Week 2 Blog Science Experiment

[Week 2 Here We Go Science]

 

 

In beginning this experiment, I took into consideration the class having two marbles of different sizes so the mass of both were compromising different.  Interesting enough, my learners and I decided to use Linoleum floors, a wooden table, the outside sidewalk, and granite counter-tops.  I guess my concern was actually conducting the experiment where my learners were actually grasping the material, gaining the ability to explain exactly what they were trying to accomplish.  This seemed to be a problem in the beginning stages, as my learners were displaying difficulty with understanding momentum, velocity, and mass.  Each contributes to the speed and distance of travel the marbles produced on the individual surfaces. For reason of defining, the word “Momentum”, simply put, is the mass of a moving body times its velocity, or speed in a specific direction ( 2003, O’leary K Sheily S).  What was clear after understanding the ability of momentum and its effects on an object in a given direction, my learners were now able to flow from the experiments instructions and derive new innovative as a group to expand the experiment.

Including the four examples used in our experiment, the differences of each canvas played a major role in the results found for each group.  For example when using the marbles on a linoleum floor, the results of momentum gained seemed to decrease by ½ its speed; due to patterns within the floors surface.  The rate of speed gained, as well as decreasing halt speeds were considered in calculating the distance and speed.  The observation began using two taped meter sticks to a floor at a width just wide enough for one marble.  The marbles were then placed in the middle of the meter sticks at least 10 cm apart from each other. The first marble must be flicked so it hits the second one where each leaner is asked to discuss within their groups, the change in velocity, momentum, and also why.

On the Granite counter-tops, each marble seemed to move at a constant, though the bigger marble clearly moved faster drawing the conclusion their was more mass in the larger than the smaller of the two.  As both came to a constant stop the smaller marble came to complete halt at a faster rate than the larger.  As the students took different turns flicking one onto the other, it was noticed the closer the impact of the marbles the less the distanced travelled and vice verse.  The farther away the impact the longer the distance each marble travelled, due to the friction delivered on the initial impact; increasing the momentum on impact of delivery.  The side walk produced a different result in itself, as it appeared to be with cracks and crevices; which definitely played a major role in distance travelled and momentum gained after impact.  Within the Inquiry Learning Cycle of the elaboration component, my learners engage through directing the researched information in group discussion relative to real-world situations.  In regards to engineering this experiment will provide my learners with the opportunity of creating innovative ideas, within their respective groups amongst peers.     

Problems occurred during this experiment were mostly contributed uneven surfaces, cracks, and crevices.  What worked well was having the meter sticks to provide a divider between each marble (This permitted the marbles from crossing into their respective lanes while experimenting was taking place).  In the next experiment, as a class we would benefit in using a larger variety of surfaces.  It was non-expectant of the rates of speed the marbles obtained on the linoleum floors as oppose to the granite counter-tops, the wooden table, and outside counter-tops.  Towards the end of the experiment, however, my learners were making predictions of what would happen in that particular scenario.  To make upgrades to this experiment we have decided to create different surfaces, for example, and uphill wooden surface with partitions re-directing the marbles to the center of the surface as they travel uphill until losing momentum.  The goals and expectations presented to my class were achieved throughout the duration of this experiment.  During reflection period, they were able to explain the differences of momentum on a given surface using marbles.

 

 

Resources

Integrated Science Chapter 2, “Motion” (pp. 43–52)

Guide to Science Fair Projects © 2003 by Nancy K. O'Leary and Susan Shelly.

Web Article: Lantz, H. B. (2009). What should be the function of a K–12 STEM education? SEEN Magazine, 11(3).
http://www.seenmagazine.us/Sections/ArticleDetail/tabid/79/ArticleID/208/smid/403/reftab/292/Default.aspx

Website: TEACH Engineering: The Engineering Design Process
http://www.teachengineering.org/engrdesignprocess.php

Walden Library Article: Capobianco, B. M., & Tyrie, N. (2009). Problem solving by design. Science & Children, 47(2), 38–41.