Monday, October 15, 2012
Mike's science blog: Structured Inquiry Experience: Surface Tension Sci...
Sunday, October 14, 2012
Structured Inquiry Experience: Surface Tension Science Activity
*Although I was not able to create a link in order for others to view students work samples, I will do my best here to explain how the activity went.
It is worth noting here that I am not the regular classroom teacher, and therefore I believe the experiment would have turned out differently. I do not really have a clear picture as to just how much science these students have been exposed to this year.
The students were very excited about learning something new in science, as I came into the classroom. With only 45 minutes to one hour of allotted time, I jumped right into it by first asking students if they knew how to float in water. They responded with examples of treading water. I then asked them if they were able to float ON water. They said they couldn't. I then displayed a paper clip and a bowl filled with water and asked if I placed the paper clip in the water would it sink or float. The students responded that it would sink, which it did. I then asked if there was anything that could be used to make the paper clip float. The students felt nothing could be used. I then demonstrated how this could be done by first placing a small piece of paper towel in the water, then placing the paper clip carefully on top, and viola, the paper clip floated on top of the surface of the water! (During this whole time the students were instructed to answer questions asked of them in their journals.)
I then instructed the students to try this on their own as I circulated and assisted. I also used this time to ask open ended questions such as "Why is my paper clip still floating?" "What properties of water make this possible?" "What does the water look like around the paper clip?"
When students were able to master this, I challenged them to see how many paper clips they could float at one time. The record was 11!
As the activity progressed we discussed the concept of surface tension, and how an insect, the water strider, has taken advantage of this unique property of water. I then posed the following question to the students: "Can you think of any uses for this in humans?" I felt this question helped stretch their imagination, and got them thinking outside the box.
At the end of the activity, I brought out a mystery liquid, and asked the students to closely observe when I placed one drop of this liquid (dish washing liquid) next to the floating paper clip. The paper clip sank. I then asked the students what could the mystery liquid be? Their answers were varied from oil to shampoo, and even juice. To me they were engaged in the learning process right up until the end.
They did a great job writing their responses in their journals and drawing pictures to show their thinking and learning. It's amazing how science and creativity can go hand in hand!
I believe the students were positively impacted by this activity, and will hopefully look at water in a new way.
*Although I was not able to create a link in order for others to view students work samples, I will do my best here to explain how the activity went.
It is worth noting here that I am not the regular classroom teacher, and therefore I believe the experiment would have turned out differently. I do not really have a clear picture as to just how much science these students have been exposed to this year.
The students were very excited about learning something new in science, as I came into the classroom. With only 45 minutes to one hour of allotted time, I jumped right into it by first asking students if they knew how to float in water. They responded with examples of treading water. I then asked them if they were able to float ON water. They said they couldn't. I then displayed a paper clip and a bowl filled with water and asked if I placed the paper clip in the water would it sink or float. The students responded that it would sink, which it did. I then asked if there was anything that could be used to make the paper clip float. The students felt nothing could be used. I then demonstrated how this could be done by first placing a small piece of paper towel in the water, then placing the paper clip carefully on top, and viola, the paper clip floated on top of the surface of the water! (During this whole time the students were instructed to answer questions asked of them in their journals.)
I then instructed the students to try this on their own as I circulated and assisted. I also used this time to ask open ended questions such as "Why is my paper clip still floating?" "What properties of water make this possible?" "What does the water look like around the paper clip?"
When students were able to master this, I challenged them to see how many paper clips they could float at one time. The record was 11!
As the activity progressed we discussed the concept of surface tension, and how an insect, the water strider, has taken advantage of this unique property of water. I then posed the following question to the students: "Can you think of any uses for this in humans?" I felt this question helped stretch their imagination, and got them thinking outside the box.
At the end of the activity, I brought out a mystery liquid, and asked the students to closely observe when I placed one drop of this liquid (dish washing liquid) next to the floating paper clip. The paper clip sank. I then asked the students what could the mystery liquid be? Their answers were varied from oil to shampoo, and even juice. To me they were engaged in the learning process right up until the end.
They did a great job writing their responses in their journals and drawing pictures to show their thinking and learning. It's amazing how science and creativity can go hand in hand!
I believe the students were positively impacted by this activity, and will hopefully look at water in a new way.
Thursday, September 13, 2012
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