Transcript Summon Sir Newton!

Developed using the lesson study process by:
Sinead Klement, Jackson Junior High
Ryan Rudkin, Rolling Hills Middle School
Kelli Quan and Liz Wollbrink, Toby Johnson
Middle School
Sponsored by:
Innovations in Science Instruction Through Modeling
Students develop, apply, revise, or
extend a scientific model that helps
them to explain some natural
phenomenon.
Model = idea or set of ideas that
explain natural phenomenon
Model ≠ physical object
 Observation
of natural phenomenon and/
or identifying patterns in data
 Developing
and testing a hypothesis
about possible explanations for natural
phenomena
 Collaborative
discourse
 Students
learn not only science content,
but the scientific process. Mirrors what
“real” scientists do.
 Brings
to the surface deep-rooted preconceptions about content.
 Supported
by research in how people
learn.
 Supports
Core
vision of the new Common
 Ideas
already developed:
 Forces
• general idea of a push/pull
• different types of forces
• force diagrams on stationary objects
 NOTHING
has been mentioned
about Newton’s Laws!
 The
activity:
 Create
an obstacle course around the
classroom with cones
 Have
students maneuver a bowling ball
around the obstacle course using a
broom
 Volunteers!!!
Team
1
2
3
10lb bowling
ball
Observations
Time (min)
 How
do you get the ball to speed up?
What about slowing it down once it’s
going?
 How
 If
was making a circle or turn different?
you don't begin slowing the ball soon
enough for a turn, describe the path the
ball "wants" to take.
In teams,
 Discuss a possible explanation for why it is
difficult to change the motion of the bowling
ball (start it moving from rest, speed it up,
turn it, slow it down, stop it.)When satisfied,
record it on your share sheet.
 Remember
this is your best inference based
on prior knowledge of how the world works.
 Read
the model ideas from the other
teams.
 What
are the similarities and differences
among the different explanations?
 Can
we agree on a working model idea
that adequately explains our
observations from earlier?
 Ask:
• Does the model explain all observations?
• Can it be used to predict the behavior of
the system if it’s manipulated in a
specific way?
• Is it consistent with what we
already know about how the
world works?
 New Volunteers!!!
Team
1
2
3
2lb bowling
ball
Time (min)
Observations
 How
was getting the ball to speed up
different for the 2lb ball? What about
slowing down?
 What
happens to the motion of something
when you apply the same amount of force to
an object with a lesser mass?
 What
are some real life examples you
can think of where you may have seen
or experienced this phenomena?
 Does
our model idea from earlier explain
our observations of the second bowling
ball?
 Do
we need to add an additional
inference to our model in order to better
explain why it was easier to change the
motion of the second bowling ball? If so,
what should that statement be?
http://slapt.org/
resources/labs/
bowlingprix_
student.html
 An
object changes its motion if it is acted
upon by unbalanced forces.
 An
object with more mass requires more
force to change its motion. An object with
less mass requires less mass to change its
motion.
 If
the mass does not change and the force
increases, there will be a greater change in
motion. If the mass does not change and the
force decreases, there is a smaller change
in motion.
 Force
is required to keep an object in
motion.
 Velocity
is a force.
 Acceleration
and velocity are always in
the same direction.
 Inertia
is the force that keeps
objects in motion.





Highly-structured Inquiry
Make student thinking-visible/ frequent formative
assessments
Choose phenomenon to observe carefully (interesting
but not too complex)
Craft questions that guide student thinking beforehand
(It helps to know what common misconceptions people
have about the topic ahead of time.)
Be flexible! Sometimes students will need to observe a
specific phenomenon to challenge an “incorrect”
model idea
 We
hope you have enjoyed our
presentation!!
 Feel
free to email us with feedback and/or
ideas!!
 All
handouts will be posted to the CSTA
conference website.
 Please
let us know how the lessons went in
your class!! 
Sinead Klement, Jackson Junior High
[email protected]
Ryan Rudkin, Rolling Hills Middle School
[email protected]
Sponsored by:
Innovations in Science Instruction Through Modeling
 Before
beginning, record a few factors
that may influence a falling object’s
motion.
 Thought experiment: When an object is
first dropped from any given height, does
it initially speed up, slow down, or fall at a
constant speed?
 Drop
filter from a height of about 2
meters. Observe its motion until it hits
the ground.
Filter
1
2
3
Description of motion during fall (use
terms like “speeds up,” “slows down,”
or “constant speed”)
 Motion
Graph Sample from Motion
Detector
 Velocity


Time
 Draw
an appropriate
free-body diagram to
match the filter’s
motion at that point in
time. Indicate if the
forces are balanced
or unbalanced.
 What must happen
for your filters to fall
at a constant speed?

Filter
Speeding up
Constant Speed
Constant Speed
Constant Speed
 How
come the coffee filter didn’t stop
moving as the push of air on the filter
became equal to the pull of the earth on
the filter?