I used the string from the Science Kit, along with a paper clip, a pencil, pennies, and some masking tape. I was trying to determine what variable would change the number of swings in 15 seconds. My first scientific question was “Does the weight affect the number of swings?” In this experiment, I used a string that was 38 cm from the end of a loop to the end of the paper clip. I taped a pencil down to the counter and hung my pendulum loop over the eraser so it had an obstacle free place to swing. I set the kitchen timer for 15 seconds and decided the period would be from the point of release (top of the counter) back to the original point of release. The independent variable I was changing was the mass of the weight. I used 1 penny and 3 pennies, securely fastened in the paper clip. I started with one penny in the paperclip and in 15 seconds, recorded 12 swings. Then I put three pennies in the paperclip and in 15 seconds recorded 12 swings. My conclusion was that the mass of the weight really did not increase or decrease the number of swings.
Next, I made a list of the other independent variables I could test to determine what affected the number of swings. I concluded that the length of the string, height of the string, amount of tape, and force of release could all possibly play a role in the number of swings. For the next experiment, I altered the length of the string. My hypothesis was that if I increase the length of the string, then the number of swings would decrease. I made a 4 more pendulums the exact same way measuring from the end of the loop to the tip of the paperclip. I used one that was 20 cm, 60 cm, and 100 cm. I did one pendulum swing at a time and recorded the number of swings in 15 seconds. For 20 cm, I had 15 swings. With 60 cm and 100 cm, I had 9 and 7 swings respectively. My conclusion was that as the length of the pendulum increased, the number of swings decreased.
The best part of this guided inquiry experiment is that the students will have control of the experiment. The students would get to work collaboratively with others using simple, accessible and cheap materials. Due to the fact that I do not teach motion and force in my standards, I would use this lab to teach about the scientific method. There are so many teachable moments a teacher could use during an inquiry activity like this; for example, controlled variables, manipulating variables, graphing, making data tables, making hypotheses, doing many trials, and taking averages. The challenge of this experiment would be for the teacher to stress to students that the experiment must be controlled. Each group can only manipulate and test one variable. Other than that, this experiment is a wonderful, quick, easy, and affordable way to add inquiry to your classroom to get your students thinking.

July 17- Melting Iceberg Experiment

I too thought it was a little strange that we were supposed to comment on question 9 of the experiment so much before the due date.  So I just decided to do the experiment, answer question 9, then finish the rest of the questions later when I read what others have blogged about.  Above is a picture of my experiment.  I used a small Rubbermaid container and you can see on the lip of the container a little water ran over.  My hypothesis was that “If I add an iceberg to the container of water, then the iceberg will melt and the water will run over the already full container”. 

    I teach 7th grade science in Arizona.  I teach many units where I could incorporate this inquiry activity.  I show clips of the movie Inconvenient Truth as well to the students for the images of real icebergs.  If the polar ice caps melt I believe we will lose out on a beautiful, special, and unique part of our world.  The images you see are just spectacular!  I believe that both human and animal lives will be lost, habitats will be destroyed, and the water levels will rise.  Due to the fact that the majority of our freshwater is stored in the frozen glaciers, we will decrease our supplies when the water mixes with our salty seas.  I believe places like the coasts will experience decreasing coastlines as the water level rises.  

    I do not really have a question but I do believe that this would be a great way to start out a lesson on glaciers and global warming.  I think I will have the kids do the water activity; make hypotheses, observations, and conclusions.  We will do our lessons, research, discuss, and learn more together as a class.  Due to the fact there is so much controversy and debate about the topic of global warming, I would have each student write a position statement paper (to increase the frequency of written language in science class) and split the kids up into the two sides and have them debate.  

    

July 11- STEM Lesson Plan

Well this is the first post in my blog.  I am so excited to finally be using this feature on my website.  Just recently graduating from college, there really is so much more I should know how to do especially with computers and technology.  In regards to my STEM lesson plan, I thought the format was long and redundant but I completely agree with the idea of incorporating technology, engineering, and mathematics into my science lessons.  In middle school science some of the most exciting lessons include way more than just science.  Things like rocketry, bridge building, and the egg dropping unit are the most exciting and could all be considered STEM lesson plans.  I teach more than just science, I teach skills that make my students able to communicate, design, calculate, test, analyze, etc.