Got Momentum?

I chose the question, “How do different surfaces affect the momentum of marbles?” First I had to brainstorm, I thought what could I use to set up an experiment with different surfaces? I chose to use a hard wood floor, carpet and rocky gravel for my surface types. Then I thought how will test the momentum that allows a small and large marble to start at the same speed while testing out the different surfaces? I chose a piece of card board box that was 9 inches long and 6 inches wide to create an incline plane. The incline plane at the highest point, where the marble would be was set at before testing, is 3 inches high held in place by a small box underneath it. Lastly, I had a yard stick and ruler so that I could measure the distance of both marbles after testing each surface to determine which marble had the most and least momentum on a specified surface  type.                                               

      Once questions were answered and procedures designed, the experiment began. I started with the small marble on the hardwood floor rolling down the incline plane, followed by the larger marble on the same surface. I discovered that the both marbles continues to roll until they were stopped by another object, the wall. They hit the wall and began to roll the opposite direction. So, I decided to time each ball to see how many seconds it took for the marble to hit the wall so I could differentiate between momentums. I found that it took the small marble 3.78 second to hit the wall while it only took the larger marble 3.53 seconds to hit the wall. On the smooth surface the larger marble’s momentum was more than the smaller marbles. Next, I tested the carpet which provided a bumpy surface for the marbles. To my surprise the marbles did not travel far at all. The small marble once at the bottom of the incline plane travel for 12 inches while the larger marble traveled for 15 ½  inches. This proved that the larger marble had more momentum than the smaller marble. The finally test of surfaces was the rocky gravel (the sidewalk) which provided a rocky surface. To my discovery, the small marble traveled 83 inches which is 11 inches longer than 2 yards, the larger marble traveled for 98 inches which is 10 inches short of 3 yards. There was a 15 inch difference between the two marble which finally concludes that the larger marble has more momentum than the smaller marble. I discovered that there is more friction from the carpet than the gravel from outside. I also discovered carpet alter the momentum of the objects more than the rocky gravel.                                                                               

  There are several challenges that I encountered throughout this experiment. I should have expected the marble to continue to roll since the smooth surface would not interfere with straight line of motion. I was unable to use measurements of distance to explore the difference in momentum. I would modify the experiment by providing a stopping point or finish line in which the marbles would be time in correlation to specified distance obtained. I would like to modify the experiment in one of two ways. I would like for experiment to consist of measuring the momentum by timing the object in second to reach a specific distance on various surface. The other modification would be to measure the distance the objects traveled in an unrestricted area. I would like there to more consistency in the variables so that the first test would not have to be modified to due area restrictions. I could have made predictions before each test as well. I could also use toy cars verse marbles due to the friction level produce from the wheels. I also think that the student would like using hot wheels verse marbles. If I used toy trucks we could weigh rocks and fill the back of the trucks up before beginning our test, this would make it more interesting. We could also relate this to construction work and dump trucks.

   This experiment would be very beneficial to my students.  Guided Inquiry is one of the more student involved inquiry types because the teacher only provides the question, leaving the students to figure out the rest (Banchi & Bell, 2008). I know that the students might face the challenges I experience with restrictions on test area. I would want my students to learn that the greater the mass the greater momentum an object will have. My students should also learn that the more friction a surface has the less momentum an object will be able to create. The students should be able to explain the correlation between their discoveries and Newton’s Laws of motion. This will building on prior knowledge, tying information together to make the experience more meaningful. Throughout the guided inquiry experiment the student will be building on,  according to Hammerman (2006) the ability to brainstorm, design the procedure (method) to test their question, test, recording data, explain results and modify and retest, thus providing deeper scientific thinking (Banchi & Bell, 2008).

Through my own engagement of the process I now better understand the thought process of designing procedures that the student would encounter in guided inquiry. This is a more involved type of inquiry according to Banchi and Bell (2008). Engaging in this inquiry experiment helped my understanding of Newton’s First law of motion that was seen in my test. The marbles both would have continued to roll in the straight line motion if they were not interrupted with the wall (Tillery, Enger, & Ross, 2008). The difference in marble sizes provided a visual and concrete experience for fact that the more mass an object has the more inertia (the resistance to change in motion) it possesses as discussed by Tillery, Enger, & Ross (2008). The concept of focus for this experiment was momentum affected by various surfaces.  I now have a better understanding of how mass and friction (from various surface types) affects the momentum of an object. I also understand how size can affect an object momentum as well.  I can now tie in different aspect of science to this one experience thus building on prior knowledge. I learned what I would want my students to learn during this experiment.

 

References

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science & Children, 46(2), 26–29.

Engineering design process. (No date). Teach Engineering: resources for k-12. Retrieved January

            16, 2011, from http://www.teachengineering.org/engrdesignprocess.php

Hammerman, E. (2006). Modified five Es lesson plan format. In Becoming a Better Science
            Teacher (pp. 81–87). Thousand Oaks, CA: Corwin Press.

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

            McGraw-Hill.

How are rain drops formed?

I recently taught an inquiry lesson that was focused on atmospheric cycles. The lesson was focused on the water cycle and how rain drops are formed. Scenarios provided real world contexts were included in the lesson, such as modeling air molecules or asking “Have you ever been outside and the sun was shining, then all of a sudden it starts pouring down rain?” “Have you ever been outside and it was hot and the air felt sticky and moist, it was very humid? “We activated background knowledge by discussing and illustrating the 4 types of precipitation and the 3 types of clouds. We then watch a video segment from discovery education that focused on the water cycle as part of my motivation for the lesson. The lesson was an inquiry based lab experiment. We then extended the lesson by creating diagram of the water cycle. The diagram allowed students to illustrate and label, so the students were able to display their knowledge in an informal assessment. The students seemed well engaged and asked question for clarity and curiosity during the activity. The students demonstrated their understanding of the content area through a variety of methods such as bell work (lesson review/TCAP prep), Q and A during the Discovery Education video segment (building background knowledge), working cooperatively in their groups (Inquiry Lab Activity) and their conclusion answering the guided question, completing the graphic organizer and the extension activity. The students are now able to put an experience with concept of water vapors and the stages of the water cycle along with the influences such as temperature. The students exercised knowledge of the scientific method. They also progress through the lesson with conversations that utilize scientific vocabulary.

There are many things that I gained knowledge of from informally assessing my student. I learned that my students are very visual, anything they can see, touch or create causes more interested and eagerness about learning. I tried to make this lesson visually stimulating and engaging. The students were very alert and receptive to this lesson and I was able to see their mind blossom with curiosity throughout the experiment. There are several things that I would like to implement to ensure that the lesson is more effective and efficient so students to gain optimal learning experience. I would make adjustments on my transition methods so students aren’t distracted or restless between activities. I would have students turn in their bell work at the end of class instead of when I passed out the lab activity sheet. I would also spend less time on the bell work to ensure that actual lesson has enough time. I would also make adjustments on my transition methods to better monitor the process of passing out materials. I would also like to have napkins for each group just in case they are needed so that students will not need to leave the room. I would have the students turn in their lab sheet and pick up the copy paper for the enrichment assignment sheet instead of me passing them out because the students finished at different paces and they were sitting on different sides of the room, so this was not an effective method.

Thoughts behind and an underwater world, what if the world got to hot… what if the icelands melted...

 It has been said that if the world became too hot (due to global warming) the ice bergs would melt and the world would then flood due to a rise in sea levels up to 200 feet. I do not believe that world will flood and worldwide panic will break out. Obviously this would have t o happen over a period of time much longer than 10 years. During the Melting Ice Berg experiment my mind would asking all types of questions. I conducted research to cure curiosity and discovered a lot of information pertaining to global warming and possible effects. In conclusion of my experiment all worried pertaining to the polar ice caps melting no longer exists. I do not believe that the world would be flooded, yes the sea level could possible rise but I do not see any serious danger as extreme as the world being under water. My concerns are geared toward the mixture of salt and fresh water and its inhabitants.

What would happen if the polar ice caps melts?

 I would first like to discuss the possibility of the Polar Regions completely melting. Antarctica contain 90% of the earth ice according to Marshall(2000). But because it is so far below freezing (averaging 67 degrees below) it would take a significant rise in temperature to make it melt.  In the even t that Antarctica did melt, sea level could rise up to 200 feet. This would cause flooding and covering of coast lines and low lands. According to the Wise geek, the new standing water would be ideal for the reproduction of mosquitoes and other insects which would cause the spreading diseases. In addition the salt water flooding the farmland would negatively impact agriculture. The Northern hemisphere is more likely to experience melting of glacier, which will ice bergs. Greenland is covered in ice and is more likely to melt because it closer to the equator. In this event the ocean would rise roughly 20 feet, Marshall (2000). Ipcc Fourth Assessment Report: Climate Change 2007 has several sectors with adaptation options/ strategies if such conditions exist for water, agriculture, Infrastructure/settlement (including coastal zones), human health, tourism, transportation and energy. Intergovernmental Panel of Climate Control (2007) goes on to say that financial, technological, cognitive, behavioral, political, social, institutional and cultural constraints limit both the implementation and effectiveness of adaptation measures.

This experiment really opens my eyes to international and local concerns dealing with global warming effects. I would like to know what resources are out there for students to use (on their grade level) to gain knowledge about these concerns and possibilities. How could I adapt this experiment and to use the Melting Icebergs as an intro and then focus on the possible effects of global warming to promote environmental awareness and involvement by my students?

References:

Brain, Marshall.  "If the polar ice caps melted, how much would the oceans rise?"  21 September 2000.  HowStuffWorks.com. <http://science.howstuffworks.com/environmental/earth/geophysics/question473.htm>  21 November 2010.

Intergovernmental Panel of Climate Control. 2007. Ipcc Fourth Assessment Report: Climate Change 2007.< http://www.ipcc.ch/index.htm> 21 November 2010.

Creating a STEM Lesson

I recently completed lesson plan that was focused on STEM strategies. As I look back on the lesson I design, I did not incorporate as much math as I would have liked.  My topic was electricity because I felt what better area of science to incorporate technology and engineering than electricity.  The student will conduct an experiment to determine which of the provided material would be best conductors and which would be insulators and why.  While creating this lesson I had to consider possible misconceptions of this area and previous knowledge that the students would need in order to effectively achieve in the lesson. The 5 E’s strategy was helpful because it helped me to stay on track while planning. I did find it challenging trying to meet the needs of the multiple intelligences and learning style.

If I were to implement this lesson this would be an introductory lesson that connects expands the students’ knowledge of electricity.  I would actually like for the students to apply the information learned it to create/engineer a model or product of some sort. I would like to put more thought into my safety plan to ensure the safety of the students. I know that I cannot assume that students will not do certain things. I must prepare for the worst case scenario.

 This process was somewhat different from how I usually plan my lesson. I often depend more on the teacher’s edition of the course book to guide my planning but I was more focused on the 5 E’s strategy and my own creativity and knowledge in the area. I believe that this lesson was thought out in more depth in reference to the standards and why I chose to use specified instructional strategies, assessments, or even learning experience activities.

Living a life through Science (teacher's edition)

As a Science teacher I must guides my students as we live everyday experiencing Science. My first mission was to create this blog so that I can track my thoughts for reflection and growth.