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Indirectly Direct

Using Direct Observations for the validation of Indirect Observations

Grade Level:

  • 4-8

Objectives:

  • The student will:
    •  form and test their hypotheses.
    •  use indirect observation skills to draw a conclusion.
    •  prove their hypotheses by predicting additional outcomes based on prior data.
    •  compare their indirect results with their direct observation to validate their conclusion
    • apply the use of estimating angle bisectors to form a perpendicular line. (optional)

Estimated Time for Completing Activity:

  • one 50-minute period

Type of Activity:

  • Exploratory

National Science Standards:

  • Standard A Item 1: Science as Inquiry: Standard A Understandings about Scientific Inquiry

Virginia SOLs:

  • Science 6.1,6.2, PS1
  • (Optional)Math 6.14,6.15

Vocabulary:

Key Terms
Indirect Observation -observation made without actually seeing the object
Direct Observation -observation made where the object can be plainly seen
Remote Sensing -obtaining information about a subject without being in contact with it.
Ground Truth -the known measurement used in the calibration process to compare to an indirect measurement
     http://asd-www.larc.nasa.gov/SCOOL/groundtruth.html

Related terms
Validation
Perspective (Point of view)
Perpendicular(optional)
Angle bisector(optional)

Materials Needed: (Set of 6)

Lab Set Up and Procedures:

Lab Prep:
1. Set up the test area by placing a pie tin with attached mystery shape underneath on the table.
    Wooden block shape may require a lifter block depending on the height of the tin- marble must roll freely under.
2. Place the hose circle around the tin as a barrier.
3. Attach the circle cutout on top of the tin.
4. Students should work in groups of 2-4.
 

Picture of the Lab Set Up
 

Procedure: (Use the "Indirect Directly  Observations" Worksheet PDF for student directions.)

The Where's the Wall? Sheet may be used for practice before starting the experiment or after the students have a chance to observe and use the set up.  Application of angle bisectors and perpendicular lines can be used here or allow students to discover through observation alone.) See The Shape of Things Activity http://education.jlab.org/beamsactivity/index.html for copy of Where's the Wall?  Sheet.

1. Students should be standing and instructed not to look under the tin.
2. Prop the ramp on the hose at an angle.
3. Place the marble at the top of the ramp and release the marble so that it rolls under the tin.
4. Observe the path of the marble as it enters and exits from under the tin.
5. Record its path on the circle cutout on the tin.  Students will need to estimate the path it took, as you will not be able to see under the tin.
6. Repeat launching the marble from different locations recording its path each time.
7. Use these indirect observations to determine the shape of the object under the tin.
8. Draw the predicted shape on the circle cutout and call the teacher over before turning the tin over to reveal its actual shape.
9. Write the actual shape on the paper and answer the conclusion questions.

Conclusion: (These question may be used as written questions or to direct a follow up discussion)
1. Were you able to determine the shape using the indirect evidence before looking under the tin?
2. Describe the technique you used to determine the shape.  Describe a new technique might you try the next time?
3. Were you able to re-test a path by launching the marble from the same location and angle?  What were the results?  Why would scientists use this method?
4. What might the marble and the wooden shapes represent in this model?
5. Explain how direct observations can be used to validate indirect observations.  Can you give and example of when ONLY indirect observations are possible?
6. Describe this activity using at least three vocabulary words in your explanation.
7. How would you change this activity to better model the CERES S'COOL projects experiment?
8. What further questions do you have after doing this experiment?
 

Discovery and Conclusion:

 (These question may be used as written questions or used  to direct a follow up discussion)
1. Were you able to determine the shape using the indirect evidence before looking under the tin?
2. Describe the technique you used to determine the shape.  Describe a new technique might you try the next time?
3. Were you able to re-test a path by launching the marble from the same location and angle?  What were the results?  Why would scientists use this method?
4. What might the marble and the wooden shapes represent in this model?
5. Explain how direct observations can be used to validate indirect observations.  Can you give and example of when ONLY indirect observations are possible?
6. Describe this activity using at least three vocabulary words in your explanation.
7. How would you change this activity to better model the CERES S'COOL projects experiment?
8. What further questions do you have after doing this experiment?

Teacher's Notes:

  • Experimental connection: Scientists gather a great deal of information without looking at what they are studying.  These indirect observations allow them to study things that cannot be easily seen.  Remote sensing provides them a method of studying things that are difficult to see.  A remote sensing instrument on a satellite can collect data continuously with a large field of view.  It is not until the data is processed that the big picture can be seen.

    • · Model:  In this model, the wood shapes might represent the clouds (or water molecules that make up the cloud).  The pie tin blocks the view representing the idea that the scientist cannot see from the perspective of the top of the atmosphere.  The satellite instrument collects indirect data for the scientist.  The marbles although controlled by the experimenter in this activity would actually represent the sun's radiation reflecting off the clouds.  The ground truth direct observation would be the look under the pie tin and actually seeing the shape directly.  In this model the importance of being able to retest and validate indirect observations with direct observations in emphasized and practiced.
     
     

    Web connection:

    (a virtual perspective)

    View the earth from a satellite     http://www.fourmilab.ch/earthview/satellite.html
     

    Additonal Credits:
    Lesson redesigned and adapted from "The Shape of Things"  Jefferson Lab B.E.A.M.S. Program Lessons link to http://education.jlab.org/beamsactivity/index.html
     

    NASA Logo
    Lesson Plan submitted by Doug Stoddard, Teacher-in-Residence, NASA Langley Research Center, USA, for the NASA's S'COOL Project.