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.
Thursday, September 29, 2011
Batteries, Bulbs, & Wires
What is the smallest number of wire strips Kirsten needs to make the build light up?
B. Two strips of wire. Because the has to be a full circuit for the electricity to be conducted through to the lightbulbs.
________________________________________________
Can light a lightbulb with one wire, one battery and one light bulb light?
Yes it can
Series Circuit:
Parallel Circuit:
Pink sheet:
Strengths: Lets the students explore more. Challenges the students to use the minimal amount of supplies to make a circuit. It allows students to keep trying.
Weakneseses: May not discover the different types of circuits (simple, series, Parallel)
Yellow sheet:
Strenghts: Very structured.
weaknesses: Students don't get to explore on their own and figure out for themselves.
Physical Science
Content standard B: Light, heat, electricity, and magnetism.
Benachmark: Electricity in circuits can produce light. Electrical circuits require a complete loop through which an electrical current can pass.
Leanring goals: what students should know?
Learning performances: What do you want students to do to show they know?
B. Two strips of wire. Because the has to be a full circuit for the electricity to be conducted through to the lightbulbs.
________________________________________________
Can light a lightbulb with one wire, one battery and one light bulb light?
Yes it can
Series Circuit:
Simple Circuit:
Pink sheet:
Strengths: Lets the students explore more. Challenges the students to use the minimal amount of supplies to make a circuit. It allows students to keep trying.
Weakneseses: May not discover the different types of circuits (simple, series, Parallel)
Yellow sheet:
Strenghts: Very structured.
weaknesses: Students don't get to explore on their own and figure out for themselves.
Physical Science
Content standard B: Light, heat, electricity, and magnetism.
Benachmark: Electricity in circuits can produce light. Electrical circuits require a complete loop through which an electrical current can pass.
Leanring goals: what students should know?
- Electricity should be in some sort of a circuit.
- Electricity produces light.
Learning performances: What do you want students to do to show they know?
- Create their own circuits to produce as much light as possible.
- Show multiple ways to make a circuit.
- explain the difference between simple, series, and parallel circuits.
Thursday, September 22, 2011
Magnets
1. what are some "real life" applications of magnetism?
Picking up dropped nails on construction sites so no one steps on them. Fridge at home to hang stuff up. Screwdrivers have magnets on them to attract end. Clothing censors. MRIs. Phones have things to do with magnets. Credit cards. roller coasters
2. what experiences have you had with magnets in your life?
Using magnets to push/attract mables. Picking up nails when fixing a roof.
3. What ideas do you have about science of magnets?
With magnets polar opposites attract. Posivitve and negative attracts. Positive/ positive and negative/negative repel.
4 types of magnetic elements
1. Iron
2. cobalt
3. nickel
4. B
Can pick up paper clips when holding a magnet without the paper clipls touching the magnets because they are within the magnetic field.
Can connect three papers together to a magnet then pull them off as a group and they will stay magnetized (aligning the electrons)
Post: How do the results compare with your predictions? How do you explain this?
The results really conveyed my misconceptions about magnets. I predicted that a lot more things wouldn't break the field that actually did. I got caught up thinking that if it conducted electricity that it had some sort of magnetic field. I don't know where that came from but it was in my brain that way. I remember magnetics from freshman year of high school. Though I couldn't remember the specifics. I totally blanked on the questions my mind just wasn't prepared for this topic.
Post: "Play around" with the magnet and paperclip activity materials and see what interest you about them. What questions you come up with? What would you like to explore next? What don't you understand?
Questions: Why isn't the magnetic field broken once the magnet is pulled away from the paper clip? Does the magnetic field wear away after a certain time and how long does it take? Why do same poles repel?
I would like to explore how other magnetic fields last in other items compared to paper clips. I would also like to explore how electromagnets would because they sound interesting.
I understand that opposite poles attract and same poles repel but is the reason they repel have to do with the fact that the magnet works like a circuit and that putting an opposite pole at the end would just continue the circuit whereas putting the same pole would reverse the circuit? The force starts in the north pole and continues to the south pole and the force of both south poles against each other is enough to make them repel.
Why do some magnets look like this? Looks like it repels some of the filaments but it attracts others?
When other magnets have this effect on iron filaments.
The maglev train:
The guideway is the magnetized coil running along the track that repels the large magnets on the train. Levitation occurs from this repelling process. The electric current is what pushes and pulls the train. This current is what allows the train to reach up to 310 mph. These trains can be found in Japan and China. The United states are trying to make a slightly slower version. This would train would have it's own specialized track which would cut down on train crossings.
learning block:
Physical Science: Content Standard B:
Light, Heat, Electricity, and Magnetism
Benchmarks: Magnets attract and repel each other and certain kinds of other materials.
Learning goals:
Picking up dropped nails on construction sites so no one steps on them. Fridge at home to hang stuff up. Screwdrivers have magnets on them to attract end. Clothing censors. MRIs. Phones have things to do with magnets. Credit cards. roller coasters
2. what experiences have you had with magnets in your life?
Using magnets to push/attract mables. Picking up nails when fixing a roof.
3. What ideas do you have about science of magnets?
With magnets polar opposites attract. Posivitve and negative attracts. Positive/ positive and negative/negative repel.
4 types of magnetic elements
1. Iron
2. cobalt
3. nickel
4. B
Can pick up paper clips when holding a magnet without the paper clipls touching the magnets because they are within the magnetic field.
Can connect three papers together to a magnet then pull them off as a group and they will stay magnetized (aligning the electrons)
Post: How do the results compare with your predictions? How do you explain this?
The results really conveyed my misconceptions about magnets. I predicted that a lot more things wouldn't break the field that actually did. I got caught up thinking that if it conducted electricity that it had some sort of magnetic field. I don't know where that came from but it was in my brain that way. I remember magnetics from freshman year of high school. Though I couldn't remember the specifics. I totally blanked on the questions my mind just wasn't prepared for this topic.
Post: "Play around" with the magnet and paperclip activity materials and see what interest you about them. What questions you come up with? What would you like to explore next? What don't you understand?
Questions: Why isn't the magnetic field broken once the magnet is pulled away from the paper clip? Does the magnetic field wear away after a certain time and how long does it take? Why do same poles repel?
I would like to explore how other magnetic fields last in other items compared to paper clips. I would also like to explore how electromagnets would because they sound interesting.
I understand that opposite poles attract and same poles repel but is the reason they repel have to do with the fact that the magnet works like a circuit and that putting an opposite pole at the end would just continue the circuit whereas putting the same pole would reverse the circuit? The force starts in the north pole and continues to the south pole and the force of both south poles against each other is enough to make them repel.
Why do some magnets look like this? Looks like it repels some of the filaments but it attracts others?
When other magnets have this effect on iron filaments.
The maglev train:
The guideway is the magnetized coil running along the track that repels the large magnets on the train. Levitation occurs from this repelling process. The electric current is what pushes and pulls the train. This current is what allows the train to reach up to 310 mph. These trains can be found in Japan and China. The United states are trying to make a slightly slower version. This would train would have it's own specialized track which would cut down on train crossings.
learning block:
Physical Science: Content Standard B:
Light, Heat, Electricity, and Magnetism
Benchmarks: Magnets attract and repel each other and certain kinds of other materials.
Learning goals:
- there are four types of magnetic elements.
- Only the things containing the four types of elements can break the magnetic fields.
- compare their predictions to the data they collected
- categorize objects based on if they contain magnetic elements or not (which would break the magnetic field).
Tuesday, September 20, 2011
September 20, 2011
September 20, 2011
activity mania
In order to promote inquiry, teachers should clearly define conceptual goals and the relationships to students' lives and interests prior to selecting classroom activities
One result that is expected.
inquiry classroom takes time.
INQUIRY:
engaged
evidence
explanations
evaluate: reassessing what was previously stated. Look for errors that could arise. It would look like discussions, bringing in experts.
communicate: decide where to go from here
activity mania
In order to promote inquiry, teachers should clearly define conceptual goals and the relationships to students' lives and interests prior to selecting classroom activities
One result that is expected.
inquiry classroom takes time.
INQUIRY:
engaged
evidence
explanations
evaluate: reassessing what was previously stated. Look for errors that could arise. It would look like discussions, bringing in experts.
communicate: decide where to go from here
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