A Mini-Lesson

The Checks Lab

Original version for ENSI '92 by
Steve Randak

This Version by Judy Loundagin

Nature of Science

 SYNOPSIS

 CONCEPTS

1. Scientific knowledge is uncertain, tentative and subject to revision.

2. Scientific explanations and interpretations can neither be proven nor disproven with certainty.

3. Scientists use a variety of criteria to compare explanations and select the better ones.

4. Human values deeply influence science (its terminology, the questions asked, and the criteria used for choosing among theories).

 MATERIALS

1. A series of checks in an envelope (1 envelope per team)
TO DOWNLOAD THE CHECKS (Three sets: A, B, and C), scroll down to the "TEACHING STRATEGY" section (below). The sharpest checks are under "NEW ADDITION." They are as good as any hardcopy we could mail you.

The following items can be seen and copied by clicking on its title; to return here, press the "Back" button on your browser:

2. Student Information Sheet for each team (says "...pull 4 checks...")

3. Worksheet for tentative hypotheses and questions to answer.

4. Teacher Notes

5. Overhead Instructions (2nd version: says "...pull 3 checks...")
(or click here for PDF version)

 STUDENT HANDOUTS

1. A series of checks in an envelope (1 envelope per team)

2. (optional) Student Information Sheet for each team

3. (optional) Worksheet for tentative hypotheses and questions to answer.

TEACHING STRATEGY

SAMPLE SCENARIO: See excellent article by Dr. Laura Henriques "Theoretically Speaking." The value and strategy of using the Checks lab (and similar experiences) as a recognizable metaphor for the process of historical science is very well done.

TIMING: This lesson is best used in your Nature of Science unit, preferably at the beginning of your course. If you used something else to convey the concepts listed above, then this lesson could be done later in the year as a little "something different" break, to reinforce those concepts.

MATERIALS PREP: All materials are available in PDF format. Just click on the appropriate items in bold print below to reach the PDF pages; press the "Back" button on your browser to return to this lesson page.

We have two versions of this activity available here. Judy Loundagin's version is the most complete and structured:
Teacher Notes , Student Sheet, and Worksheet, and two sets of checks (which you can use in alternate periods):
Set A (16 checks on 4 sheets, NO check numbers, no scenes) html
Set B (16 checks on 4 sheets, WITH check numbers and scenes) html
Note: the printed instructions say "... pull 4 checks...".

A second version, developed by Leslie Hays and Paul Loozen, with: Instructions for the Overhead, and one set of checks:
Set C (17 checks on 3 sheets, NO check numbers). html
Note: the overhead instructions for this version say "... pull 3 checks...".

NOTE: WE RECOMMEND THAT YOU NOT USE THESE CHECKS, BUT RATHER, DOWNLOAD THE "NEW ADDITION" HIGH RESOLUTION CHECKS BELOW.

NEW ADDITION, MAY 2005:
HIGH RESOLUTION CHECKS (300 dpi but ~1 MB per page, so slower downloading) in PDF format; these are sharper and cleaner than previous sets; they are just about as sharp as those we could send by mail:

SET A: 16 checks: 4 checks/sheet; NO check numbers

Page 1 Page 2 Page 3 Page 4

SET B: 16 checks: 4 checks/sheet; WITH check numbers

Page 1 Page 2 Page 3 Page 4

SET C: 17 checks on 3 sheets; NO check numbers

Page 1 Page 2 Page 3

1. Download and print enough copies of the checks so you will have one set of 16 (or 17) different checks for each team (of 3-4). Cut them apart and put each set into an envelope. The entire collection of envelopes can be re-used in each subsequent period, or, if you desire, you can use different sets of checks for each period:
(Set A, Set B, Set C), each in their own collection of envelopes.

The sharpness of these checks may be less than desired, due to the limitations of digital rendering required by this medium. They ARE usable, but if you would prefer sharper hard copies (from the originals), just email the webmaster with your request and address, and they will be mailed to you ASAP.

2. Run off copies of the Student Information Sheet (Introduction and Directions) and the Worksheet, if desired. You could use one copy of each for each team, or for each student.

This entire lab can be done easily using oral instructions, but the structured material may be the way to go if this is your first experience with this material, especially with the questions used.

3. Follow the Procedure with the Teacher Notes. Item 7 is most vital. Be sure to allow ample time for the discussion. As for the number of checks to draw each time (3-4), use your judgment; try 3 in one period, 4 in another; then do whichever works best.

4. It shouldn't go unnoticed that some of the checks bring a biological slant to this experience, with checks written to hospitals, mortuaries, AIDS funds, and drunk driving concerns. This makes this one of the few nature-of-science lessons with a biological relevance (a bit of a stretch, but noteworthy)!

EXTENSIONS AND VARIATIONS:
1. As suggested, after doing this lesson, you could take a closer look at the criteria scientists use to determine the "best" answers to their questions. Click on "Fair Tests: Basic Model for Critical Thinking; How Do Scientists Pick the Best Explanations?", and TRY it!

2. A second activity is built around a structured comparison of the relative strengths of different scientific ideas (theories). Click on "Is Evolution Weak Science, Good Science, or Great Science?", and TRY it!

3. A similar lesson to this Checks Lab is The Great Fossil Find, already on this site. It could be used instead of the Checks Lab, or in addition to it (at a later date, as reinforcement of the concepts, in an appropriate context).

4. There are many elements of science in crime scene investigations (CSI), or forensic science, and, as in the Checks Lab, there are many ways to incorporate this exciting field in your Nature of Science efforts. A lesson on our site which does this well is the Crime Scene Scenario. Try it. And an excellent online resource for all sorts of ideas and materials can be found on Eric Rude's site: "Sources of Forensic Information and Supplies."

5. A nice alternative activity can utilize a sampling of the same set of checks used in this lesson in an interactive online mode on the PBS-Evolution site: "The Check Mystery".

6. MYSTERY BOXES: Try this other excellent and very popular lesson which, as presented here, embodies many of the same elements as the Checks Lab. Makes a good alternative to the Checks Lab.

 ATTRIBUTION

Some of the ideas in this lesson may have been adapted from earlier, unacknowledged sources without our knowledge. If the reader believes this to be the case, please let us know, and appropriate corrections will be made. Thanks.

1. Original Source: a Social Studies activity source unknown)
2. Adaptation to ENSI version by Steve Randak ( for ENSI '92)
3. Revised version: Leslie Hays & Paul Loozen, for '93 SENSI (set C)
4. Revised version: Judy Loundagin, Oct. '96 (sets A & B)

5. Preliminary approval for ENSIweb by: M. Nickels, C. Nelson, J. Beard: 12/15/97

6. Edited / Revised for ENSIweb by L. Flammer 2/2000