21st Century Tools to use for Forces and Motion

The topic in the physical world that I chose to research this week is forces.  I have taught this topic for three years now to grade 6 students and it is a perfect topic to teach with Web 2.0 tools and real world applications.  I usually focus on forces (unbalanced forces as well as friction forces) and how they create movement in objects, which then relates to Newton’s Laws of Motion.  Last year my school adopted the one to one laptop program in the middle school and it was amazing what we could do in the science classroom.  Even though I used a few websites last year for students to practice their understanding of the concepts of forces and motion, I found many more today which could be used to develop their understandings even further.  Below is a list of the websites that I found, each one has a different twist on how to use interactive games or slideshows to teach the concepts. 

http://www.learningscience.org/psc2bmotionforces.htm

Motion and Forces website

http://science.pppst.com/motion.html

Force, Motion, & Energy Free PowerPoint Presentation website

http://www.engineeringinteract.org/resources/parkworldplot.htm

Interactive Game: Park World Plot

http://www.bbc.co.uk/schools/ks2bitesize/science/physical_processes/forces/play.shtml

Bitesize: Forces Game

http://www.quarked.org/askmarks/answer5.html

Quarked: Adventures in the Subatomic Universe

http://erinschumacher.com/rcwebquest/part1.html

Raging Roller Coaster Web Quest

http://classroom.jc-schools.net/sci-units/force.htm#8

Science Online: Force lesson plans and interactive games

http://www.woodlands-junior.kent.sch.uk/revision/Science/physical.htm

Science Zone: Forces and Magnets

http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml

Forces in Action Clip

I do not believe that I would use all of these websites during the unit on forces and motion, but they are a very good selection of quality programs.  Along with interactive games and simulations, other programs that would be possible to use in the classroom during lab investigations would be Google Documents.  Students are able to collaborate on data as well as on data analysis.  They can access the lab report and data both from school and at home and they do not have to work on it at the same time either.  What is great is that I can track who does the work on these documents by looking at the editing history.  Other Web 2.0 tools that students may use are their science classroom blogs they set up at the beginning of the year to write reflections about their lab investigations and they upload photos or videos as well.  They are encouraged to visit at least two or three other student blogs and respond to their ideas.  This is really great for students who are shy to speak in class, their ideas are heard online.  Cell phones are becoming more common in the science classrooms because of all the apps they have on them including a timer, camera, and video as well as others.  I believe the webquest website is well organized and would really help my students to review main concepts of motion and forces, and it guides them through the roller coaster design process.   Through the use of various collaborative, interactive, and internet based research tools, students become more scientifically literate as well as 21^st century literate.  Students learn by doing and learn to make choices quickly when using internet based programs.  I believe that by using this website:  http://erinschumacher.com/rcwebquest/part1.html

Raging Roller Coaster Web Quest, students will be more engaged in learning about forces and motion concepts because they can relate this to their own lives. Most children in my classroom have been on a roller coaster and this will be a great way to reinforce what they know.  Also, they are supposed to design a roller coaster for the park and this is the most exciting part for my students in the past.  This really sparks their interest and they are very energetic about getting it right. 

Challenges around this webquest would be if some of the links do not work.  Also, I have to be innovative because some of the worksheets are not available to me and so I need to create my own for my students.  So, I would probably only use some of this website and then once students are engaged move them towards the design process with a small group on their own.  Time constraints and materials are always a challenge, but should be fine with this project. 

The Heat Is On

This week I completed an investigation about heat transfer.  I used four cups of the same size as well as four different materials (aluminum foil, wax paper, plastic sandwich bag, and newspaper).  The objective of this was to find out about their insulation abilities and how well they keep conduction from occurring.

 

 The heat transfer method that the materials I used were trying to discourage was conduction.  I know this because "anytime there is a temperature difference, there is a natural transfer of heat from the region of higher temperature (in the cup) to the region of lower temperature (outside the cup)" (Tillery, Enger, & Ross, 2011, p. 86).


However, convection was occurring within the cup. "Molecules with higher kinetic energy are moved from one place to another, creating a cycle as one cools and one warms" (Tillery, Enger, & Ross, 2011, p. 87).

I believe that both are occurring during this experiment.  "Conduction occurs primarily in solids, but convection happens only in liquids and gases, where fluid motion can carry molecules with higher kinetic energy over a distance" (Tillery, Enger, & Ross, 2011, p. 87).  However, during this experiment I placed a solid between the two bodies of gases. 

Other materials that I may have chosen for this experiment would be cotton wool, styrofoam, or sponge.  "Most insulating materials are good insulators because they contain many small air spaces" (Tillery, Enger, & Ross, 2011, p. 87).  Even though I found that the aluminum foil was the best insulator out of all the materials that I tried, I believe that adding styrofoam between the aluminum foil would be a really good insulator because of it's air spaces.

 Other items that I would like to try are corn on the cob.  It seems to radiate heat for a long period of time and it would be interesting to see what could keep it warm the longest.  I would also like to try keeping ice as cold as possible, so to try the reverse, to keep the heat from getting in to it.

If I were to set this experiment up for my students, I would probably use the same approach.  I like how there was some structure, for example, we had to use four of the same cups and cover the top with a material that we chose and seal with a rubber band.  However, I would encourage more research about good insulation materials.  Perhaps I would not limit them to only covering the top, but also leave it to them to decide if they cover the whole thing or just the top.

In order to make it fun for them, I would make it into an engineering project instead of an investigation.  Like the lesson plan in this week's resources for students to create ice cream containers, my students could do something similar.

Heat is a relevant topic to students lives.  One way that I could make it even more so would be to discuss with them about leaving car windows up in the summer and how the heat continues to grow in there.  The car windows and interior serve as insulators, not allowing the sun's heat to leave the car. We would discuss the dangers of leaving children and animals in a car during hot weather.  Another thing we could discuss is food containers and cooking which is something every child likes to discuss.  If I were teaching a class on energy, I may discuss with students about energy efficiency in the home with heating.  Students could design an energy efficient home with insulated windows, walls, etc...

I would like my students to understand at the end of this lesson that heat is an energy transfer between two bodies and that it can be transferred three ways.  Not only can it be transferred, but there are ways to keep the heat from being transferred when it is needed where it is. 

References:
Tillery, B. W., Enger, E. D., & Ross, F. C. (2008). Integrated science (4th ed.). New York, NY: McGraw-Hill.

Engaging in Guided Inquiry

          I have been on a trip with my family and have been away from home, so a lot of improvisation had to occur in order for me to complete this assignment.  It just goes to show that guided inquiry does not have to be complex, not all the materials need to be provided for you in a kit, and you need to be innovative. Inquiry does not have to be expensive, but it does have to be engaging.  After thinking about the list of questions, the situation I was in, and what would be the most interesting to me, I finally selected one: How do different surfaces affect the momentum of marbles?

            Now, in the hotel room, I did not have a meter stick so I used the palm of my hand for measurement, which I knew was pretty close to 10 centimeters and my pinkie nail, which is 1 cm exactly.  I set up the ironing board against a bureau in the room and propped it against the desk. I also placed the ironing board at a 30 degree angle so it would be able to gain velocity consistently with the large and small marble before it went across the testing materials.  Then, I took the idea from the video I watched this week and I put the hotel resource binder as a barrier at the one meter point from the end of the runway for the marble to hit.  I also thought about what types of surfaces I could use from the hotel room.  I selected a sheet, a wooden desk, newspapers, and a towel.  These were four very good materials of different textures, even though the newspapers didn’t really work that well.  My hypothesis at the beginning of the experiment was: I think that the bumpier surface will slow the marbles down faster, but the smaller marble will be affected by the surface the most.  When I released each marble, I watched to see how many times it would hit point 1 (the barrier) and point 2 (the ironing board).  If it didn’t reach, I would measure the best I could, and even though it was not a meter stick, I could still see a pattern in my data.

What went well during the experiment?  What did not work well?  The ironing board was slightly bent so it made the marble go to the right a bit and so I had to compensate by setting the marble over more to the left.  The newspaper did not work as well as I had thought because of the creases in the middle affecting the momentum of the marble.  The towel worked really well and so did the sheet and desktop.  The data I collected was reliable and accurate.  I found that the towel stopped the large marble faster than any other surface and the large marble travelled further on the smooth surface of the desk as well.  I also found the small marble got slowed down by the surfaces much faster.  I would say that this was a very successful experiment and it helped me to answer the question well.  I wish I had other materials to try, but I am confident that the outcomes would stay the same.

What modifications would you make to this experiment to get a different or modified result?   I would like to try more materials like sandpaper or wax paper.  I would also make sure that I had a meter stick and perhaps more space so that there does not have to be a barrier to stop the marbles.  

How might you set up this or a similar experiment for students in your classroom?  How could you make this experiment more fun, interesting, or engaging for your students?  How might you design this experiment so that it is relevant to students' lives?  I might actually set up this experiment for students differently, but still I would have an incline for them to use with the marbles.  What I did this year with my students to test how the mass and size of an object affects the speed. I may continue to use this experiment question, but frame it around momentum instead of speed. They would use tennis balls, ping pong balls, styrofoam balls, large marbles and small marbles.  This would allow them multiple opportunities to test many sizes and masses because they often think the bigger it is, the faster it will go, but what about the large styrofoam ball?  It would really get them to think.  To relate this to students' lives, I would have them investigate the affects of larger massed vehicles versus smaller massed vehicles in car accidents, and how much stopping time they both need in order to make a safe stop.  
What specifically would you like students to learn from this experiment?  Did you achieve this goal? I would like my students to learn that the larger the mass, the more the momentum.  The faster an object, the more the momentum as well.  I would also like them to apply it to their own lives when playing sports, riding in automobiles, riding bikes in order to stay safe. 

Reflection on Student Learning

Here is a bit of background about the lesson I gave this past week.  My lesson was designed for my Grade 7 class of 32 students.  We have been studying several aspects of Earth, the moon, and the sun this month including seasons, tides, and phases of the moon.  After watching Magnificent Desolation, narrated by Tom Hanks, students were really interested in how the moon got so bumpy.  So, I designed this week's lesson on impact craters taking them from a historical perspective of what people used to think about the moon and how they once thought it was smooth until the invention of the telescope.  Students looked at images of craters on the moon and discussed the relationships they could see on each.  

The structured inquiry part of the lesson was all about: What affects the appearance of a crater?  

Here are a few images from this week's lesson: Grade 7 scientists at work.  

The students fully enjoyed this week's lesson on impact craters and you will see multiple links below which show the outcome of the lesson within their science blog posts.  Students learned about the importance of following instructions the most as well as making sure that each test was done the exact same way. 

 Students also learned this week that the dropping height affects the velocity of the 5 gram marble which is a direct relation to the depth of the impact site into the flour as well as the crater diameter.  Students learned how to measure diameter of the crater as well as depth which was not an easy task in delicate flour. 

 

Students also learned throughout the week that, just one investigation that is structured is just one example of how scientists can investigate a hypothesis or research question.  They all came up with a variety of further inquiries they could test after this initial structured inquiry.  

Below are student work samples which you can find by following the links to their blogs.  You will see the data, the graphs, and their data analysis, conclusions, and further inquiries.  In some you will see that they have included images from Google Earth as well. 

http://adrianscience.blogspot.com/ (Fully fluent in English)

http://ergiscience.blogspot.com/  (EAL STUDENT-The name of his lab is Marble Dropping Lab below the reflection)

http://jovanasblog-jojo.blogspot.com/  (Student with language support-speaks three languages)

http://blaisesscienceblog.blogspot.com/ (Fully fluent in English)

http://mariasamazinglyweirdscienceblog.blogspot.com/ (Fully fluent in English)

http://teodorasblog.blogspot.com/ (An exceptional bilingual science student)

http://judes7ablog.blogspot.com/ (Another bilingual student with two mother tongues)

Melting Icebergs Experiment

This week in the course we needed to complete an experiment on our own.  I loved doing the experiment, I felt like I was a college student again!  After reading through the entire assignment, I found that when reading through the procedure, I thought I had done the experiment before and so I didn't read the whole procedure. I realized that my students probably think the same thing and so they don't read the procedure of written out experiments either.  :)

Anyway, I did collect some very interesting observations throughout the experiment.  The experiment made me think about how the ice was melting and how it connected to real ice caps.  I noticed that there were tons of air bubbles in the ice which escaped as the ice melted.  It made me think about how ice caps must do the same thing and that the volume that the air takes up in the glacier must be less when it melts so how can sea levels rise? I thought about would the sea levels actually shrink when they melt, but then I realized that not all glaciers were in the oceans and that they were on land.  (Kind of a silly thought). When I added water to the glass cup and the ice floated to the top, the surface tension made the water bubble up like a dome, but as it melted, it didn't change.  Which makes sense according to the principle of displacement from Archimedes.  :)

Then, of course, I added some water, and the water of course overflowed.  This made me think more about how the glaciers melting from Greenland or other areas around the world are adding to the "cup" or the sea level of the Earth.  That for me was a scary moment that it could in fact occur that the sea levels do rise, but how is science going to fix this?

There are many things that could occur if the polar ice caps melt though that we need to think about.  One thing is the gulf stream being affected and another is the amount of fresh water being mixed in with salt water. The salinity of the water will decrease which may effect algae and other organisms who require a specific salinity in the water.  Another thing would be the density of the water being affected, salt water is heavier, so that would mean the fresh water would stay on top more naturally until mixed by wave action.  The gulf stream may shut down and not carry the cold water away from the Arctic or the warmer waters from the equatorial area of the planet and many animals would be affected because the food sources would not be there where they expect them to be.  Also, with watching the ice melting in the cup, after being lumped together, they began breaking away and the force from breaking apart, made them float apart. That can't be good for the gulf stream either. 


The polar ice caps are a concern, but glaciers should be more of a concern around the world which are located on land because they have not displaced the sea water yet until they reach them.  Is there any way that we could collect this glacial water and use it? Are scientists thinking of this yet?  What are governments doing around the world about the melting of glaciers?  There is a lot of water being dumped into the oceans and seas from the melting glaciers and the storms are getting worse.  Nature is changing, the question is: How will we adapt or will we?  From this one experiment, so many questions and so many thoughts have been provoked.

In the fall, my 6th grade students found that the temperatures of a cup of water with crushed ice gets much colder faster but also warms up faster than a cup of water with ice cubes.  This was an experiment we did when we were investigating how the size of ice (glaciers) would affect the oceans temperatures when they melt.  They realized that the surface area is a big factor in how fast the ice melts and the drop in temperature.  This experiment would have been good to show them as well to show them that the melting ice in the ocean does not affect the sea level, but it's the water running from the land that will.

After thinking about this activity, I remembered a video that my son found and put on his Glog about Glaciers back in the fall.  Here it is. It's quite interesting if you want to have a look.  It's a video from Sky News.

Reflection on the STEM Strategies Lesson Plan

The planning process this week was not really different from the constructivist approach I normally use when planning my units or lessons. However, at the school where I work, we have unit planners we must have complete prior to any unit that we teach.  We complete the planners by Backwards Design and know what the students need to know by the end of the unit, so this was similar to this lesson plan format.  At the International School where I work,  we only need to use the International Baccalaureate curriculum for Middle Years Sciences and there are only concepts of science there to choose from which are basically the unifying themes that the National Standards and Benchmarks Online describe.  We do not use state or national standards for designing the curriculum.  I knew what I wanted my students to learn by the end of the unit according to the IB program, but trying to find one set of standards which would support the lesson was much harder.  So, I used two. It was really hard to decide on which standards I could realistically cover in a lesson.  So, I used the Maine Learning Results for my lesson because I am familiar with them and a few of the National Standards. The Maine Learning Results for Science were revised in 2007 to reflect the STEM approach to teaching science and so I thought it was much better to focus on them.  My lesson was quite complex and would need more than a week with the students if I am to carry out the 5 E's Strategy for planning.  It seemed to me that I was planning more for a unit rather than a lesson.  So, it took a really long time.  In my prior course, the 5 E's were not included on it, but it seemed that I was just repeating myself in that section anyway.  I normally plan with the 5 E's in mind anyway because the professor I had at my old university insisted that we use it and the IB Program also requires the 5 E's strategies for planning a lesson.  Since this is a new component to me on the Lesson Plan Template, I think it would have been really helpful to use it first to make a smaller lesson and then it would have been easier to incorporate into the lesson plan template.  It seemed that there were a lot of things to think about on this assignment, with Historical Perspectives, Unifying Themes, STEM Strategies, and the 5 E's.  If I were to implement this lesson, I would need to be able to collect all the materials and have enough class time for students to complete their personal inquiry investigations regarding speed and the roller coaster they will design and build to express Newton's Laws of Motion and potential and kinetic energy. 

The Necessity and Promise of Online Learning

I found this link while searching the internet. It is about the growth and effectiveness of online learning. The middle school that I work at has implemented for the first year a one to one laptop program.  It has gone very well, but there are multiple concerns that have come up throughout the year that we are addressing.   Both an educator of science and a mother to three children, I have experienced online learning in multiple facets. 

http://plpnetwork.com/2011/04/27/the-necessity-promise-of-online-learning/

Another link that may be interesting to you is PBS-Frontline.  Very informative for educators as well as parents. 

http://www.pbs.org/wgbh/pages/frontline/digitalnation/living-faster/digital-natives/are-they-as-savvy-as-they-seem.html?play

Finally, Internet Safety Guidelines for Parents
http://www.sciencebuddies.org/science-fair-projects/internet_safety_guide_SB.pdf

Enjoy! I hope they are helpful in some way.