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.
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