TIMS Laboratory Investigations

This section provides an overview of the underlying philosophy of the TIMS Laboratory Investigations, suggestions for using the labs and for integrating the investigations into your math/science curriculum, suggestions for assessment, and a Scope and Sequence.
Introduction

Introduction to the TIMS Laboratory Investigations

A parent of a second grader told the following story to her daughter’s teacher. “My daughter (we’ll call her Jill) was staring out the back window with a pencil in her hand. She looked a bit pensive, so I asked her if she was sad.” “No, Mommy.” “Well, are you writing someone?” I asked. “No, Mommy.” “Well, what are you doing?” “An experiment,” she said. “I am writing down the birds at the feeder and how many there are of each in one hour. And I’m going to do it for three days.”

John Dewey could not have been prouder of Jill. In 1913, the great educator worried about science in America.

At times, it seems as if the educational availability of science were breaking down because of its own sheer mass. There is at once so much of science and so many sciences that educators oscillate helpless, between arbitrary selection and teaching a little of everything. [Schools] move with zealous bustle from leaves to flowers, from flowers to minerals, from minerals to stars, from stars to the raw materials of industry, thence back to leaves and stones…science teaching has suffered because science has been so frequently presented just as so much ready-made knowledge, so much subject matter of fact and law, rather than as the effective method of inquiry into any subject matter.

Approximately 80 years later he could present the same paragraph as a criticism of our current system. But if we told Dr. Dewey about Jill, we are sure he would smile with satisfaction and hope because he said in the same article:

    Surely if there is any knowledge which is of the most worth it is knowledge of the ways by which anything is entitled to be called knowledge instead of being mere opinion or guess-work or dogma.

    Such knowledge never can be learned by itself: it is not information but a mode of intelligent practice, and habitual disposition of mind. Only by taking a hand in the making of knowledge, by transferring guess and opinion into belief authorized by inquiry, does one ever get a knowledge of the method of knowing.

And that is exactly what Jill was doing, taking a hand “in the making of knowledge” and “transferring guess and opinion into belief authorized by inquiry.” Jill was taught to do that by her second grade teacher who had spent a year doing some of the TIMS investigations you will find in these volumes. And, after a year of TIMS your students will be able to do the same and a lot more.

To understand TIMS a little better, let’s analyze what Jill did more closely. First, she defined the problem by identifying the two primary variables to study. In this case, the type of bird was one variable, and the number of each type by the bird feeder in one hour was the other. Second, Jill was all ready to record the data (the pencil, remember), and we are sure that being a TIMS expert, she would have graphed the results. Why for three days? So that she could obtain an average, a more realistic single number than the number for any one day. If Jill’s mom were on the ball, she might have asked her if the kind of feed would affect her results, or if doing the investigation six months later would have meant different types of birds and different numbers of each. But don’t be surprised if our young scientist was thinking these very thoughts and planning her next investigation.

TIMS is a series of 147 quantitative, hands-on investigations that integrate mathematics and science by focusing on a set of fundamental variables. By fundamental we mean variables that occur in all areas of science and that should be part of the basic vocabulary of each child. Indeed, variables are the “words” of science and mathematics out of which we fashion the “sentences,” “paragraphs,” and “stories” that help us make sense of the world. The basic variables of the primary and intermediate level investigations are length, area, volume, mass, time, and force. In the middle level investigations we form compound variables made up out of two fundamental variables and study velocity (length, time), density (mass, volume), work (force, length) and energy (mass, velocity). These words, these variables of math and science are studied by the children in the course of doing investigations. But our investigations are very special. They try to impart the way science and mathematics are really done and give to the children a “mode of intelligent practice and a habitual disposition of mind,” in order to gain a “knowledge of the method of knowing.” We hope that the children will learn from this approach not only how to do science, but a systematic way of thinking that will benefit them in any walk of life.

Our approach centers around what we call the TIMS four-step scientific method. The four steps are simple: draw a picture of the investigation and in the picture identify the two primary variables of interest; set up a data table and record in a systematic way all the data; graph the data so that we can “see” what is going on; ask questions about the results, what does it all mean, what can I learn, what can I predict. You might even argue that the same four steps apply to writing a story: how can I picture what I want to write about; how can I organize my thoughts in a systematic way; do they make sense as I write them down (the graph); have I conveyed all the ideas, or told the story as well as possible (questioning).

The science content of the program concentrates on the fundamental variables described above. Biologists, chemists, geologists, anthropologists, physicists, all have to use the basic quantitative variables of length, area, volume, and mass. The last thing we want to do is turn science into a task of memorizing facts. Instead we want the children to understand the underlying concepts of science—the basic variables and the method of gathering and analyzing data. Nevertheless, as we go along, various investigations will point toward a particular discipline. Often we will take up the application of a variable to a discipline through the comprehension questions. Indeed, an investigation may have questions appropriate to “biology and physics.” At this point in the children’s careers naming a discipline is superficial. However, recognizing that animals have surface area is important and is what we shall try to have them do.

The mathematics is integrated into the investigations. The children are not told what mathematics to use to answer the questions. Instead, problems are posed based on the data they have gathered. As a result, the children will have to use addition and subtraction facts, read graphs, estimate, use fractions, write number sentences, and devise math strategies to solve problems. Multistep logic is used throughout. Labs for the middle grades include algebra.

Implementing the TIMS Laboratory Investigations

The TIMS Laboratory Investigations consist of the following:

  • A Teacher Lab Discussion. This provides teachers with in-depth background information about the investigation and the comprehension questions.
  • A Student Lab Write-up. All student write-ups are considered prototypes. We encourage you to modify the write-ups and select questions that are appropriate for the grade level of your students. The level of difficulty of the labs can vary greatly depending on the level of questioning and data analysis.

There are 147 TIMS Laboratory Investigations. They have been categorized into three grade ranges:

  • Primary (grades 1–3)
  • Intermediate (grades 3–6)
  • Middle (grades 6–9)

The difficulty of a particular investigation can vary, depending upon how much previous experience your students have with the TIMS investigations and how you structure the comprehension questions that accompany each lab. Thus many labs are categorized at more than one level, e.g., primary and intermediate, or intermediate and middle. When done at the more advanced level, we anticipate that the more difficult comprehension questions will be used; when used with younger children or with students new to TIMS, some of the more complex questions can be omitted. By modifying the comprehension questions, you can tailor each investigation to the level and needs of your students.

A complete discussion of each experiment is given in the Teacher Lab Discussion that accompanies each investigation. The Teacher Lab Discussion should be read carefully before having the children do the lab. There is enough detail in the TLD, including sample data and answers for the comprehension questions, for you to learn how to help the children carry out the investigation in an evening’s read. However, nothing substitutes for your trying the lab first. An hour of your time spent practicing taking data and becoming aware of the possible problems will be rewarded by a smoothly running investigation. A set of special TIMS Tutors supplements the TLD by providing additional background information about the basic mathematics and science concepts, including a discussion of the qualitative and quantitative foundations of the program.

Each investigation takes about four or five days at about 30 to 40 minutes per day. This includes identifying the problem, finding the variables to be studied, drawing a picture, collecting the data, graphing it, and analyzing the results. The math and science are integrated throughout the five days. For this reason, each part of the investigation deserves full attention.

The investigations are intended for students to complete themselves. Demonstrating the lab will not do. The children often work on an investigation in pairs or small groups. After setting up the investigation with the group, the amount of direction you will need to provide will depend upon your particular situation. In general, you will want to serve as the student’s guide, rather than providing step-by-step instructions. A reasonable goal for most students is to have them work more independently on the labs—with increasingly less teacher direction—as the year progresses. The children will become more adept at playing the math/science processes over the course of the year. But the tasks will become harder too, so steady progress is important.

Our hope is that the TIMS labs will provide shared learning experiences with everyone involved in both the physical and intellectual action of the labs. As this happens, we are sure that you will see changes in the children’s attitudes towards science and mathematics as well as higher levels of achievement in both areas. Besides that, everyone will have fun.

Developing a Sequence of TIMS Investigations

Many teachers simply select individual investigations that correlate with topics in their math/science curriculum. The Scope and Sequence table, along with the description of each investigation (found in the documents list), will give you an overview of the major areas of science and mathematics covered.

The true power of the TIMS investigations, however, is experienced when they are put together into a coordinated sequence that grows conceptually both within a grade and across grades. There are many different ways to put the investigations together. Schools often develop sequences of specific labs at each grade, creating a mini science-math curriculum which spirals upward as the year progresses.

As you develop your sequence of TIMS investigations, you will want to consider several dimensions so that the labs build upon themselves in logical ways:

  • Variables
    We suggest that you develop a sequence that covers many, if not all of the fundamental variables in most grades. At the primary and intermediate levels, this includes classification and frequency distribution investigations, as well as investigations covering length, area, volume, mass, and time. More complex labs covering velocity, density, work, force, and energy can be introduced in the later grades. Before the advanced variables are introduced, however, students should have a solid grounding in the more basic variables. For example, before density is introduced, students should have had previous experience with investigations involving mass and volume.
  • Math/science content
    Obviously, the math/science content should be appropriate for your students. We provide some guidance for you by categorizing each investigation into grade ranges—primary, intermediate, and middle.
  • Type of graph and relationship among variables
    Bar graphs and point graphs are used in the investigations. Bar graphs predominate in the early investigations, but our experience is that point graphs can be introduced without difficulty beginning as early as third grade. Many investigations result in graphs with straight lines that go through (0,0). Others involve straight lines that do not go through the origin or various other kinds of curves. Sometimes the data is exact; other times there is experimental error involved and students are required to find the “best-fit line” for their data. Some point graphs involve data that is strongly correlated; other times it is more loosely correlated. Each different kind of graph and functional relationship creates new challenges for children. This should be considered as you put together your sequence of labs.

Sample Packages

Trying to make sense of a list with 147 investigations can be overwhelming. To help you get started, we suggest below a variety of sample packages. The primary, intermediate, and middle grade Starter Sets are good places to begin if you and your students are new to the TIMS investigations. Select investigations from those lists to get started. A “Sampler II” package is also listed for each grade level (primary, intermediate, and middle). These packages supplement the Starter Sets. For schools that want the quintessential TIMS experience—approximately 18 investigations each year!—we have organized the labs into “Dr. Goldberg’s Ultimate TIMS Curriculum.” Other packages listed below are designed to highlight specific math/science concepts, particularly in the middle grades. These packages may be helpful as you integrate the TIMS investigations into your math and science curricula.

Once you start using the investigations in your classroom, you will be able to fine-tune these suggested packages and create new ones to fit your classroom needs. And as students become more proficient with the TIMS investigations, you may want to enhance your sequence by including more and more difficult labs or by adding more difficult comprehension questions. What is most critical is that you develop a sequence of labs that makes sense for you and your students. Flexibility is important, and we hope that we have built that into the TIMS materials.

Primary Grades Starter Set

Targeted grades: 1–3
Select from investigations in this list as you are getting started with the TIMS Laboratory Investigations.
Name of Investigation
Type of Investigation
Grab Bag Classification
Pets Classification
Color Classification
Weather Classification
Frequency Distribution Frequency Distribution
Pockets Frequency Distribution
High, Wide, and Handsome Length, Frequency Distribution
Rolling Along with Links Length
Mr. O—Left/Right Length
Length vs. Number I Length
Spreading Out I Area
Marshmallows vs. Containers Volume
Full of Beans Volume
Ordering 4 Masses Mass
Measuring Mass Mass

Primary Grades Sampler II

Targeted grades: 1–3
The labs on this list can be used to supplement those in the Primary Grades Starter Set.
Name of Investigation
Type of Investigation
Kind of Bean Classification
Shape Classification
Candy Jungle Classification
Martians I Classification
How Long Are Names? Frequency Distribution
Pets Frequency Distribution
Counting Kids Frequency Distribution
Rolling Along in Centimeters Length
Mr. O Left/Right or Front/Back Length
Length vs. Number II Length
What’s My Shape?—Area Area
Volume vs. Shape Volume
Measuring Volume Volume
Ordering Masses Mass
Mass vs. Shape Mass

Intermediate Grades Starter Set

Targeted grades: 3–6
Select from investigations in this list as you are getting started with the TIMS Laboratory Investigations.
Name of Investigation
Type of Investigation
Grab Bag (generic) Classification
Kind of Bean Classification
Frequency Distribution (generic) Frequency Distribution
How Long Are Names? Frequency Distribution
Length vs. Number II Length
The Bouncing Ball Length
Arm Span vs. Height Length
Spreading Out I Area
Spreading Out II Area
Fill ’er Up Volume
Volume vs. Number Volume
Evaporation Volume
Ordering Masses Mass
Mass vs. Number Mass

Intermediate Grades Sampler Set II

Targeted grades: 3–6
The labs on this list can be used to supplement those in the Intermediate Grades Starter Set.
Name of Investigation
Type of Investigation
Searching the Forest Classification
Rolling One Die Frequency Distribution
Rolling Along with Centimeters Length
Downhill Racer Length
Mr. O—One Quadrant Length
Plant Growth Length
Surface Area vs. Shape Area
Surface Area vs. Height Area, Length
Tower Power I Volume, Length
Volume vs. Material Volume
Lung Capacity Volume
Mass vs. Shape Mass
Balancing Games Mass
Velocity I and II: A Day at the Races Length, Time

Middle Grades Starter Set

Targeted grades: 6–9
Select from investigations in this list as you are getting started with the TIMS Laboratory Investigations.
Name of Investigation
Type of Investigation
How Many Bats in a Cave? Classification
Rolling 2 Dice Frequency Distribution
Lives of Soap Bubbles and People Frequency Distribution
Mr. O—4 Quadrants Length
View Tube Length
Getting the Range of It Length
Circumference vs. Diameter Length
Spreading Out II Area
Surface Area vs. Height Area, Length
Counting Out πR2 Area
Candle Burning I Volume
Surface Area vs. Volume Area, Volume
Evaporation II Volume, Area
Mass vs. Volume Mass, Volume
Sink and Float Volume
Velocity I and II: A Day at the Races Length, Time, Velocity

Middle Grades Sampler II

Targeted grades: 6–9
The labs on this list can be used to supplement those in the Middle Grades Starter Set.
Name of Investigation
Type of Investigation
Cars Classification
Flipping 3 Coins Frequency Distribution
Sibling Pairs Frequency Distribution
The Bouncing Ball Length
Arm Span vs. Height Length
Rolling Spheres Length
Area vs. Perimeter Area
Moldy Bread Area
Candle Burning II Volume
Candle Burning III Volume, Mass
Volume vs. Diameter Volume, Length
Can You Stop This? Mass
Taste of TIMS Mass
Changing Velocity Acceleration
Free Fall Acceleration
Galileo’s Classic Experiment Length, Inertia

Proportional Reasoning Package

Targeted grades: 5–9
This sequence of labs provides data that is well-suited to develop students’ abilities with proportional reasoning.
Name of Investigation
Type of Investigation
Length vs. Number II Length
Mass vs. Number Mass
The Bouncing Ball Length
View Tube Length
Downhill Racer Length
Spreading Out II Area
Candle Burning I Volume
Tower Power I Volume, Length
Can You Stop This? Mass
Mass vs. Volume Mass, Volume

Applications to Life Science Package

Targeted grades: 5–9
These investigations correlate nicely with life science/biology content.
Name of Investigation
Type of Investigation
Searching the Forest Classification
How Many Bats in a Cave? Frequency Distribution
Spinners Frequency Distribution
Lives of Soap Bubbles and People Frequency Distribution
Arm Span vs. Height Length
Plant Growth Length
Leaf It to Me Length
Hand Area vs. Height Area, Length
Moldy Bread Area
Surface Area vs. Height Area, Length
Surface Area vs. Area Area
Surface Area vs. Volume Area, Volume
Lung Capacity Volume
Evaporation I Volume
Evaporation II Volume, Area
Hung Out to Dry Mass

Leading to Density Package

Targeted grades: 5–9
This sequence of labs is designed to develop a conceptual understanding of volume, mass, and density.
Name of Investigation
Type of Investigation
Volume vs. Material Volume
Taste of TIMS Mass
Mass vs. Number Mass
Volume vs. Number Volume
Mass vs. Volume Mass, Volume
Sink and Float Mass, Volume

Leading to Velocity and Acceleration Package

Targeted grades: 5–9
This sequence of labs is designed to develop a conceptual understanding of length, time, velocity, and acceleration.
Name of Investigation
Type of Investigation
Lives of Soap Bubbles and People Frequency Distribution
Length vs. Number II Length
Downhill Racer Length
Velocity I and II Length, Time
A Changing Velocity Acceleration, Time, Velocity
Free Fall I Length, Velocity
Motion Down a Ramp:
Average vs. Instantaneous Velocity		 Length, Time, Velocity
What’s Average about the Average Velocity? Length, Time, Velocity

Functions Package

Targeted grades: 6–9
These investigations result in data that illustrate a variety of mathematical relationships and different patterns on their respective graphs.
Name of Investigation
Type of Investigation
Rolling 1 Die Frequency Distribution
Rolling 2 Dice Frequency Distribution
Flipping 3 Coins Frequency Distribution
Length vs. Number II Length
Mass vs. Number II Mass
Volume vs. Number Volume
Surface Area vs. Height Area, Length
Circumference vs. Diameter Length
Counting Out πR2 Area
Surface Area vs. Volume Area, Volume
Volume vs. Diameter Volume, Length
Evaporation Volume
Taste of TIMS Mass
Rolling Spheres Length
Galileo’s Classic Experiment Length, Inertia
Plant Growth Length
Area vs. Perimeter Area, Length

Candle Burning Package

Targeted grades: 5–9
This sequence of labs is designed to supplement science instruction about the content of air and the chemistry of combustion.
Name of Investigation
Type of Investigation
Fill ’er Up Volume
Candle Burning I Volume, Time
Candle Burning II Volume
Mass vs. Number Mass
Candle Burning III: Part I—Mass vs. Time Mass, Time
Candle Burning III: Part II—Combustion & Chemistry Mass, Time

Dr. Goldberg's Ultimate TIMS Curriculum

Targeted grades: 1–8
This sequence of approximately 18 labs per grade provides the quintessential TIMS experience. Each grade builds upon TIMS experience in previous grades.

GRADE 1
Name of Investigation
Type of Investigation
1. Pets Classification
2. Color Classification
3. Weather Classification
4. Pockets Frequency Distribution
5. Rolling Along with Links Length
6. What’s My Shape?—Area Area
7. Full of Beans Volume
8. What’s My Shape?—Volume Volume
9. Shape Classification
10. Mr. O Left/Right Length
11. Blocks From School Frequency Distribution, Length
12. Stepping Out Length
13. Picture This—Area I Area
14. Healthy Grab Classification
15. Picture This—Volume I Volume
16. Car Color Classification
17. The Martians I Classification

GRADE 2
Name of Investigation
Type of Investigation
1. Kind of Bean Classification
2. Counting Kids Frequency Distribution
3. High, Wide, and Handsome Frequency Distribution, Length
4. Length vs. Number I Length
5. Marshmallows vs. Containers Classification, Volume
6. Rolling Along with Centimeters Length
7. Picture This—Area II Area
8. Ordering Four Masses Mass
9. The Martians II Classification
10. Pets I Frequency Distribution
11. Measuring Volume Volume
12. Spreading Out I Classification, Area
13. Volume vs. Shape Classification, Volume
14. Candy Jungle Classification
15. Measuring Mass Mass
16. Picture This—Volume II Volume
17. Mass vs. Shape Classification, Mass
18. Mr. O Left/Right or Front/Back Length
19. Pets II Frequency Distribution

GRADE 3
Name of Investigation
Type of Investigation
1. Searching the Forest Classification
2. How Long Are Names? Frequency Distribution
3. Mr. O—One Quadrant Length
4. Length vs. Number II Length
5. Spreading Out II Area
6. Ordering Six Masses Mass
7. Fill ’er Up! Volume
8. Rolling One Die Frequency Distribution
9. Walking Around Shapes Length
10. Classy Clothes Classification
11. Balancing Games Mass
12. A Handful of Beans Frequency Distribution
13. Length vs. Number III Length
14. Mass vs. Number Mass
15. Volume vs. Number Volume
16. The Bouncing Ball Length
17. Surface Area vs. Shape Classification, Area
18. Them Bones Frequency Distribution

GRADE 4
Name of Investigation
Type of Investigation
1. Trees Classification
2. Mr. O—Four Quadrants Length
3. How Many Bats in a Cave? Classification
4. Rolling Spheres Length
5. Plant Growth Length, Time
6. Spinners Frequency Distribution, Area
7. Arm Span vs. Height Length
8. Divide and Conquer Classification
9. Evaporation I Volume, Time
10. Through Thick and Thin Length
11. Can You Stop This? Mass, Length
12. Flipping 3 Coins Frequency Distribution
13. Surface Area vs. Height Area, Length
14. Tower Power I Volume, Length
15. Candle Burning I Volume, Time
16. Volume vs. Material Classification, Volume
17. Downhill Racer Length
18. Picture This—Volume III Volume
19. Leaf It to Me Length
20. What Big Feet You Have Mass, Area

GRADE 5
Name of Investigation
Type of Investigation
1. Cars Classification
2. Sibling Pairs Frequency Distribution
3. View Tube Length
4. Circumference vs. Diameter Length
5. Area vs. Perimeter Length, Area
6. Candle Burning II Volume
7. Taste of TIMS Mass
8. Mr. O’s Neighborhood Length, Area
9. Getting the Range of It Length
10. Moldy Bread Area, Time
11. Surface Area vs. Length—Cylinders Length, Area
12. Mass vs. Volume Mass, Volume
13. Rolling 2 Dice Frequency Distribution
14. Hand Area vs. Height Length, Area
15. Candle Burning III: Part I—
Mass vs. Time		 Mass, Time
16. Candle Burning III: Part II—
Combustion & Chemistry		 Mass, Time
17. Tower Power II Volume, Length
18. What Are the Odds? Frequency Distribution
19. One Back—Two Forward Length

GRADE 6
Name of Investigation
Type of Investigation
1. Lives of Soap Bubbles and People Frequency Distribution
2. Germinating Seeds and Base Hits Frequency Distribution
3. A Drop in the Bucket Length, Area, Volume
4. A Day at the Races: Velocity I and II Length, Time, Velocity
5. Counting Out πR2 Area
6. Know All the Angles Length
7. Evaporation II Length, Area, Time
8. The Shadows Know Length
9. Mission Impossible—
Finding t of a Towel		 Length, Volume, Area
10. Volume vs. Diameter Volume
11. Surface Area vs. Volume Area, Volume
12. Hung Out to Dry Mass, Time, Volume
13. Mr. O in Polar Coordinates Length
14. Bull’s-Eye I: Projectile Motion Length
15. Sink and Float Mass, Volume
16. I’m All Wet Mass
17. Calibrating a Force Gauge Length, Force
18. Weight vs. Number Force
19. Out on a Limb Length, Mass

GRADE 7
Name of Investigation
Type of Investigation
1. Buoyant Force Force, Volume
2. Lung Capacity Volume
3. Galileo’s Classic Experiment Length, Inertia
4. Working Against Gravity Force, Length
5. Adhesion Force, Area
6. Several Ways to Reach the Top Length, Force, Work
7. The Inertial Pendulum Mass
8. A Changing Velocity I:
A Qualitative Look at Acceleration		 Length, Velocity
9. The Magnetic Force
Part I: William Gilbert’s World of Magnetism
Part II: Force vs. Distance
Part III: Lines of Force		 Force, Magnetism
Magnetic Poles
Force, Distance
Force
10. The Unequal Arm Balance: The Lever Length, Mass
11. The Elektric Force
Part I: All Charged Up
Part II: Measuring the Electric Force 		Force, Electricity
Charge
Charge, Force
12. Motion down a Ramp:
Average vs. Instantaneous Velocity		 Length, Time, Velocity
13. Free Fall I Length, Velocity
14. What’s Average about the Average Velocity? Length, Time, Velocity
15. A Changing Velocity II:
A Quantitative Look at Acceleration		 Acceleration, Time, Velocity
16. Bull’s-Eye II: All in Good Time Length, Velocity

GRADE 8
Name of Investigation
Type of Investigation
1. Friction Force, Area, Mass
2. The Gravitational Pendulum Mass, Time
3. Free Fall II: A g Whiz Velocity, Acceleration
4. Catching Up with Newton I:
Cause and Effect		 Force, Acceleration
5. Working Against Friction Force, Length
6. Induced Magnetism Force
7. Catching Up with Newton II:
Mass and the 2nd Law		 Force, Mass, Acceleration
8. Acceleration vs. Shape Acceleration
9. Free Fall III: Work and Kinetic Energy Velocity, Work, Kinetic Energy
10. The Case of the Missing Energy Work, Kinetic Energy
11. One for Two: The Idea of Potential Energy Work, Energy
12. The Electric Dipole Force Force, Length
13. Catching Up with Newton III:
The 3rd Law		 Force, Acceleration
14. A Potentially Good Launcher Force, Work, Energy
15. Going Up! Length, Mass, Energy
16. Count Down Velocity, Acceleration, Force
17. Blast Off Force, Energy

NO GRADE ASSIGNED
Name of Investigation
Type of Investigation
1. Grab Bag generic
2. Frequency Distribution generic

Assessment

Assessment is built into the TIMS program in three different ways: open-ended labs, assessment labs, and the TIMS lab questions. The open-ended labs are usually preceded by a story which develops an assigned experimental task. The children are then expected to carry out the investigation with no special instructions from you or lab sheets from us. They draw the picture, set up the data tables, collect the data, and, yes, still answer questions. You intervene only when the students appear to be lost and only enough to get them back on track. Typically we have two open-ended labs each grade, one in the middle of the year and one at the end. But, of course, you can turn any lab into an open-ended experience by inventing your own story and not distributing the lab sheets.

In an assessment lab the children are given the full lab write-up so they know what to do. The question is how well they will carry out the basic TIMS experimental tasks, such as drawing a picture, labeling the data table, handling units, etc. The less help the student needs to carry out the tasks, the higher the score. Your job, as the assessor, is to move about the room, grade the students’ progress, and offer help to get them to the next stage. Outside of grading, this is the basic approach to teaching any lab; the children work as independently as possible and you intervene to keep them on track. Again, we recommend one of the middle labs and one of the late labs be used for this kind of hands-on assessment.

Through the extensive questions associated with each investigation, you have a continuing assessment vehicle. How many questions do the children try? How many do they get correct? How complete and clear are their answers? Do they use proper dimensions? and so on. Some of the questions can be assigned as homework, some as in-class assignments, and others saved as test questions. It is all up to you. Depending upon the focus of a particular lesson, teachers sometimes highlight parts of the lab for special emphasis in grading, such as the graph or specific comprehension questions.

One suggestion from teachers for grading a lab is to assign a given number of points to each part of the lab and grade each part based upon the criteria that are listed blow. These criteria are also outlined in an Assessment Checklist, located on the CD-ROM. The checklist includes room for teachers to mark their scores for each criterion and note additional comments. Teachers can also choose to grade only one portion of a particular lab, such as the picture, the graph, or specific questions.

1. Drawing the Picture

  • Are the procedure and the materials clearly illustrated?
  • Are the variables labeled?

2. Collecting and Recording the Data

  • Is the data organized in a table?
  • Are the columns in the data table labeled correctly?
  • Is the data reasonable?
  • Are the correct units of measure included in the data table?
  • If applicable, did students average the data (find the median or mean) correctly?

3. Graphing the Data

  • Does the graph have a title?
  • Are the axes scaled correctly and labeled clearly? Labeling should be consistent with the picture and the data table and should include appropriate units of measure.
  • If it is a bar graph, are the bars drawn correctly?
  • If it is a point graph, are the points plotted correctly?
  • If the points suggest a straight line or a curve, did the student draw a best-fit line or fit a curve to the points?
  • If applicable, did the students show any interpolation or extrapolation on the graph?

4. Solving the Problems

  • Are the answers correct based upon the data?
  • Did students use appropriate tools (calculators, rulers, graphs, etc.) and appropriate mathematical reasoning?
  • Are the answers, including the explanations, clear and complete?

We have also included specially designed pre- and posttests of basic math/science concepts that are central to the TIMS investigations. The tests, along with instructions for administering them and the answer keys, are found on the CD-ROM. The tests can be used as a separate TIMS assessment activity or as part of a school’s program evaluation. You might want to administer our TIMS pretest at the beginning of the school year and one of the posttests at the end of the year. This will allow you to evaluate the children’s year-end progress. The TIMS Project has collected data from these tests for some 10,000 Chicago area children, and you might want to see how your students compare with this group.

Contacting the TIMS Project

You can contact the TIMS Project at the following:

Address: TIMS Project
Institute for Mathematics and Science Education
University of Illinois at Chicago, Rm 2075 SEL (M/C 250)
950 S. Halsted
Chicago, IL 60608

Phone: (312) 996-2448
Fax: (312) 413-7411
e-mail: TIMS@uic.edu

We encourage you to subscribe to the TIMS-L listserv, a public discussion list for TIMS users. To subscribe, send a note to listserv@listserv.uic.edu. In the body of the note, write sub TIMS-L.

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Scope and Sequence

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Staff Development

The Institute for Mathematics and Science Education can arrange staff development workshops about the TIMS Laboratory Investigations. Call (312) 996-2448 for more information.

Scope and Sequence

This alphabetical listing of the 147 TIMS Laboratory Investigations is intended to give the reader a “snapshot view” of the broad areas of mathematics and science covered by each investigation. Click here to download and view the 8 page Scope and Sequence document.

Back to TIMS Laboratory Investigations Home Page

Copyright © 1997 by Kendall/Hunt Publishing Company
Copyright © 1999 Institute for Mathematics and Science Education. All rights reserved.
UIC—University of Illinois at Chicago