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.