21st-Century Topics and Tools

            I have chosen to look into the teaching of Newton’s 3 Laws of Motion.  The laws of motion have a lot of everyday applications. Students will enjoy interactive sites as they study.  The websites I found most enjoyable and educational are:

www.physics4kids.com/files/motion_laws.html

www.physicsclassroom.com/class/newtlaws/

http://teachertech.rice.edu/Participants/louviere/Newton/

http://science.discovery.com/games-and-interactives/newtons-laws-of-motion-interactive.htm

            These tools will prepare students to be 21^st-century scientifically literate citizens by providing hands on interaction with concepts that may not be possible in the classroom.  Students can work through concepts at their own pace with teacher guidance when needed.

            I will plan an end of the unit study of Newton’s Laws of Motion.  I will build a self-check assessment around www.physics4kids.com/files/motion_laws.html.  Students can review the laws and then complete the assessment on the website.  This will engage students by replacing the ever so common paper and pencil test.

            The biggest challenge will be the lack of computers on my campus.  The computer lab is supposed to be mobile but most times this does not happen.  We are also sharing 20 laptops between twelve classrooms and specials.

  

           

The Heat Is On

            For this weeks experiment convenience was important so I used materials that I had in the science lab.  The mugs were 12 oz. insulated.  The tops were wax paper, a plastic petri lid, aluminum foil, and a small holed screen.  Trying hard to keep all things constant I heated and measured the temperature of the water as it was added to the mugs.  The starting temperature of the water was 110 degrees Fahrenheit.  Each cup was filled with 200ml. and the test material immediately place on top of the mug and secured with a rubber band.  After thirty minutes the temperature of all were taken a second time and recorded.  Results were plastic petri dish 90 degrees Fahrenheit, screen 82 degrees Fahrenheit, aluminum foil 92 degrees Fahrenheit, and wax paper 92 degrees Fahrenheit. According to data the best insulators were the aluminum foil and the wax paper.

            If I were to repeat this experiment I would like to look at the mug.  I would choose several different materials such as: plastic, glass, styrofoam, recycled paper, insulated plastic, and paper.  By placing the same lid on each we could infer the difference in temperature would come from the mugs material.  I think the insulated plastic would be the best insulator.

            I think this experiment would be beneficial for students.  We would start with a basic study of insulators, conductors, and heat transfer.  I would have students set up the experiment using materials of their choice.  I think this would be a guided inquiry so the procedures would be the same.  After recording data students would be asked how this information would be relevant in their lives.  As enrichment students would be asked to build a model home that would conserve the most energy and to design an experiment to test and provide data for their home. 

Engaging in Guided Inquiry

Engaging in Guided Inquiry

            The question chosen to investigate for this inquiry is: How do different surfaces affect the momentum of marbles?  To set up this investigation I build a make shift ramp.  The ramp was one foot off the ground and three feet long.  The ramp was made of plywood and angled off the top of a cardboard box.  The surface materials used were: Bounty paper towels, indoor/outdoor carpet, and a fluffy fleece blanket.  The materials were cut to match the width of the ramp and four feet long.  The extra one-foot of material was laid at the end of the ramp.  This was an attempt to lower the affects of the polished concrete floor.  I then released the marble from the top of the ramp and measured the distanced from the end of the ramp to the resting marble.  I completed three trails and averaged the results.

            The basic results were the Bounty paper towel allowed the marble to roll the farthest, next was the indoor/outdoor carpet, and the fluffy blanket slowed the momentum the best.  These were the results I anticipated due to the concept of friction between the marble and the surface materials. 

            The experiment went well overall.  I tried to keep it very basic and easy to allow for the transfer to use in the lab.   One problem I faced was in making sure the surfaces added to the plywood remained unwrinkled.  The second problem to address was the width of the ramp.  The marbles rolled of the side of the ramp on several occasions.  I simple counted these as mistrials and rolled again.

            Modifications to this experiment would include adding some type of sticky surface to the variables.  The thought of using grass has also crossed my mind.  I would also like to change the height and length of the ramp.     

            This experiment would be extremely engaging for the students.  It would be fairly easy to set up in the lab.  However, with the students in charge of everything but the question this experiment could take on a whole new look.  I might be able to add interest by using a toy car in place of the marble.  By adding the car this experiment could become relevant to the students daily lives.  It could also be used to discuss bikes and motorcycles.

            I would like to use this experiment to show students that science can be fun, exciting, and useful to our everyday lives.  Science is everywhere and we need to advantage of it to make our lives easier and safer.  This lesson would also interconnect the basic scientific vocabulary: gravity, friction, momentum, and force.   

                 

     

Inquiry Lesson

As my district is not back in school I taught my lesson at Green Gables Day School.  The school age class has 18 kindergarten through fifth graders.  The lesson was a learning experience for everyone.  All students were given the project, placed in groups, and left to discover.  I did circulate to facilitate by answering questions.  I could quickly tell those students who do not use inquiry on a regular bases.   The students were filled with questions and curiosity.  As we finished this lesson they all wanted to know what we would be studying next.  Based on the fact students on their summer break wanted to study more I think the lesson was a success.

This student will be starting Kindergarten and is learning to label a diagram.

The Melt Down

The subject of global warming and melting icebergs is definitely controversial.  The data regarding temperatures rising cannot even be agreed upon.  I believe there is no question the human race has influenced nature both positively and negatively.  If the polar ice caps were to melt the water would have to travel somewhere.  The most logical place would be into our now existing water supply.  Would this mean a large rise in the water levels around the world or small rises due to the present low level of waters in the worlds water tables.  Which ever event happens I see this change as a slow change in the earths surface and one that could be adapted to by the human race.  My big questions would be for other species of life and the actual speed of the melt.  Will they have enough time to adapt?  Will the meltdown happen faster than expected? Is society willing to make changes in their way of life to slow the melt?  Can science find an affordable way to help slow the melt?    

Science Journal Blog One

The STEM lesson plan was very complete.  It brought back memories of the first few years of teaching.  You are so concerned with making sure every aspect of the day is planned.  After 23 years you try to cover all the bases but have developed the ability to think on your feet.  I had just last summer reviewed the 5 E's in a previous class so they were fresh in my mind.  When implement this lesson I would have to be extremely organized, as students would be designing their own investigation.  There will be little time prior to investigations to put together materials.