The guided Inquiry I choose to investigate is : How do different surfaces affect the momentum of marbles? I began by thinking about all the different surfaces. The surfaces I chose were tile, concrete, carpet and laminate wood. I decided that I would build an inclined plane using a piece of card board and a tupperwear. I then rolled the marble down the ramp on each of the different surfaces from the same height. The height I used for my inclined plane was fifteen centimeters. My hypothesis was correct I predicted that the laminate floors would be the surface where the marble will travel the farthest and fastest. I came to this conclusion as there is less friction stopping or slowing the marble down from traveling.
The height I used worked well as well as the ramp I made. What did not go so well, was some of the surfaces were not flat and level. Therefore, not all of my results were as accurate as I predicted.
Some things I would modify in my experiment is I would build a small layer of flat surface then cover each one with the different types of materials and test them, this way I know that all of the areas will be flat and level. Nothing to difficult to make just a way to make everything equal and give us the correct results.
I set this up in my classroom the same way I did at home, but modified all of the surfaces and made them level. I also had my students break off in groups and rotate through each surface giving them 3 minutes to test each one, this way they would not get distracted. All the of groups got to test each surface and in each station a different student tested the surface, this way they all took part in the inquiry. I felt by doing the stations and giving them a time limit the students were intensely interested in the inquiry and enjoyed the process. This inquiry shows the students the reason why they rollerblade slower on the grass then the sidewalk. It shows them how friction changes outcomes and they can start thinking and sharing when frictions has played a part in something they did or say and did know the reason for it. I believe I did reach my goal my students were extremely excited and were talking and giving many examples of a time they experienced friction. I had many students telling stories and sharing their personal experiences and after all that is what science is about. I enjoyed seeing my students facing light up when they “got it”. It is a feeling that as a teacher you can’t explain but carry in your heart forever.
The height I used worked well as well as the ramp I made. What did not go so well, was some of the surfaces were not flat and level. Therefore, not all of my results were as accurate as I predicted.
Some things I would modify in my experiment is I would build a small layer of flat surface then cover each one with the different types of materials and test them, this way I know that all of the areas will be flat and level. Nothing to difficult to make just a way to make everything equal and give us the correct results.
I set this up in my classroom the same way I did at home, but modified all of the surfaces and made them level. I also had my students break off in groups and rotate through each surface giving them 3 minutes to test each one, this way they would not get distracted. All the of groups got to test each surface and in each station a different student tested the surface, this way they all took part in the inquiry. I felt by doing the stations and giving them a time limit the students were intensely interested in the inquiry and enjoyed the process. This inquiry shows the students the reason why they rollerblade slower on the grass then the sidewalk. It shows them how friction changes outcomes and they can start thinking and sharing when frictions has played a part in something they did or say and did know the reason for it. I believe I did reach my goal my students were extremely excited and were talking and giving many examples of a time they experienced friction. I had many students telling stories and sharing their personal experiences and after all that is what science is about. I enjoyed seeing my students facing light up when they “got it”. It is a feeling that as a teacher you can’t explain but carry in your heart forever.
