Friction Science Lesson

Friction Science Lesson

This week, the lesson I developed was a structured inquiry lab for friction.  The objective of the lesson was for students to apply the definition of friction, resistance in change of motion.  Students experiment using weights and different speeds to determine if motion changes. The outcome of the lesson was for students to evaluate which surface (pencils, rocks, or flat surface) will produce more friction while using a spring scale.

 

Here is the background for the lab. First, students viewed a short video clip (I will stop after 5 minutes) of Bill Nye explaining friction. http://www.youtube.com/watch?v=ps72bcp4XNY&feature=related This is a great way to engage students and get them excited for friction.

Next, I introduced the On a Roll friction lab. Students kept track of the experiment on a lab worksheet, which also serves as the procedure. The big question for this inquiry lab is: Can pencils or rocks as a surface change the motion of a shoebox? Students will individually develop a hypothesis to test in the lab. As a whole class, we reviewed the materials, procedure, and expectations together. Then, students form their cooperative learning groups and begin. Students are in a heterogeneous mix with one IEP student in each group. ELL students are placed with students that are patient and demonstrate leadership skills for guidance. As students complete the experiment, they begin to realize friction changes as different surfaces touch. The spring scale with measure more force over the rock and flat surfaces than with the pencils acting as a conveyor belt. Students record their observations and answer three to four open-ended questions to reflect the evidence found. 

 

Through the experiment, students used a shoebox filled with three one-pound weights and three wooden blocks. The purpose was to weigh down the box to observe friction over three different surfaces. As an extension, students are be able to change a condition to the experiment and determine if the friction changes. Students can create a new surface to test (rug, flooring, wet, dry, etc.) or take away weights from the box. This will allow students to explore and take ownership of their understanding of friction.

 

As the lesson comes to a close, we meet together as a whole class discuss the outcome. Students found rocks to be the most difficult surface, which produced the most friction. The pencils act as wheels and accelerated the box faster and easier. Students check over their work on the lab sheet, which will be collected for a grade. Students will complete an exit pass describing the condition they changed and the outcome of this change. 

In conclusion, I felt this was an effective lesson. The combination of visual, auditory, and kinesthetic stimulation reached all learners. This inquiry lesson had a connection to real-world circumstances.  Students we able to understand the purpose of learning friction and can apply to their daily lives. Students were excited and had fun learning about friction. I believe using inquiry in daily science lessons helps to foster curiosity and develop a deeper understanding of concepts. 

Melting Icebergs Experiment

Global warming is a largely researched topic.  Research shows humans contribute to global warming by increasing the amount of greenhouse gases into the atmosphere and changing the composition of our climate (EPA, 2012).  When presented with the Melting Icebergs Experiment, I could not wait to get started.  Of course, I am thinking how my students would respond to this experiment. 

This experiment is considered confirmation inquiry.  Confirmation inquiry is providing students a question and procedure when results are known in advance (Banchi & Bell, 2008).  The question for the experiment is what happens when ice cubes (icebergs) melt in a bowl of water?  My hypothesis is I believe as the ice cubes melt; the water level will rise and flow over the rim of the bowl.  I place a lump of ice cubes in a glass bowl and put in an area where it will not be disturbed.  Carefully, I pour water in the bowl to the rim.  I observe for several hours until all ice melts.

The ice starts to crackle and separate as time goes on.  After about three hours, the ice completely melts.  A very small amount of water trickled over the side of the bowl.  As I evaluate the outcome, I did expect more water to spill over the side of the bowl. To promote further thinking- would this experiment change if it were outside in a warmer temperature? What if I added salt to the water in the bowl and added fresh water ice cubes?

Overall, I found this experiment engaging and it would work great with my fifth graders.  I think researching global warming complimented the activity and added a real world connection.  I found a video to share from NASA to illustrate polar ice caps melting, which is directly linked to this experiment.

As I researched, I came across two terms: Global Warming and Climate Change.  I was interested why the terms were preferred to some scientists and not others.  According to NASA, global warming is describing an increase in surface temperature whereas climate change is explaining the change long-term to the climate (NASA, 2012).  An interesting bit of information you may not have considered. 

References

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29. Retrieved on July 8, 2012 from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=f218157f-411e-4b18-a5ee-9c8577f37f96%40sessionmgr11&vid=1&hid=21&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=ehh&AN=34697743

EPA- United State Environmental Protection Agency. (2012). Climate Change Indicators in the United States. Retrieved on July 12, 2012 from http://www.epa.gov/climatechange/science/indicators/ghg/index.html

NASA. (2012). NASA finds thickest parts of Arctic ice cap melting faster. Retrieved on July 12, 2012 from http://www.nasa.gov/topics/earth/features/thick-melt.html

STEM Education Strategies

STEM Education Strategies

“STEM education offers students one of the best opportunities to make sense of the world holistically, rather than in bits and pieces” (Lantz, 2009).  Science teachers can teach across the curriculum with many inquiry-based activities.  There is a strong need for our nation to have more students interested in science.  We need to remind them how fun science can be, while learning.  Science sparks curiosity, determination, and problem solving (Laureate Education, 2010).  Following 5 E’s format is an efficient way to plan STEM lessons.

Engage- To engage students, I often use a video clip to hook them into the lesson.  This will peak students’ interest and play to various learning styles such as visual and auditory students. YouTube and KQED Quest websites are great resources for short video clips.

Explore- There are many interactive websites and animations students can use to apply, analyze, and evaluate particular science concepts.  I like using PhET, Teacher Domain, and Enchanted Learning websites for students to explore independently.

Explain- As I develop my lessons, I find the Activ or smart boards a great tool to display facts and notes.  Using the Activ board, I can further explain each lesson with detailed sentences or diagrams.

Elaborate- In order for students to understand the importance of science, they need to apply to real-world situations.  Students need to elaborate and challenge themselves by testing hypotheses and analyze results.

Evaluate- Teachers and students need to evaluate material learned.  I like to use an exit pass.  A simple index card can be used to allow students to answer a question or write a fact learned from the lesson.  Teachers can use this valuable information to alter lessons and revisit concepts.

By incorporating the 5 E’s into science lessons, students will be curious and interested.  Students need a purpose and understand how they will use this information in their lives.  We need more students to become interested and inspired about science, math, and engineering (Traurig & Feller, 2009).  Effective teachers research, plan, and prepare to develop appealing inquiry activities.  In doing so, we will prepare our students for the 21^st century workforce. 

References

Lantz, H. B., Jr. (2009). STEM education: What form? What function? SEEN Magazine. Retrieved on June 29, 2012 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340244_1%26url%3D

Laureate Education (2010). Nature of Science Interview with the Experts: Dr. Yager. Retrieved on June 29, 2012 from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340244_1%26url%3D

Traurig, A., & Feller, R. (2009). Preparing students for STEM careers. National Career Development Association. Retrieved on June 29, 2012 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1340244_1%26url%3D