as an example first)--Have partner groups present and defend to each other and then come
up with a recommendation for the whole class.
Evaluation—
a.
What are the sources of error?
b.
What would you do differently next time?
c.
How confident are you in your results? (See Confidence Chart) What could be alternative
explanations for my results?
d.
What surprised you?
e.
What would your prediction be if you conducted this investigation again?
f.
What question would you like to pursue next?
→Application: How do I use what I learned?
Bioethical discussion: Is it ethical to use animals in bioethical research?