Technology in Science Education

This week I researched internet sites that use technology to aid in teaching Newton’s Laws of Motion to students. The best and most informative site I found is http://physicsclassroom.com . This site uses tutorials for each of the three laws, diagrams, visual aids, video demonstrations, interactive quizzes, links to interactive shockwave files that simulate physical concepts, labs (online and hands-on), photo gallery containing over 1000 physics-related photos, and the “Minds-On Science” internet modules.

The feature that I find the most exciting is the internet modules. There is a large selection of physics topics to choose from, and they can be accessed from any computer. The students work can be done at school or at home, and a success code can be accessed by the teacher. Using technology prepares students for the 21^st century, and it is up to teachers to find the appropriate resources to reach this goal.

The simulations links on this site offer excellent opportunities for the students to work with variables and observe various outcomes. For example, one simulation has the students match eleven position-time and velocity-time graphs to eleven animated motion. Worksheets are also provided for some of the activities through the web site.

Another technology site I found is http://interactivewhiteboardsoftware.com/Science.html . This site offers software for whiteboards (Smart boards, etc.). There are all types of software programs available for math and science on this site including simulations, graphing software, virtual labs, and various lesson packs.

Teaching the skills that prepare students for STEM careers is important in this day and age. I hope these sites help you in your teaching. 

Heat Insulators Experiment

           

This week, I performed an experiment on heat transfer. Before the experiment, I learned that heat is transferred by conduction, convection, and radiation. Conduction takes place when two substances are in direct contact with each other and energy transfers from molecule to molecule. Convection is the method of heat transfer in liquids and gases in which heated molecules in fluids and gases gain higher kinetic energy and move in a circular pattern called convection current. Radiation is heat transfer through space via electromagnetic waves. This week’s inquiry assignment deals with insulators and heat conduction. 

I was asked to use scientific inquiry to determine which materials are the best insulators. I began by gathering the materials: four identical mugs, four rubber bands, one thermometer, hot water, and a timer. I chose to test foil, bubble wrap, polyester material, and a cotton cloth. My initial hypotheses were that the aluminum foil would be the worst insulator since metal is a good conductor of heat and electricity, and the polyester cloth (from a scarf) would be the best insulator. Since this thin polyester scarf has kept me warm in cold weather, I thought that it may be a better insulator than the cotton wash cloth or the bubble wrap.

I poured six ounces of hot water into each mug, covered the tops with the four test materials, and secured them with rubber bands. After thirty minutes, I took the temperature of each to determine which water remained the warmest. My results were as follows: the water covered with foil was 46 degrees C, the bubble wrapped covered mug was 47 degrees C, and both the polyester and cotton cloth covered mugs were 48 degrees C. My hypothesis that the foil would be the worst insulator was correct. The bubble wrap was a bit better. I thought that the polyester covered mug would be the best insulator, but actually the cotton wash cloth was just as effective.

           
One difficulty I faced when doing the experiment was that I only had one thermometer. While I took the temperature of the first water mug, the other three mugs were cooling off. If I had to do this experiment again, I would make sure that I had four thermometers. Even though I do not think that my results would have been entirely different, they could have been more accurate.

If I were to test another material to find a good insulator, I would chose polystrene foam. I read that styrofoam (or polystyrene foam) has trapped air pockets which help insulate material. Fiberglass used to insulate homes uses the same method. Since glass and air are good insulators, small fiber of fiberglass trap air pockets which help keep homes warm.

Inquiry Lesson : Law of Conservation of Momentum

This week I have been provided with a question to explore through a guided inquiry investigation. The question is “What is the effect of large objects colliding with smaller objects?”. To find the answer to this question, I gathered the following materials: large marble, small marble, two meter sticks, paper, and pencil. On a table, I taped the meter sticks parallel to each other about an inch apart. I placed a small marble at the center on the “track” and the large marble at on end. I rolled the large marble toward the smaller one and recorded what occurred on a data table after the collision. I repeated this ten times. Each time the large marble hit the stationary small marble, the large one caused the small one to move in its same direction but at a faster speed.

 Next, I asked a friend to help with another marble collision scenario. She stood at one end of the table and I stood at the other. We rolled the large and small marbles toward each other with about the same force. We repeated this ten times, recording the results on a data table. Each time, the smaller marble changed direction and quickly rolled back in the direction it came from after the two marbles collided. The large marble continued in the original direction, but slowed down after striking the smaller marble.

Before performing this experiment, I hypothesized that when the large, more massive marble hit the stationary small marble, they would both move in the same forward direction. I was sure that the smaller marble would roll faster than the larger one because I knew that the momentum of the more massive marble would transfer much energy to the smaller one. My hypothesis was correct for this first experiment.

For the second experiment in which the two marbles move toward each other and collide, I hypothesized that the large marble would stop in place and the small marble would roll in the direction opposite of its original motion. My hypothesis was incorrect because the large marble did slow down, but it did not stop completely. After thinking about this situation, I feel that if the smaller marble had a bit more mass or traveled at a greater velocity, the larger one may have stopped completely. The mass of the small marble was not enough to halt the motion of the large marble.

The experiments were simple and worked out well. When I do this experiment with my eighth grade class, I may modify the experiment by having the students roll the small marble at the stationary large marbleas well to see what happens. I would probably  have the materials on each table ready for the students. For this particular activity, I would give the procedure to the students. There aren't many multiple ways to make this work, so unless the students can come up with the exact experiment procedure on their own, they won't see accurate results.

To make this activity more engaging, I would make momentum relevant to their lives by using examples they can relate to before the activity, such as sports examples and the motion of amusement park rides. By the end of the activity, I want the students to understand that momentum is not lost when a collision occurs (besides some lost to friction), it is just transferred. I think this activity will be successful in the classroom.

Inquiry Lesson: Reducing Surface Tension

This week I taught a lesson on surface tension and cohesion of water molecules. I led the students through a guided inquiry activity which asked the question "Which liquid, when rubbed onto a penny, can reduce the cohesion of water molecules?". First I had the students perform a control test, which involved using a pipette to count how many drops of water will stay on a clean, dry penny. Then the groups of students were asked to choose a liquid (orange juice, carbonated water, or soapy water) which they thought might reduce the cohesion of the water molecules, causing less drops to stay on the penny. Students made their choices and performed an experimental test. The terms surface tension, cohesion, variable, and control test were reviewed before and after the lesson.

I found that using this inquiry lesson increased student engagement, but it also caused some argument between group members over what liquid to choose and why.

Will Melting Polar Ice Caps Cause a Sea Level Rise?

For my Master's course at Walden University, we were asked to do an experiment in which we filled a bowl with ice sticking out the top and filled the bowl with water. When the ice melted, the bowl did not overflow. I thought the bowl would overflow, and maybe I will repeat the experiment to make sure my results are accurate.

I found an article in the Seattle Times that could explain why the bowl of water did not overflow. The melting of Arctic ice caps does not contribute to rising sea levels. Floating ice already displaces water. When the ice melts, the sea level remains the same. Sea level rise associated with global warming would occur from large chunks of ice breaking off the caps, causing the water to displace. (Doughton, 2007). This is intersting to me, because I always assumed that the melting itself would cause a rise in sea level.

Doughton, S. (2007, September 7). Arctic ice cap to melt faster than feared, scientists say. Seattle Times.
     Retrieved from http://seattletimes.nwsource.com/

STEM Strategies Lesson Plan

This week I was required by my Master's program to develop a lesson plan using the 5 E's (engagement, exploration, explanation, elaboration, and evaluation). This lesson plan format is brand new to me, and is very in depth (7 pages)! Although it took a lot of work and planning, it really made me realize how best to reach all of the learners in my classroom and inspire them to possibly consider a STEM career in the future.  Although it was not a requirement, I chose to implement the lesson with my eighth grade class.

The lesson plan format, like other ones I have used in the past, requires writing clear objectives that are measurable and addressing the state and national standards. It goes farther than others I have used to include real world connections, collaboration, and verbalizing how the plan will help develop scientifically literate students. It also places an importance on student inquiry and addressing all learning styles.

Although this lesson plan took me more than two hours to complete (I can't do this for every lesson!), it really made me understand how I can better reach my students. When I implemented the lesson, I was surprised to see how the students really enjoyed having more freedom to make their own decisions during the inquiry activity. I will definitely include more inquiry in myu upcoming lessons this school year.

My very first blog!

Hello, my name is Karen Pompilio. I teach eighth grade science in Irvington, New Jersey. I have never blogged before, and I am excited to share new ideas with other science educators.