Bowling Ball Debrief #1-5 only on Whiteboards
–> 2 students still thought that an object in space would eventually slow down (“loses energy over time” , “loses force”) while other students rightly said that w/o friction it would keep moving.
So we played with the hoverpucks to TEST a hypothesis:
* If it was “losing force,” then it would slow down even in a frictionless environment.
Kids saw constant speed. I talked about how friction was like tiny mallet taps when the bumps in the floor and ball hit each other.
Introduced Unit Notes sheet — a way to keep track of key concepts, ideas, equations, etc. from each activity.
Discussion Notes for Activity #1 Bowling ball & Mallet — speed up (tap same direction), slow down (tap opposite direction), steady speed (no taps -or- tap same-opposite), friction vs. no friction
Finished up the period by riding the large hovercraft!
We spent these 2 days (3 periods) on a lab performance assessment. It was split into 2 parts: an individual portion and a group portion.
The individual portion had 3 tasks:
(1) Find the speed of a green buggy using a stop watch and meter stick;
(2) Find the speed of a green buggy using a motion detector and Lab Quest 2;
(3) Find the speed of a green buggy using video analysis in Logger Pro.
I had 4 stations set up for each of the 3 tasks. Students spent about 20 minutes at each station and rotated through. (The video for the video analysis task was pre-made by me.)
The group portion had 1 task: Design an experiment using a pull-back truck to find a mathematical model relating 2 variables. Students worked in groups of 3 and had 60 minutes to complete this task. They could graph their data by hand or use Desmos.
Half the class spent the first 60 minutes of the 3 periods rotating through the 3 individual tasks while the other half worked on the group task. Then they switched for the remaining 60 minutes.
As a unit review, and as a way to create some “formal notes” for students who have been asking for them, we did some collaborative whiteboarding, speed dating style. Each group was responsible for whiteboarding one of the following quadrants on this sheet:
The catch? They only had 2 minutes. At the end of the two minutes, the groups rotated to a different board. They then had another 2 minutes to add (and/or correct) information on the next board. As we rotated through, the boards slowly filled up. (If I had thought ahead, I would have assigned each group a different color marker, so it would be easy to track which groups made which edits on each board.)
Once every group has gotten to all the other boards and is now back to their starting board. Each group then presented their completed board to the class.