21st-Century Learning Tools
I am blessed to teach in a school district that believes in having a Smart Board or Interactive White Board in every classroom. They are powerful tools that cater minimally to the visual, kinesthetic, and auditory learners. They are also a huge component to 21st-century learning because most schools are striving to gain this innovative tool to advance their students’ learning. The most powerful and innovative online resource that I found during my research was the Smart Technologies (2010) website located at http://www.exchange.smarttech.com/index.html#tab=0. This website contained a vast number of interactive Smart Board lessons that already exist on the internet. The layout of the site was also very user friendly. There were three categories for me to enter information on. The first was “search for” where I typed “energy”; the second was a pull down bar marked “subject” and the third was another pull down bar marked “grade”. Within the “grade” menu, I could check multiple grade levels, which I found helpful, too since I wanted to explore material for grades four through nine. Once I completed the selections, I had many Smart Board lessons to choose from that were all centered on Energy.
If you have a SmartBoard in your room, this site locates many different lessons that cater to many different learning intelligences. For some slides, the students could come up to the board and tap or slide an answer to the proper place. Some slides allowed the students to match pictures to proper word or categories. Some slides included hyperlinks to short videos about the topic, like energy. Some slides included quick games and activities to perform as a class.
One lesson focused on energy and allowed the student to view a picture or setting and the students must place an object in the place where is has the most potential and kinetic energy. I must admit I had fun exploring this activity and testing my current knowledge. There were also many pictures that the students could drag to the proper form of energy. To explore transfers of energy, the students have to drag the proper words to the blanks within the sentences.
Another lesson that I enjoyed focused on energy sources and potential and kinetic energy. This lesson also offered many pictures and word tricks, allowing students to erase pictures to reveal key words and categorize different sources of energy.
I had so much fun exploring these sites and can’t wait to implement them into my energy lesson next week. This tool will provide a thrilling twist to a dreary lecture on energy. My students will also be excited to actively participate in my lecture. These Smart Board tools will prepare my students to be 21st-century scientifically literate citizens because they will learn and understand innovative ways to present and understand scientific material. Today’s children are heavily influenced by things that entertain them. If they understand that pictures and actions may create a better understanding of scientific concepts, then they will be able to search tools that provide an interactive understanding of the knowledge they are seeking.
Sunday, October 24, 2010
Saturday, October 9, 2010
Exploring Heat Transfer
Exploring Heat Transfer
As stated in this application’s introduction, “a good insulator is a kind of material that helps to stop heat from escaping and, therefore, keeps items such as food and drink warm longer”. Based on this description, I assumed that the materials that make the best insulators are the materials that trap the air or heat inside and do not contain holes or pores.
I set out four identical mugs, heated water in a separate container in the microwave, poured the hot water into each of the mugs, immediately covered the tops of the mugs with four different materials, and secured them with a rubber band. I chose a thin washcloth, paper towel, plastic sandwich bag, and aluminum foil to cover the mugs to trap the heat from the hot water. I assumed the aluminum foil would be the best insulator before hand because there were no holes so the heat would be trapped inside the mug. I also assumed that since my husband’s best coffee mugs are made with a metal insulation, the aluminum foil would keep the water hot the longest.
After thirty minutes, I removed the covers to check the temperature of the water in each mug. The paper towel and wash cloth both registered at 117 degrees Fahrenheit. I had trouble reading the exact results for the plastic bag cover because the wire that held the thermometer to the unit of measurements was blocking my view. It was 118, 119, or 120 degrees Fahrenheit. The result of the aluminum foil lid was 121 degrees Fahrenheit. Therefore, the aluminum foil was the best insulator, with the ziplock bag second, and the paper towel and the wash cloth were the worst insulators.
After my experiment, I resorted to my class resources to research exactly why my results were just as I suspected they would be. Buczynski (2006) explained that “heat is energy” and the amount of energy released depends on the, speed, mass, and type of particles, or molecules, in a substance. When particles vibrate with more energy, the temperature is higher (Buczynski, 2006). With this information I concluded that energy was formed when I heated the water. The energy was trapped in the cups with the lids were used for insulation. The two lids made of foil and plastic were the best insulators because they kept a higher number of particles vibrating in the cup due to the fact that there was no other place for them to be released, resulting in a higher temperature after thirty minutes. The other two insulators, the paper towel and the wash cloth, had tiny holes in them that allowed the particles to be released which reduced the number of particles which reduced the amount of energy which reduced the temperature of the water faster.
Next I explored Tillery, Enger, and, Ross (2008) for t a better understanding of heat flow. With conduction, “anytime there is a temperature difference, there is a natural transfer of heat from the region of higher temperature to the region of lower temperature” (Tillery, Enger, & Ross, 2008). This confirmed my theory that any lid that contained all of the heat or energy and kept it from leaving were the best insulators, such as the holeless foil and plastic. However, they also stated that the best insulators are materials that contain small air spaces, which keep the air molecules far apart, such as Styrofoam, glass, and wool. I am not sure the amount of air spaces located in foil or plastic, but I am sure that I would have discovered even higher temperatures if I had used one of those materials.
I would like to test other materials, such as food, to see which items will stay hot longer. When I was a waitress through, I observed that certain side items stayed hot longer. For example, the baked potato stayed hot a lot longer than the rice. Of course the outside of the potato cooled slightly, but once it was cut open with a knife, the inside was still hot and steamy.
I am assuming that the reason the potatoes stayed hot longer is because there were no "holes" for the heat energy to travel through. Therefore, the heat was trapped inside the potato because of the potato skin insulator. The pile of rice allows the heat to travel from a region of higher temperature to a region of lower temperature. This is my assumption anyway and would be a nice hypothesis to test.
As stated in this application’s introduction, “a good insulator is a kind of material that helps to stop heat from escaping and, therefore, keeps items such as food and drink warm longer”. Based on this description, I assumed that the materials that make the best insulators are the materials that trap the air or heat inside and do not contain holes or pores.
I set out four identical mugs, heated water in a separate container in the microwave, poured the hot water into each of the mugs, immediately covered the tops of the mugs with four different materials, and secured them with a rubber band. I chose a thin washcloth, paper towel, plastic sandwich bag, and aluminum foil to cover the mugs to trap the heat from the hot water. I assumed the aluminum foil would be the best insulator before hand because there were no holes so the heat would be trapped inside the mug. I also assumed that since my husband’s best coffee mugs are made with a metal insulation, the aluminum foil would keep the water hot the longest.
After thirty minutes, I removed the covers to check the temperature of the water in each mug. The paper towel and wash cloth both registered at 117 degrees Fahrenheit. I had trouble reading the exact results for the plastic bag cover because the wire that held the thermometer to the unit of measurements was blocking my view. It was 118, 119, or 120 degrees Fahrenheit. The result of the aluminum foil lid was 121 degrees Fahrenheit. Therefore, the aluminum foil was the best insulator, with the ziplock bag second, and the paper towel and the wash cloth were the worst insulators.
After my experiment, I resorted to my class resources to research exactly why my results were just as I suspected they would be. Buczynski (2006) explained that “heat is energy” and the amount of energy released depends on the, speed, mass, and type of particles, or molecules, in a substance. When particles vibrate with more energy, the temperature is higher (Buczynski, 2006). With this information I concluded that energy was formed when I heated the water. The energy was trapped in the cups with the lids were used for insulation. The two lids made of foil and plastic were the best insulators because they kept a higher number of particles vibrating in the cup due to the fact that there was no other place for them to be released, resulting in a higher temperature after thirty minutes. The other two insulators, the paper towel and the wash cloth, had tiny holes in them that allowed the particles to be released which reduced the number of particles which reduced the amount of energy which reduced the temperature of the water faster.
Next I explored Tillery, Enger, and, Ross (2008) for t a better understanding of heat flow. With conduction, “anytime there is a temperature difference, there is a natural transfer of heat from the region of higher temperature to the region of lower temperature” (Tillery, Enger, & Ross, 2008). This confirmed my theory that any lid that contained all of the heat or energy and kept it from leaving were the best insulators, such as the holeless foil and plastic. However, they also stated that the best insulators are materials that contain small air spaces, which keep the air molecules far apart, such as Styrofoam, glass, and wool. I am not sure the amount of air spaces located in foil or plastic, but I am sure that I would have discovered even higher temperatures if I had used one of those materials.
I would like to test other materials, such as food, to see which items will stay hot longer. When I was a waitress through, I observed that certain side items stayed hot longer. For example, the baked potato stayed hot a lot longer than the rice. Of course the outside of the potato cooled slightly, but once it was cut open with a knife, the inside was still hot and steamy.
I am assuming that the reason the potatoes stayed hot longer is because there were no "holes" for the heat energy to travel through. Therefore, the heat was trapped inside the potato because of the potato skin insulator. The pile of rice allows the heat to travel from a region of higher temperature to a region of lower temperature. This is my assumption anyway and would be a nice hypothesis to test.
Engaging in Guided Inquiry
I misunderstood this assignment. I thought we were suppose to perform this experiment with our students. Therefore, my post is based on my student's exerience and inquiry, along with mine.
Engaging in Guided Inquiry
My seventh grade science students are in the process of building Lego cars to conclude our lesson on motion. By implementing a guided inquiry investigation that focuses on answering the question “how do different surfaces affect the momentum of a marble?”, I can reinforce many of the topic that they have already learned. In order to apply guided inquiry, the “teacher provides students with only the research question and the students design the procedure to test their question (Banchi & Bell, 2008). Therefore, I had to prepare the lesson accordingly.
To begin, I posted the question, “How do different surfaces affect the momentum of a marble?” on the board. Below the question were the following words, momentum, gravity, friction, mass, and air resistance. I searched the school to find a variety of surfaces, including cardboard, pillows, plexy glass, pegboards, skate boards, sheets, posterboard, carpet remnents, etc. that the students could use in their investigation and placed them on the lab tables. I also placed protractors, rulers, stopwatches, scales and marbles on the lab table.
When the students entered the classroom, they were instructed to use the scientific method to complete the following investigation. The purpose was to answer the question on the board: “How do different surfaces affect the momentum of a marble?”. Using their Science books, they were allowed to read parts of the chapter on momentum to complete their research. Then they were told to brainstorm a possible answer to the question on the board using the key words provided. This would be their hypothesis. They were to record their results in their science journals. Next, I told the students to use any supplies in the room to answer the question provided. This would be the Experiment. The students were told to record their data in their science journals for their analysis. And by the end of the class period, they are to draw a conclusion and record it in their science journal as well.
Overall, many of the students amazed me at how well they and their lab partner implemented their investigation. While I had to guide some of the students by reminding them to keep as many variables the same as possible to receive an accurate reading, such as distance recorded on the surface, they were quick to understand how to redo the task successfully. The most interesting thing that a couple of students did was use the floor fan in the classroom to provide air resistance as the marble traveled down the slope! I thought that was such a great option to investigating different surfaces!
At the end of the period, I asked the students to revisit their science journals that contained their investigations. I asked them to right a response the this question, “based on your findings, how should you adjust your Lego car to make it faster or travel a greater distance?”. Since the students gained a better understanding of terms such as, friction, air resistance, mass, and gravity, they were able to document ideas to improve their Lego cars. According to Hammerman (2005) "lessons become meaningful to students when applications are made to their lives and interests". Right now, my students are all trying to create a Lego car that will win our speed and distance contest next week. The knowledge they gained from this open inguiry lesson will be one more influence to aid their thinking in their car design.
The following is an examples of the work that my student, Erin, turned in to me:
Erin’s Hypothesis- Different surfaces can effect it because a hard, flat, smooth surface can make the momentum, but a bumpy, or not smooth surface or a surface with friction can slow it down.
Erin and Kole’s Experiment and Analysis- Skateboard (rough, hard surface). First- .34 seconds, second- .43 seconds, third- .37 seconds, average- .38 seconds. Pillow (soft, curved surface). First- .63 seconds, second- .63 seconds, third- .84 seconds, average- .70 seconds. Plexy glass (hard, smooth surface). First- .34 seconds, second- .29 seconds, third- .25 seconds, average- .29 seconds. Pillow with air resistance from fan. First- .90 seconds, second- .96 seconds, third- 1.0 seconds, average- .95 seconds.
Erin’s Conlusion- the marble goes faster with a smooth surface and no air resistance.
Erin’s Lego Car Conclusion- We should use the tires that are skinny with less resistance so it can go faster ant NOT put an umbrella on top like Kole wanted because the air resistance will slow it down!
This was one of the groups that thought to use the fan to test their hypothesis. I thought it was interesting that the results helped end a debate that they had over whether or not to put an umbrella on top of the car so that the “Lego guy would be in the shade”. Kole wanted the umbrella and Erin did not, but she gave in to please him. I am anxious to learn if she planned on using the fan to prove to Kole that she was correct in her thinking that an umbrella would slow their car down.
This marble versus different surfaces was presented to my students using the Scientific method because that is the experimental method that they are accustomed to. However, the Engineering Design Process can be implemented using their Lego cars and the results of the marble experiment. According to TEACH Engineering (2010), engineers “gather information and conduct research to understand the needs of the challenge to be addressed” and “create and test many prototypes, making improvements until the product design is good enough to meet their needs”. They did and will “understand the need, brainstorm different designs, plan, create, and improve based on their results” (TEACH Engineering, 2010).
In conclusion, I feel that implementing this lab using guided inquiry would have been a bit more successful if my students had prior knowledge to all aspects of the experiment before hand. Therefore, structured inquiry may have been better suited for the lab that I designed. I do feel that the students were able to use the equipment and successfully perform an experiment that allowed them to draw the appropriate conclusions based on their results. I have only had these students for three weeks, and I am I very pleased with their level of inquiry so far.
Engaging in Guided Inquiry
My seventh grade science students are in the process of building Lego cars to conclude our lesson on motion. By implementing a guided inquiry investigation that focuses on answering the question “how do different surfaces affect the momentum of a marble?”, I can reinforce many of the topic that they have already learned. In order to apply guided inquiry, the “teacher provides students with only the research question and the students design the procedure to test their question (Banchi & Bell, 2008). Therefore, I had to prepare the lesson accordingly.
To begin, I posted the question, “How do different surfaces affect the momentum of a marble?” on the board. Below the question were the following words, momentum, gravity, friction, mass, and air resistance. I searched the school to find a variety of surfaces, including cardboard, pillows, plexy glass, pegboards, skate boards, sheets, posterboard, carpet remnents, etc. that the students could use in their investigation and placed them on the lab tables. I also placed protractors, rulers, stopwatches, scales and marbles on the lab table.
When the students entered the classroom, they were instructed to use the scientific method to complete the following investigation. The purpose was to answer the question on the board: “How do different surfaces affect the momentum of a marble?”. Using their Science books, they were allowed to read parts of the chapter on momentum to complete their research. Then they were told to brainstorm a possible answer to the question on the board using the key words provided. This would be their hypothesis. They were to record their results in their science journals. Next, I told the students to use any supplies in the room to answer the question provided. This would be the Experiment. The students were told to record their data in their science journals for their analysis. And by the end of the class period, they are to draw a conclusion and record it in their science journal as well.
Overall, many of the students amazed me at how well they and their lab partner implemented their investigation. While I had to guide some of the students by reminding them to keep as many variables the same as possible to receive an accurate reading, such as distance recorded on the surface, they were quick to understand how to redo the task successfully. The most interesting thing that a couple of students did was use the floor fan in the classroom to provide air resistance as the marble traveled down the slope! I thought that was such a great option to investigating different surfaces!
At the end of the period, I asked the students to revisit their science journals that contained their investigations. I asked them to right a response the this question, “based on your findings, how should you adjust your Lego car to make it faster or travel a greater distance?”. Since the students gained a better understanding of terms such as, friction, air resistance, mass, and gravity, they were able to document ideas to improve their Lego cars. According to Hammerman (2005) "lessons become meaningful to students when applications are made to their lives and interests". Right now, my students are all trying to create a Lego car that will win our speed and distance contest next week. The knowledge they gained from this open inguiry lesson will be one more influence to aid their thinking in their car design.
The following is an examples of the work that my student, Erin, turned in to me:
Erin’s Hypothesis- Different surfaces can effect it because a hard, flat, smooth surface can make the momentum, but a bumpy, or not smooth surface or a surface with friction can slow it down.
Erin and Kole’s Experiment and Analysis- Skateboard (rough, hard surface). First- .34 seconds, second- .43 seconds, third- .37 seconds, average- .38 seconds. Pillow (soft, curved surface). First- .63 seconds, second- .63 seconds, third- .84 seconds, average- .70 seconds. Plexy glass (hard, smooth surface). First- .34 seconds, second- .29 seconds, third- .25 seconds, average- .29 seconds. Pillow with air resistance from fan. First- .90 seconds, second- .96 seconds, third- 1.0 seconds, average- .95 seconds.
Erin’s Conlusion- the marble goes faster with a smooth surface and no air resistance.
Erin’s Lego Car Conclusion- We should use the tires that are skinny with less resistance so it can go faster ant NOT put an umbrella on top like Kole wanted because the air resistance will slow it down!
This was one of the groups that thought to use the fan to test their hypothesis. I thought it was interesting that the results helped end a debate that they had over whether or not to put an umbrella on top of the car so that the “Lego guy would be in the shade”. Kole wanted the umbrella and Erin did not, but she gave in to please him. I am anxious to learn if she planned on using the fan to prove to Kole that she was correct in her thinking that an umbrella would slow their car down.
This marble versus different surfaces was presented to my students using the Scientific method because that is the experimental method that they are accustomed to. However, the Engineering Design Process can be implemented using their Lego cars and the results of the marble experiment. According to TEACH Engineering (2010), engineers “gather information and conduct research to understand the needs of the challenge to be addressed” and “create and test many prototypes, making improvements until the product design is good enough to meet their needs”. They did and will “understand the need, brainstorm different designs, plan, create, and improve based on their results” (TEACH Engineering, 2010).
In conclusion, I feel that implementing this lab using guided inquiry would have been a bit more successful if my students had prior knowledge to all aspects of the experiment before hand. Therefore, structured inquiry may have been better suited for the lab that I designed. I do feel that the students were able to use the equipment and successfully perform an experiment that allowed them to draw the appropriate conclusions based on their results. I have only had these students for three weeks, and I am I very pleased with their level of inquiry so far.
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