Engaging in Guided Inquiry

Originally Posted on March 11, 2012

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     I began my experiment by gathering my materials.  My materials are a toy car, ruler, 1 x 4 board, tin box and books.  My hypothesis was that the greater slope and mass would cause my tin box to move the furthest.   I set my books at a height of 20 and 35 cm to create the varying slopes.  I used quarters to add mass to my car.  I first completed each experiment with no added mass.  Then I added a quarter for each experiment.  I completed three trails each time I added mass.  I continued this when I increased the slope.  The results of my experiment are as follows:

20 cm height of slope	Trail 1	Trail 2	Trail 3
No mass added to car	3.5 cm	4.5 cm	4 cm
One quarter added	5.5 cm	6.cm	5 cm
Two quarters added	8cm	7.5 cm	7.5 cm
Three quarter added	8.5 cm	9 cm	8 cm

35 cm height of slope	Trail 1	Trail 2	Trail 3
No mass added to car	9 cm	9 cm	8.5 cm
One quarter added	11 cm	11.5 cm	12 cm
Two quarters added	12.5 cm	12 cm	13 cm
Three quarters added	14 cm	13.5 cm	13 cm

     The results of my experiment confirm my hypothesis that the increased slope and mass would cause the tin box to move the furthest.   Tillery, Enger & Ross (2008) states,  it takes longer to stop something, when it has more momentum.  The increase in the slope and mass caused the car to gain more momentum as it traveled down the slope.  The students in Ms. Blight’s class realized that momentum increases with mass.  However, from my observations, I found that slope has a greater effect than mass.  When the slope is increased in addition to the mass, the distance the tin box traveled was almost double.

     If I were to conduct this experiment in my class, I would have the students change the mass of the tin box I used in my experiment.  The mass of the tin box I used was slightly greater than my car even with the added quarters.  I would have the students choose an item with an equal mass and then a much greater mass.  The students could then further test Newton’s third law of motion, “whenever two object interact, the force exerted on one object is equal in strength and opposite in direction to the force exerted on the other object” (Tillery, Enger, & Ross, 2008).

     There are so many possibilities with this experiment.  The greatest lesson I learned from this inquiry is the importance of conducting inquiry lessons in the classroom.   Just reading Newton’s laws of motion and watching videos are not a substitute for hands on inquiry.  Inquiry lessons provide students the opportunity to move toward a deeper understanding of science (Branch & Bell, 2010).  Inquiry lessons answer questions and allow for discovery among students.  Long (2011) states that inquiry lessons allow students to take ownership for their problems they create, or the discoveries that they make. In other words, science without inquiry is not complete understanding.

References

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

Laureate Education Inc. (Producer). (2012)  Newton’s Amusement Land: Race Track.  Retrieved from http://mym.cdn.laureate-media.com

Long, C.M. (2011). Designing inquiry oriented science lab activities.  Middle School Journal. Vol. 43, Issue 1, p. 6-15.

Teaching Thermodynamics in the 21st Century Classroom

Tillery, Enger, and Ross (2008) state that thermodynamics is the study of heat and its connection to mechanical energy.  This includes the study of heat engines and all types of energy transformation.  Teaching thermodynamics in a 21^st century classroom requires the use of technology, engineering, and cooperative groups.  However, incorporating current technology into the classroom can be difficult.  The use of technology like I pad, Skype and Facebook are not assessable in most classrooms.  Students spend most of their free time on ipads, twitter, Facebook and Skype.  However, schools are limited by the use of these 21^st century tools.  Currently the only technology at my school is an interactive whiteboard, computers and flip cameras.  My school does not even have wireless internet capabilities.  Therefore, implementing current 21^st century tools in a unit on thermodynamics can be challenging.

    I would use Flip cameras to record the student’s journey into the understanding of thermodynamics.   I found a great opening idea at ehow.com.  Peter (2011) suggests introducing thermodynamics by having students work in cooperative groups to see how energy is transferred in a rubber band.  The experiment requires rubber bands, an infrared thermometer, and a computer.  The students stretch the rubber bands in one minute intervals, each time taking the temperature of the rubber band.  The students could graph their temperature readings on a computer using excel or word.  Peter (2011) states that the students will understand how the work that is stretching the rubber bands is converted into heat.   This would be a great cooperative learning activity where students could help each other learn about thermodynamics.  They could record their experiment using the flip cameras.  This would allow the students to evaluate their participation and understanding of the experiment.  The flip cameras could also be used for peer evaluations of the experiment.

The next step would be to implement engineering into this unit of study.  I found two great activities where students could learn hands on about thermodynamics.  Students could first create a pop-pop boat ( http://www.ehow.com/how_12002602_make-poppop-boats.html).

 The construction of the boat can vary from simple to complex.  The students could work in cooperative groups to create their boats in a guided inquiry or open inquiry.   The students could also challenge each other by experimenting on how to increase the speed of their boat.  Cooperative groups could run trails and graph their information on the computer.  The students could then create a blog of their experiment.  The students could include step by step instructions on how to make the boat and include the results of their experiment on their blog.  The students could input pictures to help others re-create their boat.  I also found a good site where students could create their own steam engine (http://www.blm.gov/wo/st/en/res/Education_in_BLM/Learning_Landscapes/For_Teachers/science_and_children/steel_rails_and_iron/posterback.print.html).

 This engineering activity is a little more complex; however I feel that students would gain insightful knowledge on how a steam engine works.  If my school had the capability, I would use Skype for this activity.  The students could Skype to schools across the country. They could show the students how they made their boats and show how their boat works. They could then ask for suggestions and feedback on their experiment.

 Hopefully, one day schools will be caught up with the 21^st century technology that surrounds us.  Until then, using what is available at your school is better, than not using any technology at all.

References

Peter, M. (2011). Science projects in thermodynamics.  Retrieved from ehow.com

Newman, S. (2012). Full steam ahead-How to build a miniature steam engine.  Retrieved fromhttp://www.blm.gov/wo/st/en/res/Education_in_BLM/Learning_Landscapes/For_Teachers/science_and_children/steel_rails_and_iron/posterback.print.html.

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

 Vossos, T.(2011). How to make pop-pop boats. Retrieved from http://www.ehow.com/how_12002602_make-poppop-boats.htm

The Heat is On

        I am conducting an experiment where I determine the best insulator for keeping water warm in a mug.   In order to keep the warm air from rising, I must have an insulator.  Tillery, Enger, & Ross (2008) state, the best insulators are wool cloth, wool, Styrofoam, and glass.  However, Tillery, Enger, & Ross (2008) state the best insulator is a vacuum.    I am conducting an experiment to find which material will make the best insulator.

   I began my experiment by gathering my materials.  I have four mugs, a thermometer, a napkin, tin foil, wax paper, a wash cloth and rubber bands.  I used tap water at a temperature of 118 degrees to begin my experiment.  My initial hypothesis was that the tin foil would be the best insulator.  I always use tin foil to keep my food warm.  Therefore, I thought that the tin foil would be the best insulator.  However, Tillery, Enger, & Ross (2008) reiterate that Styrofoam, wool and glass make the best insulators.    Therefore, based on this fact, I feel that the wash cloth will be the best insulator.

    To begin my experiment, I immediately placed the hot water in the mugs.  I quickly covered the mugs with the tin foil, napkin, wax paper, and washcloth and secured them with a rubber band.  I set the timer for thirty minutes.  After thirty minutes, I took the temperature of the water in each mug.  To my surprise, the temperature of the water in the mugs that were covered with the napkin, tin foil and wax paper were the same, 90 degrees Fahrenheit.  The water in the mug covered with the washcloth was 96 degrees Fahrenheit.  My hypothesis was correct.  I thought the wash cloth would be the best insulator based on my prior knowledge.  However, I thought there would be varying temperatures among the other insulators.  I repeated the experiment several times to make sure my readings were correct.  Each time the temperatures were within one degree of 90 degrees Fahrenheit.  The results remained the same for the washcloth.  Tillery, Enger & Ross (2008) state, cloth is a good insulator due to the many small air spaces.  This also explains why contractors use fiberglass insulation to keep heat from escaping from homes.  The many small air spaces in the fiberglass insulation keep heat from escaping.

     I learned some useful information from this experiment.  I learned that if I want to keep my food warm.  The best insulator would be a wool cloth, as opposed to using tin foil.  If I want to keep my coffee or hot tea warm, the best insulator would be a vacuum.  Daniel (2012) sates that creating a vacuum in a thermos would not allow any of the heat to escape.  Therefore, keeping my beverage warmer longer.

 

References

Daniel (2012). Vacuum bottles and carafes for storing brewed coffee.  Retrieved from http://www. coffeefaq.com

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