General Science: The scientific method
“Doing” Science with M&M’s®
Thomas Sobat, PIE fellow, Biology Department, Ball State University, Muncie Indiana 47306
STANDARDS ADDRESSED:
6.1.3 Recognize and explain that hypotheses are valuable, even if they turn out not to be
true, if they lead to fruitful investigations.
6.1.6 Explain that computers have become invaluable in science because they speed up
and extend people’s ability to collect, store, compile, and analyze data; prepare research
reports; and share data and ideas with investigators all over the world.
6.2.1 Find the mean and median of a set of data.
6.2.2 Use technology, such as calculators or computer spreadsheets, in analysis of data.
6.2.5 Organize information in simple tables and graphs and identify relationships they
reveal. Use tables and graphs as examples of evidence for explanations when writing
essays or writing about lab work, fieldwork, etc.
6.2.6 Read simple tables and graphs produced by others and describe in words what they
show.
6.2.8 Analyze and interpret a given set of findings, demonstrating that there may be more
than one good way to do so.
6.5.4 Demonstrate how graphs may help to show patterns — such as trends, varying
rates of change, gaps, or clusters — which can be used to make predictions.
OBJECTIVES
Students will learn and understand the use of the scientific method in answering
questions and testing hypotheses.
Students will learn to form testable hypotheses from their personal observations,
and develop pertinent studies to test them.
Students will gain skills using technologies required to analyze and show
patterns in their data.
Students will report their findings in the form of a presentation or written
document.
MATERIALS
M&M’s (one small bag per student)
Paper towels (one per student)
One datasheet per student
Computer access (Spreadsheet required)
INTRODUCTION
The scientific method is the process by which scientists attempt to construct an
accurate representation of the world. It is standard practice to present the
scientific method to students as a recipe with numbered steps that include
1.observation, 2.hypothesis formation, 3. experimentation and 4.reporting
findings. This is an inquiry based lesson that allows the teacher to guide their
students through the steps of “doing” science using the disproportionate numbers
of specific colors within, and between individual bags of M&M’s®.
Students are presented with the idea that one color of M&M® (e.g. yellow) may be
represented by smaller quantities than are the other colors. Student groups are
then guided through the process of discussing their observations, the formulation
of testable hypotheses and the development of pertinent experiments to test their
hypotheses.
PROCEDURE
1.) Presentation of pertinent introductory material: Students should be aware
of the basic steps of the scientific method, and they should be familiar with
fair science (test one variable at a time).
2.) Develop the idea that one of the M&M colors may be underrepresented in
individual packages (My favorite color is yellow, and there are always
fewer yellow then any of the other colors). Questions should be posed to
the students; how could this be? Why might this happen? Is this my
imagination? Students should be encouraged to use personal
observations, theirs and yours, to develop testable hypotheses as to how
it might be determined if your observation is correct.
One way this might be approached would be to suggest that it is more
expensive to make yellow M&M’s then any of the other colors. Continue
this line of thought by posing the question how could this be tested? Your
guidance should lead students to a hypothesis that would yield an
experiment that requires students to open, sort and count multiple
packages M&M’s (Hypothesis: fewer yellow M&M’s are produced then any
of the other colors).
3.) Once experimental design has been established, students should each be
given a datasheet, package of M&M’s and a paper towel. Students should
be instructed to open the M&M’s and pour them onto the paper towel (so
that they are not contaminated by the lab setting). The M&M’s should be
sorted by color, and the numbers of individuals of specific M&M colors
should be recorded on the data sheet (see associated MS Excel file).
4.) Data can be entered into the associated MS Excel spreadsheet. Once
data entry has been completed, students can use the summary statistics
and graphing functions provided by the Excel software package to view
trends in the dataset.
ASSESMENT
This experiment can be run to a number of different levels, each step could be
considered a unit of assessment. If students are held responsible for
hypotheses, experiments and graphs, points could be assigned for each stage.
Add report writing or a quiz, and the level of assessment increases.
CONNECTIONS
This would be a good precursor to any experimentation lesson that requires the
formation and testing of hypotheses.