Engaging in Guided Inquiry

Science education is a combination of questioning, problem solving, and discovery. Therefore, it is essential that students play an active role in their own learning.  Inquiry will allow students to complete hands-on investigations to master science concepts.  While planning my experiment, I immediately put myself in my student’s shoes.  I developed a hypothesis, materials list, procedure, and examined my results.  I will share my experience.

The question I chose to investigate was “how do different surfaces affect the momentum of marbles?” My hypothesis for the investigation is I believe on all surfaces the light blue marble (21 g) will go further then the dark blue marble (8 g).  Since the light blue marble has more mass, it will move further.  “It takes a longer time to stop something from moving when it has a lot of momentum” (Tillery, Enger, & Ross, 2008). To design this experiment, I need to use three surfaces of various textures to help me understand momentum and its relationship to friction.  I will use a smooth granite counter, carpeted area, and grassy section of my yard.  After brainstorming, I decide to use a ramp to release each marble.  This will give me the best results.  As I record data from the experiment, I will need a tape measure and a stopwatch. 

After I completed my experiment, I evaluated my results.  I realized that the more mass an object has, the longer it takes to stop, and therefore it will go further.  This holds true even on different surfaces.  I found both marbles had very similar results on the smoothest surface, the granite counter.  As the surfaces changed and got rougher, the light blue marble went further.  I do agree with my hypothesis reflecting on the lab.  Different surfaces can have an affect on momentum of a marble depending on its mass. Momentum is closely related with Newton’s laws of motion since it involves both inertia and velocity (Tillery, Enger, & Ross, 2008).  This lab demonstrated Newton’s first and second law while the marbles were in motion until an outside force (friction) acted on it.

I can certainly use this experiment with my students.  I would give them a question to explore along with various materials.  I would like to give them some guidance and review expectations before they start.  I would quickly review background knowledge of Newton’s laws, mass, and friction.  This activity did take some time and in the classroom I am confined to forty minutes.  I could make it more interesting for students to bring in their own materials to test.  I could give them the assignment the day before to begin thinking about materials to use and how to test.  I would like my students to walk away from this activity feeling in control of their learning.  I want them to have a memorable experience while developing a deeper understanding of science.  

References

Tillery, B. W., Enger, E. D., & Ross, F. C. (2008). Integrated science (4th ed.). New York: McGraw-Hill.