Mystery Boxes: Exploring the Process of Science
Summary
In this activity, students will follow the steps of the scientific method to investigate the unknown contents and internal structure of sealed boxes. They will generate questions and hypotheses and then test those hypotheses using their senses and a few tools. Then they will share their conclusions with the class and reevaluate their conclusions after peer review. (Thanks to Kaatje Kraft for her input on this activity).
Learning Goals
Students should learn the conceptual process of science and how the scientific method provides a framework that can be repeated to investigate testable hypotheses. They will use critical thinking, model development, and written and oral presentation skills.
Context for Use
This activity is appropriate for high school and introductory college science classes. Students should be familiar with the steps of the scientific method. It can be done in a classroom in 45 – 60 minutes.
Description and Teaching Materials
Groups of 3-5 students are given one mystery box containing 1-3 unknown items and an unknown internal structure consisting of 1-2 additional barriers. These can be constructed from wood or small cardboard boxes and sealed with glue or tape. The items and structure can all be the same or there can be a few different versions. Students are told of the possible items that could be in the box, which could include paperclips, beads, marbles, etc. Students will first investigate the box independently by moving the box and listening to how the objects move. They can also use a magnet see how it affects the items. Students will first come up with their own hypotheses independently and then share them with their small group to arrive at a group hypothesis of what's inside the box, often expressed as a drawing of the internal structure and the objects on a whiteboard.
(Possible extension: provide empty boxes and items so that students can build models and further test their hypotheses)
Groups will then prepare a mini presentation "poster" on a whiteboard including the drawing of their hypothesized box, brief methods for testing their hypothesis, results, and brief discussion of challenges and limitations. Then a mini "conference" will ensue with brief presentations and an optional gallery walk of posters so that students can compare their own findings with their peers' findings. A class discussion can follow, including different conclusions, how they were determined, and how the steps of the scientific method were used. Was it a linear process? Were multiple hypotheses tested and reconsidered before reaching the final group hypothesis? How confident were you in your conclusions? Did you confidence change after seeing other groups' conclusions?
The kicker to this activity is announcing at the end that the instructor doesn't know what's inside the boxes either. No one knows – that's why we need to investigate it. This highlights a sense of uncertainty inherent in science and the need to think critically about how we know what we know, how confident we are in our conclusions, and the need to understand the limitations of our knowledge.
Students will then reflect individually on the activity by writing answers to questions on a handout or completing a minute paper. Questions can include how their confidence changed throughout the process and diagramming how they went through the scientific process.
(Possible extension: provide empty boxes and items so that students can build models and further test their hypotheses)
Groups will then prepare a mini presentation "poster" on a whiteboard including the drawing of their hypothesized box, brief methods for testing their hypothesis, results, and brief discussion of challenges and limitations. Then a mini "conference" will ensue with brief presentations and an optional gallery walk of posters so that students can compare their own findings with their peers' findings. A class discussion can follow, including different conclusions, how they were determined, and how the steps of the scientific method were used. Was it a linear process? Were multiple hypotheses tested and reconsidered before reaching the final group hypothesis? How confident were you in your conclusions? Did you confidence change after seeing other groups' conclusions?
The kicker to this activity is announcing at the end that the instructor doesn't know what's inside the boxes either. No one knows – that's why we need to investigate it. This highlights a sense of uncertainty inherent in science and the need to think critically about how we know what we know, how confident we are in our conclusions, and the need to understand the limitations of our knowledge.
Students will then reflect individually on the activity by writing answers to questions on a handout or completing a minute paper. Questions can include how their confidence changed throughout the process and diagramming how they went through the scientific process.
Teaching Notes and Tips
Don't tell students that you don't know what's inside the boxes until the very end of the activity.
Assessment
Students can be assessed during the activity and discussion for participation and general understanding of the concepts. Grading the handouts or minute papers is another form of assessment.
References and Resources
There are a number of resources for similar activities online including:
http://www.indiana.edu/~ensiweb/lessons/mys.box.html
http://www.indiana.edu/~ensiweb/lessons/mys.box.html