By: Meagan Mobley, Katy Propes, Michelle Miller, and

Nicole MinerMASC 450-501March 5, 2008

A body hanging from a fixed point so that it swings freely back and forth under the influence of gravity.

Grandfather clock Playground swing Chimes Amusement Park

Rides Metronome

Don’t eat food during a lab Respect the equipment Follow all regular classroom rules

No roughhousing Feel free to ask questionsBe mindful of noise level

Start Playing

Weight String Length Angle at which the pendulum is released How should we divide up the variables?

Should we all test each one?

A return to the starting point Back and forth counts as one swing

Just release it, don’t push it Should just drop it

Scribe/Releaser 2 Counters (why 2?) Timer

Weight

String Length

Angle of release point

http://www.myphysicslab.com/pendulum1.html

6th grade Science  (2)  Scientific processes. The student uses scientific inquiry

methods during field and laboratory investigations. The student is expected to:

(A)  plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;

(B)  collect data by observing and measuring; (C)  analyze and interpret information to construct reasonable

explanations from direct and indirect evidence; (D)  communicate valid conclusions; and (E)  construct graphs, tables, maps, and charts using tools including

computers to organize, examine, and evaluate data.  

(6)  Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:

(A)  identify and describe the changes in position, direction of motion, and speed of an object when acted upon by force;

(B)  demonstrate that changes in motion can be measured and graphically represented; and

(C)  identify forces that shape features of the Earth including uplifting, movement of water, and volcanic activity.

6th Grade Math

6.5)  Patterns, relationships, and algebraic thinking. The student uses letters to represent an unknown in an equation.

The student is expected to formulate equations from problem situations described by linear relationships.

(6.8)  Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles.

The student is expected to: (A)  estimate measurements (including circumference) and

evaluate reasonableness of results; (B)  select and use appropriate units, tools, or formulas to

measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight;

(C)  measure angles; and (D)  convert measures within the same measurement system

(customary and metric) based on relationships between units.

6.11)  Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.

The student is expected to: (A)  identify and apply mathematics to everyday

experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;

(B)  use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

(C)  select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and

(D)  select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

Grades 6–8 Expectations:In grades 6–8 all students should–

represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules

relate and compare different forms of representation for a relationship

identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations.

TEACHING STANDARD A:

Teachers of science plan an inquiry-based science program for their students. In doing this, teachers

Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.

Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.

TEACHING STANDARD B:Teachers of science guide and facilitate learning. In doing this, teachers

Focus and support inquiries while interacting with students. Orchestrate discourse among students about scientific ideas. Challenge students to accept and share responsibility for their own

learning. Encourage and model the skills of scientific inquiry, as well as the

curiosity, openness to new ideas and data, and skepticism that characterize science.

TEACHING STANDARD D:Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers

Structure the time available so that students are able to engage in extended investigations.

Create a setting for student work that is flexible and supportive of science inquiry.

Make the available science tools, materials, media, and technological resources accessible to students.

TEACHING STANDARD E:Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers

Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community.

Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.

Model and emphasize the skills, attitudes, and values of scientific inquiry.

Chapter 5 Pendulums

Introducing Students to Scientific Inquiry

By: Susan Etheredge and Al Rudnitsky• Jan Szymaszek’s 3rd grade class• 10 Day unit• Chapter is explained completely through

the teacher’s voice and reflection on how the unit went

• Few authors’ insights• Her introduction-How do we KNOW what we

KNOW?

How Textbook Breaks Up Inquiry Unit Day1-Immersion Experience (what is

immersion?) Day 2- Brainstorm (students ideas about

pendulums) Day3-Investigation Weight Day 4-Benchmark on Recordkeeping Day 5-Benchmark on Precision of Measurement Day 6- Finish weight Day 7-Talk about other variables Day 8- Investigate Length of String Day 9- Wrap-Up Discussion Day 10-Conclusion

Adaptations for Middle School

Data recording Graphing

Initial set-upChange in weight