Chose a Question- Which of the questions would you like to investigate and the find the answer?
How does a length of a string on pendulum affects the frequency of pendulum?
1.Why did you choose that question?
I chose this question because I suspect that the length of a pendulum string could make a difference in the duration of the pendulum swing and hence the frequency of the pendulum.
2. Why it is important or interesting?
I would like to find out which variable might affect the pendulum frequency. If I know that is not the weight of a washer then I would like to try to investigate if it is the length of the string on the pendulum.
3. Refine the question into one that is testable by investigation. ( how not why)
It looks like that my original question was already refined.
In order to conduct investigation posed by our question, we used two different lengths of the pendulum and measured the number of complete swings the pendulum would make in 10 seconds. One string was approximately 8 inches long and the other one was 3 inches long. The investigation showed that the longer pendulum had 9 swings in 10 seconds in all three trials and that the short string pendulum had 12 swings.
So, this is the evidence that the length of the string on the pendulum does affect the frequency of the pendulum. The longer the pendulum, it will have lower frequency and the length of the swing.
The shorter the pendulum its frequency will increase.
I searched other evidence that relates to my question on the internet. I found the information on the internet that supports our claims.
http://sciencenetlinks.com/lessons/exploring-pendulums/
Answer to the quiz question in the class:
The experience of your daughter on that type of swing might be different as the two strings that the pencil is attached to are of different length.
Thursday, March 1, 2012
Tuesday, February 28, 2012
Pendulums
1.What is your personal experience on swinging on anything like a trapeze?
The only thing that comes to my mind is children's swings on the playground.
2.What applications to "real life"do swinging objects have?
They have application in children's swings, in grandfather clocks, in gymnastics in gymnastics rings, and chandeliers.
3.What is your prediction about what will happen if two people are on one trapeze and only one is on the other and they both let go at the same time?
I believe that it will take the same amount of time for both trapezes ( the one with two people and the one with one person) to complete the full swing. I am not sure why exactly I think that is the case, it is just my conviction.
4.What understanding or ideas do you have about the science of back -and -forth swinging objects?
I have to admit I don't have much understanding. It was a long time ago that I was taught anything from physics in high school.
Predictions about frequency of the pendulum
Based on frequency of one washer predict the frequency for two, three, and four washer pendulums.
I believe that frequency of two,three and four swisher pendulums will increase with the number of washers we put on pendulum. I may not be right about this. I just think that possibly more mass might mean more physical force and hence more frequency in pendulums with the increase of number of wishers. After we have conducted our experiment counting the number of swings the pendulum made with different number of washers I realized my prediction was wrong. When we increased the number of washers on pendulum the frequency of the pendulum swings stayed the same. So the weight of a swinging object does not affect the frequency of its swing.
Open Inquiry
List of my personal questions related to the pendulum activity
1. I am wondering why the numbers of complete swings stays the same when we change the number of washers that we put on the pendulum?
2. What would happen if we change the angle of the swing?
3. What would happen if we changed the length of a thin cord of the pendulum?
4. What would affect the length of the swing of the pendulum?
5. How can we get the shortest or longest swing?
a.Which of these questions can be investigated using the activity materials we used in our experiment?
I believe that all of the questions could be investigated by using the materials we were given for the experiment.
b. Which questions require additional materials? What are they?
To change the length of the cord of the pendulum, we could either use two other cords of different length to do our trials. To change the angle of the pendulum we would just have to use another piece of paper to mark the different angle size for our purpose.
c. Which questions are beyond the scope of this activity to find answers?
I don't believe I had questions that go beyond the scope of this activity, but if there was something I would make sure to research the science of pendulum either in books of Physics or online resources for the same.
d. Identify three questions you personally are more interested in investigating. Why are these questions interesting or important to you?
The interesting questions would be:
1. How can we get the shortest or longest swing?
2. How does gravity force affects the movement of the washer and its speed?
3. What would happen if we change the angle of the swing?
Why are these questions interesting or important to you?
I believe that by trying to find answers on these questions I could learn the science of pendulum, and some basic laws of physics that govern the motion of pendulum.
The only thing that comes to my mind is children's swings on the playground.
2.What applications to "real life"do swinging objects have?
They have application in children's swings, in grandfather clocks, in gymnastics in gymnastics rings, and chandeliers.
3.What is your prediction about what will happen if two people are on one trapeze and only one is on the other and they both let go at the same time?
I believe that it will take the same amount of time for both trapezes ( the one with two people and the one with one person) to complete the full swing. I am not sure why exactly I think that is the case, it is just my conviction.
4.What understanding or ideas do you have about the science of back -and -forth swinging objects?
I have to admit I don't have much understanding. It was a long time ago that I was taught anything from physics in high school.
Predictions about frequency of the pendulum
Based on frequency of one washer predict the frequency for two, three, and four washer pendulums.
I believe that frequency of two,three and four swisher pendulums will increase with the number of washers we put on pendulum. I may not be right about this. I just think that possibly more mass might mean more physical force and hence more frequency in pendulums with the increase of number of wishers. After we have conducted our experiment counting the number of swings the pendulum made with different number of washers I realized my prediction was wrong. When we increased the number of washers on pendulum the frequency of the pendulum swings stayed the same. So the weight of a swinging object does not affect the frequency of its swing.
Open Inquiry
List of my personal questions related to the pendulum activity
1. I am wondering why the numbers of complete swings stays the same when we change the number of washers that we put on the pendulum?
2. What would happen if we change the angle of the swing?
3. What would happen if we changed the length of a thin cord of the pendulum?
4. What would affect the length of the swing of the pendulum?
5. How can we get the shortest or longest swing?
a.Which of these questions can be investigated using the activity materials we used in our experiment?
I believe that all of the questions could be investigated by using the materials we were given for the experiment.
b. Which questions require additional materials? What are they?
To change the length of the cord of the pendulum, we could either use two other cords of different length to do our trials. To change the angle of the pendulum we would just have to use another piece of paper to mark the different angle size for our purpose.
c. Which questions are beyond the scope of this activity to find answers?
I don't believe I had questions that go beyond the scope of this activity, but if there was something I would make sure to research the science of pendulum either in books of Physics or online resources for the same.
d. Identify three questions you personally are more interested in investigating. Why are these questions interesting or important to you?
The interesting questions would be:
1. How can we get the shortest or longest swing?
2. How does gravity force affects the movement of the washer and its speed?
3. What would happen if we change the angle of the swing?
Why are these questions interesting or important to you?
I believe that by trying to find answers on these questions I could learn the science of pendulum, and some basic laws of physics that govern the motion of pendulum.
Sunday, February 26, 2012
Krajcik Chapter 9
How is student understanding assessed?
In a project-based science environment the process of student assessment can be thought of in three- step procedure: gathering information to judge students' learning, organizing and assembling assessment data, evaluating the the assessment information to make judgements about student growth.
Joseph Krajcik provides numerous examples for gathering information on student learning:
administering tests, quizzes, keeping anecdotal records, using checklists, interviews, using concept maps and conducting performance based assessments.
From all the suggestions in gathering information I find especially interesting checklists and interviews.
Those types of assessment are completely unfamiliar to me. I have never experienced them before, so it would be really helpful to keep a record on my students understanding, participation and skills they demonstrate in the classroom. It seems to be very practical as checklists save teacher time.
Classroom interviews would especially help me find out my students understanding, the knowledge and skills they bring in to the classroom and the possible problems they might be having in learning the material. Information from these interviews would help me form my instruction and adjust it to diverse students and their needs. I would also be able to help students improve their learning if they did have problems in understanding.
I have learned from this article that there are many ways for me as a teacher to prepare assessment of my students. Beside the regular tests and quizzes that I was used to through out my elementary and high school education, I could have them write journals, make psychical products, drawings, videos and multimedia documents to present their learning.
I like the idea of peer assessment as students can learn from each other and they will be more motivated when they have to present their finding in front of their peers. Also exchanging ideas and suggestions between groups seems to be very helpful in students further refining their knowledge and explanations.
These type of assessments that are advocated in project based science also encourage students to take responsibility for their own learning and to set personal goals.
I find especially important the idea that assessment in project-based science allows for differences between individual students abilities and that it focuses on student improvement rather than on comparison with others. So the goal is not a competition between the students but rather gradual development of understanding and skills backed by teacher's feedback.
In a project-based science environment the process of student assessment can be thought of in three- step procedure: gathering information to judge students' learning, organizing and assembling assessment data, evaluating the the assessment information to make judgements about student growth.
Joseph Krajcik provides numerous examples for gathering information on student learning:
administering tests, quizzes, keeping anecdotal records, using checklists, interviews, using concept maps and conducting performance based assessments.
From all the suggestions in gathering information I find especially interesting checklists and interviews.
Those types of assessment are completely unfamiliar to me. I have never experienced them before, so it would be really helpful to keep a record on my students understanding, participation and skills they demonstrate in the classroom. It seems to be very practical as checklists save teacher time.
Classroom interviews would especially help me find out my students understanding, the knowledge and skills they bring in to the classroom and the possible problems they might be having in learning the material. Information from these interviews would help me form my instruction and adjust it to diverse students and their needs. I would also be able to help students improve their learning if they did have problems in understanding.
I have learned from this article that there are many ways for me as a teacher to prepare assessment of my students. Beside the regular tests and quizzes that I was used to through out my elementary and high school education, I could have them write journals, make psychical products, drawings, videos and multimedia documents to present their learning.
I like the idea of peer assessment as students can learn from each other and they will be more motivated when they have to present their finding in front of their peers. Also exchanging ideas and suggestions between groups seems to be very helpful in students further refining their knowledge and explanations.
These type of assessments that are advocated in project based science also encourage students to take responsibility for their own learning and to set personal goals.
I find especially important the idea that assessment in project-based science allows for differences between individual students abilities and that it focuses on student improvement rather than on comparison with others. So the goal is not a competition between the students but rather gradual development of understanding and skills backed by teacher's feedback.
Batteries, Bulbs and Wires
There is a considerable difference in the classroom of Ms Stone and Ms Travis in the way students explore the beginning of the unit on electricity. Ms Stone's way of teaching represent the old traditional way of teaching while Ms Travis employs constructivist approach to teaching science.
Ms Stone did not even engage students in scientifically oriented question. She engages the students in exploration of electrical circuits on her own terms. She gives precise instructions, step by step. Students are not allowed to explore. They just have to follow instructions. She introduces the definitions of the terms because she believes students will not be able to conduct their discoveries without knowing those scientific terms. On the other hand, Ms Travis did not base the whole lesson on the electricity kit. She engaged the students to think about electricity by asking them what would they buy in the supermarket if they wanted electricity. In this way she made students express their frequent misconception that materials that produce or carry electricity are often thought of as electricity itself. She first encourages the students to explore the flashlights and to take them apart. She poses a challenge to the students by inviting them to explore how to use the wires with the batteries and bulbs they found in the flashlight. While students are engaged in this activity she only offers suggestion how to solve the problem but does not give them instruction. In their exploration some students succeed and some fail. In Ms Stone classroom there was no exploration and inquiry. Students just followed the instructions and they all got the same results.
Ms Travis provides support to students by providing them suggestions so that they don't get frustrated by lack of success. Students exchange their ideas how to solve the problem. Students in Ms Travis offers students another variation to the problem. They are supposed to use both batteries and and the wire to light the bulb. By the end of that day she asks students to write their observations
of what they have done in the classroom that day. These writings are assigned as homework. Students are engaged in further exploration tomorrow using the electricity kits. Students have to develop their own plans in order to get both bulbs to light at the same time. Students share their explanations. Ms Travis extends the learning by asking students questions they wish to investigate. She writes those questions on the board. The list of questions Ms Travis offered to the students were all related to their everyday experience with electricity at home. Ms Stone did not provide personal connections or a personal context for the electricity unit. Ms Travis did the opposite by bringing the mock dollhouse .
Ms Travis believes that her students are capable of carrying out investigation on their own, while Ms Stone does not even allow the students to touch the materials until she gives them instructions.
Unfortunately, I have the experience of science instruction similar to the Ms Stone students.
Not only that in many cases we just had to learn the lessons, solve the mathematical problems, talk about the concepts but not conduct the experiments. Ms Travis has diverse inquires going on in the classroom that all build on each other for students to synthesize understanding and knowledge of the class unit. I would further read the whole book " Science Stories; Science Methods for Elementary and Middle School Teachers by Janice Koch to better understand science instruction as inquiry.
I would try to give the students as much freedom to explore their investigations and to come up with various questions they have curiosity and are related to the topic we would be studying. I would try to give suggestions to guide and relate those suggestions and engaging questions to their everyday lives so that they can better understand it.
Ms Stone did not even engage students in scientifically oriented question. She engages the students in exploration of electrical circuits on her own terms. She gives precise instructions, step by step. Students are not allowed to explore. They just have to follow instructions. She introduces the definitions of the terms because she believes students will not be able to conduct their discoveries without knowing those scientific terms. On the other hand, Ms Travis did not base the whole lesson on the electricity kit. She engaged the students to think about electricity by asking them what would they buy in the supermarket if they wanted electricity. In this way she made students express their frequent misconception that materials that produce or carry electricity are often thought of as electricity itself. She first encourages the students to explore the flashlights and to take them apart. She poses a challenge to the students by inviting them to explore how to use the wires with the batteries and bulbs they found in the flashlight. While students are engaged in this activity she only offers suggestion how to solve the problem but does not give them instruction. In their exploration some students succeed and some fail. In Ms Stone classroom there was no exploration and inquiry. Students just followed the instructions and they all got the same results.
Ms Travis provides support to students by providing them suggestions so that they don't get frustrated by lack of success. Students exchange their ideas how to solve the problem. Students in Ms Travis offers students another variation to the problem. They are supposed to use both batteries and and the wire to light the bulb. By the end of that day she asks students to write their observations
of what they have done in the classroom that day. These writings are assigned as homework. Students are engaged in further exploration tomorrow using the electricity kits. Students have to develop their own plans in order to get both bulbs to light at the same time. Students share their explanations. Ms Travis extends the learning by asking students questions they wish to investigate. She writes those questions on the board. The list of questions Ms Travis offered to the students were all related to their everyday experience with electricity at home. Ms Stone did not provide personal connections or a personal context for the electricity unit. Ms Travis did the opposite by bringing the mock dollhouse .
Ms Travis believes that her students are capable of carrying out investigation on their own, while Ms Stone does not even allow the students to touch the materials until she gives them instructions.
Unfortunately, I have the experience of science instruction similar to the Ms Stone students.
Not only that in many cases we just had to learn the lessons, solve the mathematical problems, talk about the concepts but not conduct the experiments. Ms Travis has diverse inquires going on in the classroom that all build on each other for students to synthesize understanding and knowledge of the class unit. I would further read the whole book " Science Stories; Science Methods for Elementary and Middle School Teachers by Janice Koch to better understand science instruction as inquiry.
I would try to give the students as much freedom to explore their investigations and to come up with various questions they have curiosity and are related to the topic we would be studying. I would try to give suggestions to guide and relate those suggestions and engaging questions to their everyday lives so that they can better understand it.
Circuit Lab
Standard /Benchmark
|
Learning Goals
What should students know?
|
Formative Assessment
What Do Students Already Know?
|
Learning Performances
|
Standard K-4:
Physical Science
Content Standard B:
Light, heat, electricity and magnetism
Benchmark:
Electricity in circuits can produce light. Electrical circuits require a complete loop through which an electrical current can pass.
|
Students should understand what a circuit is and how it works
|
Most students believe it takes two wires to create a circuit.
|
Yellow Lab
Strengths:
Students were engaged with a question.
After they conducted the experiment they were not provided with explanations.
Weaknesses:
This experiment was very teacher centered as all the instructions were provided. They did not have to come up with the ideas how to light the bulb on their own. They just had to follow the guidelines in the instruction.
Pink Lab
Strengths:
This experiment was very students centered. Students were not given instruction of how they should light the bulbs.
Students were provided with suggestions that could lead them to think independently how to investigate possible combinations or bulbs in order to make their own explanations.
Weaknesses:
For the students that don’t have much previous knowledge about electrical circuits this experiments may be challenging as they may not be able to discover how to connect the wires, battery and bulbs to light the bulbs. Teacher should provide some guidance to make this part of experiment for students easier.
|
Cool- It Lab
| Inquiry Criteria | Inquiry continuum specific statement from the column/row | Why do you believe this fits that column/row (Your argument) | How would you improve this part of the lesson to make it more inquiry based |
| Engage | Learner engages in question provided by teacher, materials, or other source | We were given the option to decide whether stirring would affect the cooling process but we were told how to analyze the data we collected | I would have presented student s with instruction how to record water temperature but let decide on their own |
| Evidence | Learner directed to collect certain data | We were specifically instructed how to record the change of both cups of water. We were provided with procedure instruction of how to investigate our question. | Students would have to come up with their own way of testing the evidence, changes of temperature of hot liquid. |
| Explain | Learner guided in process of formulating explanations from evidence | We were given specific questions to guide us and help us to come with possible explanations. | Students would have to come up with their own questions/ideas how to summarize evidence. They would have to themselves to think how to interpret the changes in both cups of hot water. |
| Evaluate | Learner given all other explanations | The directions did not tell us to compare our finding with other groups or to look for other resources that offer different explanations. In that sense, I would say that our experiment completely lacks the evaluation part. | I would have different student groups compare their finding and research independently other sources to refine their explanations. |
| Communicate | Learner given steps and procedures for communication | We did not have to communicate our findings. After the experiment was over were instructed to write a conclusion there was no mention of sharing those ideas with other students. | I would encourage students to share their presentations with the class, parents, other teachers, other classrooms, or principal but they would come up with their own ideas of how to do it, through different presentations, posters, power points, journals etc. |
The Weather Lesson
| Standard/Benchmark | Learning Goal | Formative Assessment | Learning Performances |
| Content Standard K-4 Earth and Space Science Content Standard D Benchmark: Weather Changes from day to day and over the seasons. | Students understand that weather changes from day to day. Weather is affected by different factors/conditions (humidity, air pressure, wind, temperature) There can be several different conditions for particular temperature. | Students know that 90F in one place means it is hot there but they also know that hot weather can also have other weather conditions, probably from previous life experience. | I will divide the class into several groups. Students will make their own weather station that will consist of actual and simplified weather equipment: barometer, hygrometer, anemometer, wind vane, rain gauge, and thermometer. Students will measure temperature, humidity, wind speed, precipitation, and air pressure in their city/town like meteorologists. They will record their data and make observations about local weather. After they complete that they will research other sources of information about weathers. They will go on the web site of Weather channel and look for the map of the national weather forecast. Once they see the map of the national weather forecast they can choose the state with highest temperatures and chose the weather forecast for two states or two different cities in the US. Doing the search for the current weather forecast of two particular cities of their choice they could look for the temperatures, humidity, wind speed, pressure and precipitation (if any) in those cities. |
1. My learning performance will help students learn about different weather conditions. My creating their weather stations and recording different weather conditions represented through temperature, humidity, air pressure, wind speed and air pressure students will learn that there more weather conditions that describe weather. They will see in the data they recorded by measuring local weather conditions or from the Weather channel for different cities that certain temperature can be associated with different weather conditions. One city can have high temperature but at the same time have high humidity, or strong wind. Another city with low temperature can have sunny weather but high humidity, or it can have strong wind.etc.
2. Engage: I would engage students with question of how weather conditions affect temperature in different places.
Evidence: By measuring different conditions in their place, or by exploring different weather conditions for other parts of the US on the weather channel they would gather the data that will represent evidence for their inquiry.
Explain: By collecting evidence from their measurements of local weather, students will be able to give their own explanation to the question I posed at the beginning.
Evaluate: By exploring other sources from the Weather channel on the weather conditions of various places in the US, they will compare that data with the data they recorded by measuring local weather in the their weather station. Through comparison of those data students will be able to better understand the weather conditions to form their explanations.
Communicate: Students will share their explanations with the whole class and give arguments that support those explanations.
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