Gravity-Powered Car: Article Analysis

In science we made Rube Goldberg machines. Are machine had to have five steps. Are first first step was for a pice of cardboard out of the box and the hair dryer blew the baseball down a ramp. The second step was for the baseball to fall of the rap and hit a tennis ball to go down another ramp. The third step was the tennis ball hit a small basketball. The forth step was the basketball fall through a hoop. Then finally the fifth step was for the basketball to hit and ring the bell.

Learning Outcome 1.5: Describe Porter’s Five Forces Model and explain each of the five forces.

Students will use their results to connect the concepts from the lab to the real world. In the extension activity worksheet students are asked to determine where the energy of the pendulum bob come from. Students will gather information from the lecture and use strategic thinking and reasoning to explain how energy is used to move the pendulum and where the energy is from. This level of thinking will help students make real word connections because students can extend their thinking by also considering how other objects that they use on a daily basis use kinetic and potential energy.

Children are naturally curious about the world around them. Once a child gains mobility it is a constant exploration to absorb all they be able to. Bringing this exploration into the classroom is the focus of this lesson. It is created to both allow for investigation and to present their discoveries to others and share what they learned on their expedition. With educational funding as it is today it is difficult to take students out of the classroom setting to explore their world so it is up to teachers to creatively find ways to incorporate the outside world into the classroom. Using technology, students’ imagination and a few objects of interest you can construct a world of discovery in your own classroom. Through this lesson I have

Students will understand the relationship between the force applied to an object and resulting motion of the object.

Next, explain how and why things move. Things move because of force. Every force is either a push or pull. Demonstrate the concepts of push and pull by moving the streamers back (push)-and—forth (pull).

Dr. Schmude’s Integrated Science 2002 class is an extremely enthralling course; nevertheless, it has its challenges; however, the challenges come from enrolling in the class with pre-conceived misconceptions that are incompatible with fully established scientific theories. Misconceptions are views or opinions that are incorrect because they are fallacious. The top three misconceptions I came bearing with me to this integrated science course are (1) the moon is not in free-fall, (2) everything that moves will eventually get to a halt because rest is the innate province of all objects, and (3) heavier objects fall faster than weaker ones. The misconceptions I entered the course with were immediately challenged by Dr. Schmude’s scrupulous teaching and natural knowledge on the topic.

“Fine and gross motor development occurs as the body grows physically, in a process called motor development, emphasizing that it is all about the movement” (Coppel 39). On “Moving parts of the body” Jazzlyn scored a level 4 because during gym time Jazzlyn ran up to one of the beach balls in the gym and kicked it to me which was on April 18 at 10:45am. How Jazzlyn is able to kick the ball is through coordination and practicing movement patterns. Why Jazzlyn kicked the ball is to test her physical strengths and do something to an object through movement. The next anecdote is “Moving the whole body” which Jazzlyn scored a level 5. During outside time Jazzlyn jumped up and down on the squishy spot on the ground out front in the playground that has like wood shavings which was on April 11 at 8:55am. How Jazzlyn was able to jump up and down was through using her legs and pushing off the ground with both feet and she really knows how to balance as well. Why Jazzlyn jumps is to challenge herself and to push her limits and test her strengths. On the next anecdote “Moving with Objects” Jazzlyn scored a level 4 because on April 11 at 9:50 Jazzlyn saw one of the cars in the gym and ran over to it and sat down and began pushing herself around the gym. How Jazzlyn is able to propel herself on the car is through coordination and trying to figure out how she can manipulate objects with her movement. Why Jazzlyn is able to move objects is because she finds satisfaction through intentionally moving objects and learning how to move the objects from one location to the next. The final anecdote “Moving to music” Jazzlyn scored a level 5 on April 3 during morning circle time Jazzlyn’s teacher put on a dancing song which had the children skate around the room, hop around the room, gallop around the room, and walk around the room. How

The students took a formative, pre-test assessment (Appendix B) on Monday morning prior to our first lesson on force. Overall, the majority of the class performed poorly on both sides of the pre-test. The directions for both sections were exactly the same, which were to circle the correct answer, with the exception of 2 fill in the blanks. Student were read aloud the question and the answer choices to determine true prior knowledge. Example questions from the on the force side included two fill in the blank for the definitions of push and pull, they were required to write the one word in the blank. Then there were 7 questions about the force of push and pull. In these questions, students were given an object such as a shopping cart and they had to circle whether they push or pull it. On the magnet side, there were 5 different pictures of 2 magnets with the north and south pole side identified. These 2 magnets were placed together in different ways and students had to circle, whether the magnets would attract or repel. After reviewing the pre-test, students on average performed better with the force questions over the magnet questions. The class average for the force formative assessment was 72%, whereas the class average for the magnet formative assessment was 47%. The demographic breakdown had a range of averages from 55% to 77% on the force side, and a range of 16% to 73% on the magnet side. These results showed that few students had a solid prior knowledge of force and

When I was eight years old, I accomplished what some daredevils wouldn’t attempt to try. I tested the validity of Newtonian mechanics by falling off my bike into a ravine below.

These objectives of learning were completed using different methods while enforcing accuracy and precision and were able to teach the fundamental quantities of mechanics which are length, time, and mass. Human error could account for any discrepancies in measurements of weight or dimensions. Questions: 1. Why is it important to have a “feel” for mass, length, and time?

The study found that the majority of students held a naïve mental model of the night and day cycle. The study also identified several other mental models that students believed that were not based on a scientific model. As a result of this study, teachers could find new methods for teaching the night and day cycle that correct misconceptions that the students may have about the cycle. The researchers also say that the findings implicate that a change in curriculum may be important in order to keep these misconceptions from forming in the first place. The researchers suggest introducing the concept of a spherical earth at an early age. Researchers suggest that using models to demonstrate this concept is effective for young students. Sackes mention that (2015) “science activities conducted with young children should be inquiry based, informed by the children’s existing mental models or ideas regarding the targeted phenomena, and present developmentally appropriate hands on activities that invite children to be physically, mentally, and emotionally active participants in the learning environment.” (P. 1005). This is why using models is important for young

Like the toy doll, some would say that a user begins to have an imagination while playing with the toy truck. However, the user experiences no difficulties or tasks when playing with the toy. Despite all of this, a young user could learn the rudimentary characteristics of friction and scientific laws when playing with this toy. For example, every time you push the truck it will eventually come to a stop. This process exemplifies the scientific law of friction. Overall, the toy truck could be an in-between toy teaching more intelligent ideas of science but for those who do not understand, the toy does not actively engage

After everyone completed the quiz I would again go over the information on the website and clear up any confusion. After everyone understands the three laws of motion, we would put those laws of motion into place. I would have centers in the class for each law of motion. I would use the animations from the website to create some of the activities. For the first law of motion, I would use the animation on the website with the car crash and wall. I would provide each student at the center with a little hot wheel car and I would have everyone, one by one push their cars into a designated wall in the classroom. I would then have the students explain to each other, how the first law of motion came into place in this situation. for the second law of motion center, the students would be pushing two chairs separately. One chair would be empty and the other would have a heavy bag on it. The students would have to push the two chairs one by one form the start line to the end line and explain to each other how the second law of motion came into effect in this situation. The third center, would be the students creating a balloon rocket. The project would start with two chairs that are 7 feet apart from each other. The students would then attach a blown up balloon that is not tied with tape to a straw, that is on a

Our unit for the month of March is “How Things Move.” Throughout this unit, the children will explore how people can move their bodies and then use this knowledge to investigate how objects move. The children will begin this unit by first exploring how their own bodies move which will provide them with an experiential frame of reference for understanding how non-living things move. Once they have experienced activities that involve moving their own bodies, they will explore the motion of inanimate objects. In the coming weeks, we will talk about gravity as a force that makes objects move and explore how pushes and pulls affect how objects move. As the children participate in the different activities from this unit, they will achieve the following learning goals; in science, they will make predictions, test predictions and compare predictions. They will also be able to describe the effects of common forces on objects. In literacy, they will use descriptive language in conversations to talk about what has been seen and done. In math, they will use the language of spatial relationships to describe the position of objects. They