From first observation to investigation report — Evaluate worksheet
Original practice. Write explanations that distinguish observations, evidence and claims.
Name: __________________________ Date: ______________
Connected practical record: your own spinner investigation
Teacher/practical required. This blank record is a planning and evidence scaffold, not proof of a completed investigation. Do not enter the pilot’s synthetic values as your measurements. Your school determines supervision, safety approval and curriculum requirements.
Keep one dated notebook or attached record across these checkpoints. Do not begin physical work until your teacher approves the method. Remain on the floor, use a marked reachable release height in a clear area, keep away from faces, manage scissors under school procedures and retrieve models only when the drop zone is clear. Do not climb, lean from windows or release objects over people.
1. First observation (Lessons 1–2)
After teacher approval, record an initial spinner drop: date, model ID, setup, a qualitative description and one measurement with units and tool. Separate an observation from a possible explanation. Leave this blank if no observation has been made.
Date / record reference / status (pending or evidenced): ____________________
2. Question and hypothesis (Lesson 7)
Use something in that first record to choose a testable question. Define the changed wing length (cm), measured descent time (s) and predicted relationship. Name at least three controlled variables and explain how each will be held consistent.
Date / record reference / status (pending or evidenced): ____________________
3. Approved plan (Lesson 8)
Specify length levels, number of independently built models per level, repeated drops per model, timing endpoints/tool resolution, order of testing, raw-record headings and a pre-agreed failed-trial rule. Record hazards, controls, teacher approval and date before collecting.
Date / record reference / status (pending or evidenced): ____________________
4. Primary collection (Lessons 8–9)
Record actual dated measurements for every model and trial, observations such as wobble/contact, units and conditions. Preserve original failed/missing readings with reasons. Attach raw records rather than copying the synthetic capstone.
Date / record reference / status (pending or evidenced): ____________________
5. Processing and initial-record comparison (Lessons 9–10)
Show a worked mean and range, and plot labelled axes/units with a stated convention for any bars. Compare the usefulness of the planned dataset with your initial observation: detail, repeatability, comparability and limits. Retain both records.
Date / record reference / status (pending or evidenced): ____________________
6. Conclusion and related findings (Lessons 6 and 11)
Answer your question with values and uncertainty. Compare with another teacher-approved group’s dated investigation record: name/record ID, actual finding, variables, sample and method differences. If none is supplied, mark the comparison pending. The linked NASA resource can inform a further question but supplies no matching numerical results.
Date / record reference / status (pending or evidenced): ____________________
7. Evaluation and next observation (Lesson 12)
Explain whether your hypothesis is supported within the tested conditions, identify a specific limitation and propose the next observation that would address it. Attach the original observation, approved plan, primary data, analysis and comparison for teacher review.
Date / record reference / status (pending or evidenced): ____________________
NASA Rotor Motor: a related investigation idea (not a numerical comparison dataset)
Teacher review: accept justified alternative designs and conclusions supported by the student’s records, including no clear trend. Mark unperformed stages pending. Synthetic practice, a filled plan or clicking “complete” does not establish practical completion, school approval, required practical hours or whole-course coverage.
Question 1
Write an investigation plan to collect your own spinner evidence safely, improving on the capstone’s small independent sample.
Question 2
Peer-review a report that omits raw values, calls synthetic data “measured” and claims universal validity.
Teacher answer key — 2 questions
Model responses identify the essential ideas. Accept scientifically correct alternatives that address the question; wording need not match exactly.
- Specify multiple independently built models per length, repeated/randomised drops, comparable construction and reachable fixed release height, timing rule/tool, raw table, invalid-trial rule and clear drop zone. Teacher approval is required.
- Request raw/provenance records, correct the synthetic-data label, restrict conclusions to the actual range and conditions, and evaluate sample/method limitations. A polished layout cannot compensate for misleading evidence claims.