What is their swinging experience and why.
The experience will be that the motion of the swing will be at the same angle as the bar the ropes are connected to. Since the length of the ropes are not the same length the person will be at an angle due to the angle of the post the ropes areconnected to.
Thursday, October 6, 2011
October 6th
October 6,2011
Evaluate
peer to peer.
students show teacher what they think they have and teacher ccomments on it
use the internet
bring in an electrical expert
wirer a house...model house
Pendulums:
Found: Add more mass swing does not change
Can test:
String length
Angles
Force
Huge variety in mass
Resistance
Can the pendulum go all the way around.
Different types of string
Evaluate
peer to peer.
students show teacher what they think they have and teacher ccomments on it
use the internet
bring in an electrical expert
wirer a house...model house
Pendulums:
Found: Add more mass swing does not change
Can test:
String length
Angles
Force
Huge variety in mass
Resistance
Can the pendulum go all the way around.
Different types of string
Tuesday, October 4, 2011
Pendulums
1. Personal experience with swinging on anything.
Swinging on a swing set. Swinging on the top bar or the swing set. Being on a ride that swings back and forth. monkey bars.
2. What applications to "real life" do swinging objects have.
Pendulums swinging back and forth.
3.What is your prediction about what will happen if two people are on one trapeze and only one is on the other and then one switches to the other. Explain (in terms of mass)
The trapeze who receives a person would gain more mass and it would cause it to be harder to gain more momentum since there is more mass whereas the swing who losses a person has less mass which is easier to gain momentum. It is a transfer of energy from the one with to to the one with just one.
4. What science understanding do you have about things that swing back and forth.
Gravity tends to slow down objects that are swinging back and forth at a rate.
Speed of the swinging objects travels at a specific rate
Predictions:
The more washers you add the slower the rate of swings made within the 10 seconds.
The weight would cause the momentum to slow down to not be able to make a full swing.
One washer: 12
Two washers: 11
Three washers: 10
Four washers: 8
Swinging on a swing set. Swinging on the top bar or the swing set. Being on a ride that swings back and forth. monkey bars.
2. What applications to "real life" do swinging objects have.
Pendulums swinging back and forth.
3.What is your prediction about what will happen if two people are on one trapeze and only one is on the other and then one switches to the other. Explain (in terms of mass)
The trapeze who receives a person would gain more mass and it would cause it to be harder to gain more momentum since there is more mass whereas the swing who losses a person has less mass which is easier to gain momentum. It is a transfer of energy from the one with to to the one with just one.
4. What science understanding do you have about things that swing back and forth.
Gravity tends to slow down objects that are swinging back and forth at a rate.
Speed of the swinging objects travels at a specific rate
Predictions:
The more washers you add the slower the rate of swings made within the 10 seconds.
The weight would cause the momentum to slow down to not be able to make a full swing.
One washer: 12
Two washers: 11
Three washers: 10
Four washers: 8
Monday, October 3, 2011
Moving Beyond the Science Kit: Explorations of Electricity and Atoms
When I first started reading Ms. Stone section I was bored out of my mind. I wanted to tell her that these are fourth-graders and don't need the labels to figure out how the wires should go, if students were truly having a problem with this she could give helpful hints. As the teacher she should challenge her students to figure out how to construct a circuit or if she likes giving step by step instructions she should have at least let her students guess what circuit they made by the definitions on the board. Not all students were engaged in this activity since there were not enough supplies for them to work in groups smaller than four.
Ms. Travis used an engaging question to discover her students’ misconceptions about the topic of electricity. During this questioning time she is asking the students to give reasoning and proof from their thinking process instead of just accepting their answer. Doing this requires students to think about their thinking. She also used an attention getting, hands on activity on the first day that allowed the students to explore. Their homework was based off of what they encountered and making rules to fix what they saw. Their homework also prepared them who the next day. I really liked that Ms. Travis didn’t use the kit on the, I feel that when using the kits most people take the easy way out like Ms. Stone did. They do exactly what the instructions say instead of pushing the students to discover for themselves by posing questions to guide the students exploration. I really liked that Ms. Travis did extended lessons off of the kit that would make it more relevant for her students’ lives. She kept the students engaged throughout the days of learning about electricity and all of the activities that went along with it. This article really showed how far a teacher may have to go to make sure their students are in a rich learning environment. Ms. Stone requested that flashlights be bought so that the students could take them apart and manipulate them to explore the fine details of a light bulb. By doing this it lead the students to ask more questions and really become involved in the learning process instead of sitting on the sidelines and being instructed on what to do.
It was very interesting to see a teacher use the kits in a more inquiry-based way instead of teaching straight from the instructions. I am going to use this as references to model my teaching after because it shows it is okay to use kits if you use them in the right way.
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