Download - Science Assignment 1 Views of science
-
7/30/2019 Science Assignment 1 Views of science
1/35
Integrated Studies From K-7: Science Focus: EDUC 5508
Assignment 1:
Childrens Views of Science
(40%)
Sarah Anne Dandridge
20501616
Unit Coordinator: Tuesday, Apr 02
Christine Howitt 2013
-
7/30/2019 Science Assignment 1 Views of science
2/35
Table of Con tents
1: Introdu ct ion:................................................................................................................................ 3
1.1 Prior Knowledge... 31.2 Science Topic: Sinking and Floating.4
1.3 Overview of Interview 4
2: Science Topic and Backg round Content........................................................................ 5
2.1 Density..... 5
2.2 Archimedes Principle . 6
2.3 Displacement.. 6
2.4 Buoyancy. 7
3: Childrens alternative conceptions on this science topic..................................... 10
4: Interview process, results and interpretat ion............................................................. 12
4.1 Selection of children ..12
4.2 Ethical issues ... 12
4.3 Interview process . 13
4.4 Results . 14
Activity One 14
Activity Two . 16
Activity Three .. 17
4.5 Interpretation .... 18
5: Comparison with the l i terature.......................................................................................... 21
7: Ref lect ing on the process................................................................................................... 24
8a: References.............................................................................................................................. 28
8b: Appendices............................................................................................................................. 29
8.1Sam's Transcript.. 30
8.2Jack's Transcript... 34
8.3Sam's Interview
8.4Jack's Interview
8.5Permission slips ...
8.6Other ..
-
7/30/2019 Science Assignment 1 Views of science
3/35
5508: Assignment 1
Sarah Dandridge 20501616 3
1: Int roduct ion :
Prior knowledge:
Prior knowledge is an understanding that stems from previous experiencesobtained
outside the classroom. Determining this knowledge in science is a necessity for
many reasons. According to Strangman & Hall (2004) curriculum and instructional
planning can only begin after the teacher has determined theirstudents prior
knowledge of a topic, without this comprehension of what the child already knows,
the teacher is unable to plan and teach from a pointof learning, whereby the
students understanding has reached its limit.
Roschelle (1995) states that neglecting to determine a students prior knowledge
before planning can result in the student learning something divergent to the
educators intentions. A teacher that has failed to obtain their students prior
knowledge might plan an effective, time efficient lesson, but when executed the
teacher finds he/she has planned for a class too advanced or below that of their
students. This again highlights the importance of understanding a students prior
knowledge.
When students obtain knowledge they create initial ideas and beliefs that allow them
to help process the information they are receiving. These initial ideas and beliefs
according to Roschelle (1995) are the students primary source of learning, with
material presented within the classroom being their secondary source.Therefore
being unaware of a students primary source of learning prohibits a teachers ability
to make the secondary form of learning effective and meaningful.
Angelo & Cross (1993) have shown that students, who do not fix their conceptual
misunderstandings, are unable to develop deeper conceptual understandings.
Without obtaining information about their prior conceptual misunderstandings it is
impossible to determine and therefore correct these misunderstandings.
-
7/30/2019 Science Assignment 1 Views of science
4/35
5508: Assignment 1
Sarah Dandridge 20501616 4
Marzano (2004) presented the idea that knowing a students prior knowledge is the
strongest indicator for determining how well they will learn similar information.
Marzano (2004) went further to explain that there is a strong correlation between
prior knowledge and achievement. Therefore without having the knowledge of this
correlation the teacher would be unable to gage not only the pace to teach the topicbut also the predicted success of their students.
Sinking and Floating:
The science topic chosen was sinking and floating. This topic falls under Physical
Sciences, with a childs initial exposure being around Year two. Sinking and floating
covers many areas of Science and Mathematics. Why an object sinks or floatscontains four main conceptual understandings, all of which are individually
addressed across both the Primary and Secondary curriculums. In order to
understand this topic a child needs to develop an understanding of not only the
concepts of density, force and motion, but also how these concepts work together to
allow an object to sink or float.
Interview:
This report required two researchers working together to interview two children. The
children chosen for our research were two schools aged boys one in middle primary
and the other in upper primary. The first interviewed was with a 9-year-old child
called Jack (pseudonym). Jack is currently in Year 5 at a local government primary
school. The second child interviewed was another boy named Sam (pseudonym).
Sam is 13 years old and currently in Year 7 at a private all boys primary school.
-
7/30/2019 Science Assignment 1 Views of science
5/35
5508: Assignment 1
Sarah Dandridge 20501616 5
2: Science Topic and Backgrou nd Content
Sinking and floating is a very complex science topic that incorporates both the
learning areas of Science and Mathematics. In particular sinking and floating focuseson the Science sub strand of Physical Sciences and the Mathematical sub strand of
Measurement and Geometry, specifically mass and volume. W ithin the Physical
Sciences the main emphasis is on the properties of matter (density) in lower primary
and force and motion (gravity, buoyancy and displacement) in middle and upper
primary.
Density:
The concept of density is complex because it is not a direct measurement, but rather
the expression of a relationship between two measurements. (Dawkins et.al., 2008)
Density can be defined as the degree of compactness of a substance (Oxford
Dictionary, 2010). This definition refers to the compactness of tiny partials known as
molecules, which combine to make up an object. Objects that have molecules that
are tightly packed together have a high degree of compactness, meaning that they
are denser in comparison to objects that have wider spaced molecules. Figure 1
shows this relationship whereby the cotton wool and the modelling clay both weigh
the same amount, yet there is a much larger quantity of cotton wool. This indicates
that the cotton wool has a lower degree of molecule compactness compared to the
modelling clay, making it therefore less dense.
Density can be measured and compared using a variety of processes. Firstly it can
be measured in relation to water. If an object contains less mass per unit of volume
(i.e is less dense) in comparison to the water it is placed in, it will float.Measuringdensity in this manner is used in lower primary as it provides not only the perfect
Figure 1: relationship between quantity and density
-
7/30/2019 Science Assignment 1 Views of science
6/35
5508: Assignment 1
Sarah Dandridge 20501616 6
opportunity for the children to understand the properties of different objects but it
also allows an opportunity for the children to start understanding the concept of
density.
Density can also be mathematically calculated using the equation depicted in Figure2. This equation explains that density is the relationship between weight and volume,
with weight being calculated using a scale such as that depicted in Figure 1. Finding
the volume of a regular shape can be done using common mathematical equations,
however finding the volume of an irregular shape is solved using Archimedes
principle.
Archimedes principle:
Archimedes principle states, the volume of the water displaced by the object is
equivalent to the volume of the submerged object. (Cross & Bowden, 2009) Simply
put it means that the amount of water that is pushed aside is the same amount as
the volume of the object, making this principle of vital importance when determining
the density of an object. Using this principle the volume is therefore determined by
the knowledge that the amount of mL displaced is equal to the volume in cm3.
Displacement:
In terms of the depth of knowledge a year 7 students will need to know, the definition
ofdisplacement is the amount of water that is pushed aside as a result ofthe object
going into the water. This definition ties in with the definition of Archimedes principle,
indicating that the volume of the water displaced (Cross & Bowden, 2009) is in fact
the displacement. Knowing this will mean that the children understand that this
displaced amount is equal to the objects volume (Archimedes principle).
Density = Weight (g)
Volume (cm3)
Figure 2: Mathematical equation of density
-
7/30/2019 Science Assignment 1 Views of science
7/35
5508: Assignment 1
Sarah Dandridge 20501616 7
Displacement can be demonstrated through the placement of an object into water.
Figure 3a shows that the wood is the cause for the water level to rise. This is
because the wood has added its own molecules to the waters molecules, meaning
that there are now more molecules within the container. Figure 3b shows that as
soon as the extra molecules are added the old molecules have to move into newavailable open space, which in this case is higher up in the container creating an
appearance of the water level rising.
Buoyancy:
Buoyancy or upthrust force is a force that is exerted by a liquid and acts on an object
that is immersed in a fluid. (Pentland & Stoyles, 2003). Buoyancy acts as a push
force against gravity (Figure 4). As depicted in Figure 4, if the buoyant force acting
on the object is equal to, or grater than the gravitational force acting on the object,
the object will float. Likewise if the buoyant force on the object is less than the
gravitational force apposing it, the object will sink.
Archimedes principle also stated that buoyancy is a force equal to the weight of the
water that is displaced (Cross & Bowden, 2009). Thus the buoyant force, acting on
an object, can be strengthened or weakened depending on the amount of displaced
Rise in water level is a result of
displacement
Figure 3A: Displacement: Figure 3B: Displacement:
-
7/30/2019 Science Assignment 1 Views of science
8/35
5508: Assignment 1
Sarah Dandridge 20501616 8
water. In other words the more water that is displaced, as a result of an object being
immersed into water, the higher the buoyancy force is.
Sinking and Floating:
When determining if an object will sink or float, concepts such as those mentioned
above need to be understood individually and then as a joint unit. This is because all
these concepts work together to create a holistic understanding behind the topic of
sinking and floating. Figure 5 aims to show this holistic view. As a result of
Archimedes principle displacement is the main concept that affects all the other
concepts involved with sinking and floating.
Figure 5 shows that the force known as buoyancy acts to appose the
gravitational force with a push type of force. According to Archimedes principle, this
buoyant force can be measured by measuring the displaced water, as these two are
equal. Figure 5 also shows that the buoyancy force can be strengthened by
increasing the amount of water that is displaced by the object, meaning that by
increasing the weight to surface area ratio the displacement amount will increase,
thus according to Archimedes principle so will the buoyancy force acting to oppose
the objects gravitational force.
Figure 5 also aims to show the relationship between the water level rising and
the density of an object. The water level rising is an indication that displacement has
occurred as a result of an object being immersed into the water (See displacement
section above). According to Archimedes principle the displaced amount of water is
equal to the volume of the object that is placed into that water. This therefore allows
Figure 4: Forces; Buoyancy and weight
Weight/gravitational force
Buoyancy
-
7/30/2019 Science Assignment 1 Views of science
9/35
5508: Assignment 1
Sarah Dandridge 20501616 9
density to be mathematically calculated, as density is equal to the objects weight
divided by the volume of the object (the displaced water).
Lastly figure 5 aims to shows that if an objects gravitational force is less than
or equal to the buoyant force the object will float.
iginal Water
ne
Water level hasrisen;indication thatdisplacementhas occurred
Water is displaced toaccommodate the object.The amount of water that isdisplaced is dependentupon the density of theobject
Force known asBuoyancy, creates an
upward force against thegradational force
Buoyancy force is equal tothe displaced water
Gravitational force/weight of theobject creates a force, which actsagainst the buoyancy force
If the gravitational force isequal or less than thebuoyancy then the objectwill float.
Figure 5: Why an object sinks or floats: self made, derived from Primary connections:htt : www.science.or .au rimar connections science-back round-resource data Ph sub floatin flash3.htm
http://www.science.org.au/primaryconnections/science-background-resource/data/Phy/sub/floating/flash3.htmhttp://www.science.org.au/primaryconnections/science-background-resource/data/Phy/sub/floating/flash3.htmhttp://www.science.org.au/primaryconnections/science-background-resource/data/Phy/sub/floating/flash3.htm -
7/30/2019 Science Assignment 1 Views of science
10/35
5508: Assignment 1
Sarah Dandridge 20501616 10
3:Childrens alternative conceptions on this science topic
Due to the nature of this concept there are numerous alternative conceptions that
are linked to it. Most of these alternative conceptions arise from a lack ofunderstanding about sinking and floating. In particular there are eight main
alternative conceptions that childrens often associate with this topic.
Big or heavy objects sink while small or light objects float (Deakin University, 2013).
This alternative conception arises from the prior knowledge of boulders and bowling
balls. Using the thought process behind this alternative conception childrens believe
that joining two floating objects will increase the weight and height, which will make
the object heavier and bigger, thus now causing the object to sink (Yin et.al.,2008).
Hollow objects or objects with air in them float (English et.al., 2010). This alternative
conception arises from the knowledge of the property of air in balloons, bouncy balls
and netballs. This alternative conception shows that childrens are starting to think
about the properties and density of an object, however it also shows a lack of
understanding of the relationship between mass and volume. Children that
encompass this alternative conception will believe that a ball that contains air in it will
always float regardless of the density (Yin et.al., 2008).
Objects with holes sink. (Yin et.al., 2008).This alternative conception comes from the
lack of understanding about buoyancy and density. A childs main justification behind
this alternative conception is based heavily on the childs prior knowledge of boats
like the Titanic (Yin et.al., 2008).
Flat objects float (Yin et.al.,2008). This alternative conception arises from prior
knowledge of surfboards and rafts, which are able to float on top of the water
because they are flat and buoyant. Childrens that possess this alternative conception
believe that two objects that are identical except for their height will have very
different effects within the water, i.e. the object that is flatter will float whilst the other
object will sink (Yin et.al.,2008).
-
7/30/2019 Science Assignment 1 Views of science
11/35
5508: Assignment 1
Sarah Dandridge 20501616 11
The sharp edge of an object makes it sink (Yin et.al.,2008). This alternative
conception is derived from the understanding that most other objects that possess a
sharp edge are easier to push into other solids like snow, soil and sand, thus they
apply this knowledge to sharp edged objects and water.
Vertical objects sink while horizontal objects float (Yin et.al.,2008). This alternative
conception is formed from the prior knowledge of a humans ability to float when they
lie horizontally on the water. Childrens believe that this phenomenon occurs due to
the weight to surface area ratio. (English et.al., 2010). This ratio refers to the waters
ability to now push the person up using more contact points as depicted in Figure 6,
compared to a body entering the water vertically which has only one contact point.
Figure 6: Alternative conception: vertical objects have a bigger surface area
Hard objects sink while soft objects float (English et.al., 2010). Prior experiences with
objects such as rocks and feathers will aid in the formation of this alternative
conception. Childrens with this alternative conception are unaware of the effect that
density has on the object.
A large amount of water makes an object that would normally sink now float (State of
Victoria, 2007). Prior knowledge of ships that are extremely large, yet somehow float
in the sea aids the childs justifications behind this alternative conception. Childrens
that believe this alternative conception are often unable to explain why some objects
are still able to sink despite being surrounded by a large amount of water (Yin
et.al.,2008).
-
7/30/2019 Science Assignment 1 Views of science
12/35
5508: Assignment 1
Sarah Dandridge 20501616 12
4: Interview pro cess, results and interpretat ion
Selection of children:
When comparing boys and girls there are several environmental differences in termsof their learning speed, thought processes and interests (Else-Quest et.al., 2010).
Based in this prior knowledge it was decided that selecting only one gender would
reduce these differences. Choosing the male gender was due to the conclusion that
boys were more interested in boats, cars and trains (Shallit, 1932), making it more
likely for boys to have had numerous prior exposures to the concept of sinking and
floating.
There were two main factors that influenced the choice of using middle to upper
primary students for the interviews. Firstly it was assumed that the childrens would
have a deeper understanding to draw from. This is because the childrens have not
only had longer to form their own experiences, but they should have also had
numerous exposures to concepts involved with sinking and floating within the
classroom. Lastly the older childrens have developed a more sophisticated inquiry
based thought process.
Selecting one private school child and a public school child allowed the researchers
to see the comparison between the educational backgrounds. It was decided that
having this additional comparison could help deepen the understandings behind a
childs alternative conceptions.
Ethical issues:
There are many ethical issues involved with working with children mainly because of
the difference in power between the interviewer and the child (Einarsdttir, 2007).
Some of these ethical issues have been outlined below.
In ensuring that the research is meeting ethical standards it is of vital importance that
the purpose of the activity is clearly defined and explained to both the child and the
guardians of the child (Harcourt & Conroy, 2005). The guardian of the child will
receive both a verbal and written information sheet informing them of the purpose of
the research. This information sheet is in the form of a letter to the parent/guardian,
-
7/30/2019 Science Assignment 1 Views of science
13/35
5508: Assignment 1
Sarah Dandridge 20501616 13
which will also contain information regarding the process for the collection of data,
the use for the data gathered and how the researcher and their child will interact.
The guardian will also receive a consent form to sign, which will then allow the
researcher to address the child. The child will receive the same information through
the guardian, the researcher and an information sheet. Lastly upon arrival the childwill receive further information in regards to the purpose of the study, ensuring
complete comprehension.
When working with children it is essential that they understand their rights when
participating in a study (Einarsdttir, 2007). To ensure that the child understands and
receives empowerment in this situation, the child will have to sign (or mark) a
consent form stating that he/she is happy to participate. The child will also receiveverbal information, prior to signing the consent form, stating that they have the right
to forgo the interview and/or any questions should they feel the need.
The last main ethical issue when working with any participant is their identity
protection (Einarsdttir, 2007). To ensure that this ethical issue is satisfied all data
gathered and used in the research will contain pseudonyms. No photographs or
videos will be taken during the interview process and only a transcript of the voice
recording will be attached to this research paper, ensuing that the children will never
be identifiable from this research paper.
Interview process:
The interview process consisted of three main sections all targeting different areas of
this topic. This first section aimed to look at the ideologies surrounding sinking and
floating.These ideologies were addressed through questions as they are the most
effective method for allowing children to express their understandings and thoughts
on a specific topic (Wragg & Brown, 2001). Within this activity the children were also
required to draw on their understanding of the processes and forces involved with
sinking and floating. A drawing was chosen because a child stores information within
their brains long-term memory as images, therefore this method allowed the children
to depict exactly what they understood from their memory (Woolfolk & Margetts,
2010).
-
7/30/2019 Science Assignment 1 Views of science
14/35
5508: Assignment 1
Sarah Dandridge 20501616 14
Activity two aimed to target the childrens knowledge about density and the effect
water has on different material types. This activity also required the children to use
their skills of predicting and testing. Prior to testing, the children had to explain why
they thought an object would sink or float. After the testing the children had to
explore why some of their predictions were incorrect. Finally the children had to lookat all the objects that were similar and determine any common properties that they
thought might affect the objects ability to sink or float. According to Rinkevich (2011)
the use of tactile objects enhances the childrens engagement and concentration.
Rinkevich (2011) went on further to explain that tactile teaching also accommodates
for the childrens that are primarily kinesthetic learners. It was therefore due to these
reasons that this teaching approach was used for activity two.
Activity three focused on the common alternative conceptions that are involved with
sinking and floating. The children were verbally articulated a situation in which they
had to decide if the object would sink or float and why. To help aid the children, they
received an image depicting the verbal scenario. This was done for a few reasons.
Having the scenario verbally spoken not only provided for the visual learners, but it
also kept the children focused as they were being spoken to directly. This method
also provided the researcher with the opportunity to further interact with the child.
The visual images given to the children, at the same time that the scenario was read,
not only help clarify and personalise the scenario (Fellowes & Oakley, 2010), but it
also was used to be a trigger for the childrens memory. (Woolfolk & Margetts, 2010)
Results:
The qualitative findings from testing the two childrens conceptual understandings of
sinking and floating are presented in three sections. The first section presents the
childrens ideologies of floating. The second section presents childrens responses
and justifications relating to classifying objects. The third section presents a
diagnostic assessment of common alternative conceptions.
Activity One:
In answering the question What is floating? Sam defined it as When you place an
object on a liquid and it doesnt sink to the bottom. Jack defined floating as [an
object] that cant go up and cant go down. When the two childrens were asked to
-
7/30/2019 Science Assignment 1 Views of science
15/35
5508: Assignment 1
Sarah Dandridge 20501616 15
draw a picture to show something that floats both childrens drew an object sitting on
top of the water (figure 7).
Sam Jack
Childrens
Drawings
Figure 7: Childrens drawing of an object floating
In answering the question what causes an object to float? Sam responded by
saying that the [object will float when the] density of the object is less than the water
or the liquid he then went on further to explain that the weight will also affect an
object from floating or sinking. Jack responded by explaining, Floating is when thewater is pushing you up and gravity is pushing you down.
When asked about changing an object from a sinker to a floater Sams response was
to make the surface area bigger, while Jacks response follows:
Researcher: Can we change an object from something that sinks to
something that floats?
Jack: Yes, so if you had clay and put it into a little ball it would fall
down [into the water], but if you make [the] clay like a boat thing
then it will float.
Jack was then asked to draw what makes an object sink, with his drawing depicted
in Figure 8 below.
-
7/30/2019 Science Assignment 1 Views of science
16/35
5508: Assignment 1
Sarah Dandridge 20501616 16
Figure 8: Jacks drawing depicting an object that sinks
Activity Two:
Sam and Jack predicted that items 1,2,6 in Figure 2 would float, while items 4,7 and
9 in Figure 2 would sink. Jack predicted that items 3, 5 10 would sink while Sam
predicted they would float. Sam predicted that item 8 in Figure 2, the CD, would sink,
while Jack believed that it would float.
When asked why items 1,2,3,5,6 in Figure 2 all floated Sam responded by
mentioning the objects either had air in them, a large surface area or was not
compressed. Jack responded by saying that the force going up is making the
objects float. He then went on to explain that the shape of the object could also make
the object float.
Object Child Prediction Actual
1:LeafSam Float
FloatJack Float
2:PencilSam Float
FloatJack Float
3:AppleSam Float
FloatJack Sink
4: PaperclipSam Sink
SinkJack Sink
5: Rubber BandSam Float
FloatJack Sink
6: Rubber DuckySam Float
FloatJack Float
7: Penny
Sam Sink
SinkJack Sink
-
7/30/2019 Science Assignment 1 Views of science
17/35
5508: Assignment 1
Sarah Dandridge 20501616 17
8: CDSam Sink
Sink horizontalJack float
9: ButtonSam Sink
SinkJack Sink
10: Plastic Name
Badge
Sam Float Sink only
horizontal it floatsJack Sink
Figure 9: predictions made by childs regarding if an object would sink or float
When asked why objects 4,7,9 sunk, Sam responded by saying that the surface area
is very small and that the objects were all very compressed. Jack on the other hand
stated that they sunk because they had no air in them.
When asked why object 8 and 10 from Figure 2 sunk when they were placed in
vertically but floated when placed in horizontally both Sam and Jack thought it was
due to the surface area of these objects.
Activity Three:
Sam answered seven of the ten questions correct, while Jack only answered three of
the ten questions correctly. Question one, question three and question five, of the
alternative conceptions questionnaire, were answered correctly by both Sam and
Jack. Jack and Sam both believed that the objects in question one would float
because of the trapped air between the two Lego blocks. Sam added that the
surface area was another plausible reason why. For question three, Jack believed
that air was still trapped within the object causing the object to float, while Sam
believed that it was to do with the surface area. For question five Jack said it would
float without giving a reason, while Sam stated that again it was due to the surface
area, but he was unable to explain any further than that.
Sam answered question two, question seven, question eight and question ten of the
alternative conceptions questions correctly, while Jack didnt.Sams reasoning
behind question two was surface area; while in question seven Sam stated that the
only factor that was changing was the material of the ball therefore it wasnt enough
to affect the objects ability to float. Sams response to question eight was the weight
of the object creates the object to sink.
-
7/30/2019 Science Assignment 1 Views of science
18/35
5508: Assignment 1
Sarah Dandridge 20501616 18
Both Sam and Jack answered questions four, question six and question nine
incorrectly. Sam and Jack both stated that the object in question six would float
because of the bigger surface area, while Jack stated that for question nine there
was now enough force from the water to allow the object to float, with Sam agreeingbut without the use of the word force.
Interpretation:
The analysis of the interviews revealed very similar results between the two children.
There were no statistically significant differences as the sample size was too small
and the collection of data was not standardised between the two childrens, however
the quantitative findings indicated that the childrens selected were fairly similar inregards to their knowledge of the science topic of sinking and floating. Both Sam and
Jack demonstrated an understanding of at least one force involved with sinking and
floating.
It can be interpreted that Sam as started to acquire a general understanding of
sinking and floating. Sams definition (see transcript activity one) shows an
understanding that an object floats if it is suspended within a body of liquid, yet his
drawing (Figure 7) contradicts this ideology as it depicts an object only floats if it sits
on top of the water, signifying that his ideologies relating to sinking and floating are
not defiant and comprehensive.
It can be interpreted that Sam has acquired an understanding of density as a main
factor that contributes to an objects ability to float. Sams description from activity
one (see transcript activity one), his answers from activity two (see Figure 9) and his
answer to question 10 of activity three (see transcript activity three) are all good
indicators that he has developed a basic understanding of density. It can be
interpreted from these answers that Sam has developed the initial idea that an
objects properties will affect the weight of the object, thus affect its density. Although
Sam only mentions the word density once (see transcript activity one) he has alluded
that density has something to do with the amount of compactness and the surface
area of the object. This interpretation has been formed as a result of his answers
throughout activity one and two.
-
7/30/2019 Science Assignment 1 Views of science
19/35
5508: Assignment 1
Sarah Dandridge 20501616 19
It can be interpreted that Sam believes that objects that contain air have the ability to
float because air will decrease the weight of the object. This interpretation has been
formed from not only his responses to activity two (see transcript activity two) but
also from activity three; question one (see transcript activity three). An example from
activity two, whereby his response to what do all the object that floated have incommon? was they all have a lot of air in them which shows that air is a property
that he deems will affect the density of the object.
It can also be inferred that Sam has developed an alternative conception relating to
surface area. Sam used surface area, as the main factor for affecting an objects
ability to float, throughout all three activities. It can be inferred that in activity one
(see transcript from activity one) Sam refers to surface area as a way of explainingdisplacement. In activity two Sam explains that a CD is able to float when placed flat
onto the surface ofthe water because the surface area is much bigger so the weight
is distributed more. This shows that Sam is again using surface area to explain
buoyancy and displacement. In activity three Sam refers to surface area in six of the
ten questions, which again supports the interpretation that he has developed this
alternative conception involving surface area.
Generally speaking it can be inferred that Jack has begun to develop an
understanding of sinking and floating. Although his description (see transcript for
activity one) and his diagram of the forces involved (Figure 7) are very accurate,
Jacks image (Figure 8) relating to an object that is sinking suggests that he still lacks
a holistic view of sinking and floating. It can also be inferred that Jack thinks air,
weight, buoyancy and surface area are the main factors that contribute to an objects
ability to float (see transcripts)
Although Jack never used the word buoyancy it can be interpreted that he has
formed a moderately comprehensive understanding of this concept. Jacks
understanding of buoyancy relates not only to the waters force (buoyancy) that acts
against the object (see Figure 7), but also to the gravitational force that acts as a
push force against buoyancy. (See transcript and Figure 7). Jacks answer to
question seven activity three, aimed to use buoyancy as the reasoning behind his
answer, again inferring that he is trying to apply and use his beginning ideologies of
-
7/30/2019 Science Assignment 1 Views of science
20/35
5508: Assignment 1
Sarah Dandridge 20501616 20
buoyancy. Throughout activity two Jack began to illustrate the understanding that
changing the displacement will affect the buoyancy of the object.
It can be interpreted that Jack is also beginning to develop an understanding of
density. Although throughout the interview his answers were erratic and illogical theresults still indicate that Jack posses a mixture of some initial alternative conceptions
and conceptual understandings relating to density. It can be assumed that Jack
thinks air is the main concept that affects an objects density. This alternative
conception is evident through question one, two and three of activity three (see
transcript for activity three) as his answers were all justified by referring to the
amount of air present in the objects.
-
7/30/2019 Science Assignment 1 Views of science
21/35
5508: Assignment 1
Sarah Dandridge 20501616 21
5: Comparison w ith the li terature
Comparing the results it is evident that both Sam and Jack possessed some
alternative conceptions. Sam presented less alternative conceptions in comparisonto Jack, whom showed some evidence for having five of the possible eight
alternative conceptions describe in section three above.
When comparing Sams and Jacks results to the alternative conceptions presented
in section three it is evident that both Sams and Jacks ideologies are coherent with
the misconception that vertical objects sink while horizontal object float. English
et.al., (2010) presented that a child whom had this common alternative conception
would believe that the reason for this phenomena was due to surface area. Sam and
Jack had this exact ideology. Jacks diagrams (Figure 7 and 8) also depicted exactly
what Yin et.al., (2008) said about a child using their prior knowledge of a humans
body position within water.
Sam and Jack also presented a similar alternative conception to English et.al (2010)
conception which states that any object that contains air will float. Sam and Jack
both referred to air when trying to account of the concept of density. The results
above show how both Sams and Jacks ideologies encounter the idea that a ball
that contains air will always float regardless of the density, which was also presented
by Yin et.al, (2008) in section three above.
The results from the results section when combined with the knowledge of
alternative conceptions from section three show a positive link between both Sams
and Jacks alternative conceptions and the misconception that the amount of water
present within the container will affect an objects ability to float (State of Victoria,
2007). Both children referred to boats which is coherent to the misconception
ideologies presented by Yin et.al, (2008).
Lastly Jack showed inconclusive evidence that his ideologies included the
misconceptions; big objects sink, hard objects sink and flat objects float. The results
may indicate that Jack presented these misconceptions however not enough
evidence was collect to make it conclusive.
-
7/30/2019 Science Assignment 1 Views of science
22/35
5508: Assignment 1
Sarah Dandridge 20501616 22
6: Rationale for teachin g to these alternat ive concept io ns
A constructivist approach states that learning is an active contextualised process of
constructing knowledge rather than simply acquiring it (Woolfolk & Margetts, 2010).
A constructivist teaching approach is the most general sense means encouraging
children to use active techniques to create more knowledge, followed by a reflection
about how this new understanding has changed their previous understandings.
Within science a constructivist approach is highly recommended as the curriculum
accommodates and encourages this freedom to construct new knowledge based on
their already existing knowledge. There are many strategies that fall under the
constructivist teaching approach, some are outlined below.
The Predict, Observe, Explain approach was developed by White and Gunstone in
1992, whereby it was designed to uncover individual childrens predictions and their
reasonings for these predictions. This approach is invaluable for its ability to develop
metacognitive skills, which are developed through the child reflecting on why their
predictions were correct or incorrect (Cameron, 2010). The Predict, Observe, Explain
approach can be used for finding out a childs initial ideas, for generating
discussions, for motivating children, for generating investigations and for providingthe teacher with information about a childs thought processes (Joyce, 2006). This
approach aims to allow the teacher to design learning activities and strategies that
start from the childs viewpoint rather than that of the teachers.
The first stage of the Predict, Observe, Explain approach is the Predict. Within this
stage the children are required to either draw or write a prediction, followed by
drawing or writing an explanation for their prediction. This stage is of particular
importance as it is assumed that it will help the child to carefully observe in stage two
(Kearney, 2002). This stage is also particularly important for the development and
practice of articulating an explanation (Kearney, 2002). Stage two is the Observe
phase whereby the child will observe the phenomena they are trying to test. Within
this stage the children are again required to draw/write and explanation for what they
are observing. In the last stage Explain children are required to right a
sentence/draw any comparisons they can make between their predictions and their
observations, followed by a drawing/sentence describing what they have learnt. For
example a child that has the common alternative conception that all objects that
-
7/30/2019 Science Assignment 1 Views of science
23/35
5508: Assignment 1
Sarah Dandridge 20501616 23
contain air float could use this strategy to discover that objects like submarine will do
not always float. This method allows the children to self discover their incorrect
conceptions and correct them accordingly.
Another semi-constructivist teaching strategy is the implicit teaching (responsivenessteaching) and explicit instructional approach. This approach aims to combine the
constructivist approach of responsive teaching with explicit instructions (Hong &
Diamond, 2012). The idea behind this combination of teaching strategies is to extend
the teaching from solely a constructivist perspective. The explicit instructional
approach aims to draw the childrens attention towards specific learning areas within
a highly structured instructional environment. The Implicit teaching involves the
teacher presenting information to the children, whom then make their ownconclusion. Using the responsiveness teaching and explicit instructional approach
allows the teacher to structure and introduce concepts, while also providing that
freedom for self-exploration.
This approach aims to involve a combination between explicitly introducing concepts,
directly asking open ended questions and the responsive teaching strategies of
modeling, imitating, describing what children are doing and saying, and providing
materials in an environment that challenges childrens thinking (Hong & Diamond,
2012). This strategy is of particular importance when trying to overcome alternative
conceptions associated with sinking and floating. Using the example of Jack whom
possessed the alternative conception that an object placed into the water vertically
will sink while objects placed into the water horizontally will float, the explicit part
would be used to help guide Jacks discovery that not all objects fit this rule. Objects
like pencils and any other wood based objects are likely to not fit this rule. Having the
explicit instruction and questioning guiding Jack to explore wood would be the
explicit instructional part. Allowing Jack to explore and try various objects all made of
wood would be the responsive teaching. Seeing this example it shows how important
having that structure is in order to guide the children, while the freedom to self
discover allows them to realise that their ideologies need to be altered to
accommodate for this new discovery.
-
7/30/2019 Science Assignment 1 Views of science
24/35
5508: Assignment 1
Sarah Dandridge 20501616 24
7: Reflect ing on the process
Reporting:
The assignment ChildrensViews of Science created by Christine Howitt focusedon determining two primary school childrens conceptual understandings concerning
sinking and floating. In particular this assignment aimed to develop not only our
research skills, report writing and content knowledge of a topic, but also provided an
opportunity for pre service teachers to understand how conceptual understandings
can be addressed and shaped into a deeper richer understanding.
Responding:This assignment provided me with some interesting insights into the widespread
variations of alternative conceptions that children formulate from their prior
knowledge. I found I was drawn to this area of the assignment, which created a
sense of curiosity and eagerness to explore the reasons for this widely spread
development of prior knowledge alternative conceptions. I feel that this topic triggers
my need to want to discover the factors that could negatively affect a childs prior
knowledge, in other words I would like to discover why some children develop deep
conceptual understandings of topic whilst other children develop alternative
conceptions.
Relating:
According to Jeynes (2005) higher achievement levels are associated with higher
levels of parental involvement within the school, the classroom and their childrens
individual work. When reading Jeynes (2005) in conjunction with Marzano (2004) it
highlights a suggested idea that a child who has developed prior knowledge as a
result of high parental involvement should achieve higher academic success within
the school. Schulz (2005) added that the parents who are most likely to be able to
spend this much time needed with their children are those whom have a higher
socio-economic status. Having this higher socio-economic status will also mean that
the parents are more likely to spend more money on their childrens home resources,
again suggesting that their prior knowledge should be more extensive and accurate
as a result. (Schulz, 2005) Lastly Schulz (2005) showed that parents who have the
ability to spend extensive amounts of time and money with their children are also
-
7/30/2019 Science Assignment 1 Views of science
25/35
5508: Assignment 1
Sarah Dandridge 20501616 25
most likely to provide a more stimulating home environment which will promote
cognitive development.
Children that are bilingual have an enhanced understanding of the structure and
properties of words (Poulin-Dubois et.al. 2011). This could dramatically affect theacquisition of the childs obtainment of prior knowledge because having the benefit of
knowing the literal translations between two languages would mean that the child is
able to apply these literal translations to their understandings. Tao et.al. (2011)
Showed this to be true as they suggested that the literal meanings of the Chinese
technical terms helped identify and describe the conceptual understands that were
being tested.
Children that attend a private school over a public school are more likely to have
developed better understandings and grades as a result of resources and teachers.
(Schulz, 2005) This suggests that children who attend private schools are more likely
to have developed a deeper conceptual understanding and fewer alternative
conceptions related to a specific topic.
Reconstruction:
Being able to understand why prior knowledge varies so radically will inevitably help
a teacher plan and accommodate for these individual differences in understandings.
Acknowledging the ideologies presented by Tao et.al. (2011), Jeynes (2005)
Marzano (2004) and Schulz (2005) have really clarified these underlying factors that
affect the development of prior knowledge in topics like sinking and floating. This in
turn has help clarify some techniques and strategies that I could implement within
the classroom which might help the children to develop more sound conceptual
understandings. Knowing this new information would satisfy the requirements in the
National Professional Standards for Teachers, section one and three, more
specifically 1.3 and 3.7. As a potential teacher I feel that without understanding what
affects a childs prior knowledge, in terms of its accuracy, it would be impossible to
help guide and provide experiences for those children that are more likely to develop
misunderstandings as a result of their prior knowledge development being formed
from a specific background.
-
7/30/2019 Science Assignment 1 Views of science
26/35
5508: Assignment 1
Sarah Dandridge 20501616 26
8: References
AITSL (2012) National Professional Standards for Teachers. Retrieved from:
http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers
Angelo, T. and Cross, P. (1993). How can you quickly determine your students prior
knowledge on a topic? Iowa State University Center For Excellence in
Teaching and Learning
Cameron, C. (2010). Hammer and Feater; POE. Retrieved 1 April 2013, from
http://implementinglearningdesigns.lamsfoundation.org/page6/page8/page8.ht
ml
Cross, Alan, & Bowden, Adrian. (2009). Essential Primary Science : A Toolkit Retrieved
fromhttp://UWA.eblib.com.au/patron/FullRecord.aspx?p=480602
Dawkins, Karen R., Dickerson, Daniel L., McKinney, Sueanne E., & Butler, Susan. (2008).
Teaching Density to Middle School Students: Preservice Science Teachers' Content
Knowledge and Pedagogical Practices. Clearing House, 82(1), 21-26.
Deakin University. (2013). Ideas for teaching science: Years P-8 Floating and Sinking.
Retrieved 7 March, 2013, fromhttp://www.deakin.edu.au/arts-ed/education/sci-
enviro-ed/early-years/floating.php
Einarsdttir, J. (2007). Research with children: methodological and ethical challenges.
European Early Childhood Education Research Journal, 15(2), 197-211. doi:
10.1080/13502930701321477
Else-Quest, N, Hyde, J , & Linn, M. (2010). Cross-National Patterns of Gender Differences
in Mathematics: A Meta-Analysis. Psychological Bulletin, 136(1), 103-127.
English, J, Davies, M, & Green, R. (2010). Floating and Sinking Rich Task. Retrieved 7
March 2013, fromhttp://learnonline.canberra.edu.au/portfolio/view/view.php?id=750
Fellowes, J, & Oakley, G. (2010). Language, Literacy and Early Childhood Education
South Melbourne, Vic: Oxford University Press
Harcourt, D, & Conroy, H. (2005). Informed assent: ethics and processes when researching
with young children. Early Child Development and Care, 175(6), 567-577. doi:
10.1080/03004430500131353
Hong, Soo-Young, & Diamond, Karen E. (2012). Two approaches to teaching young
children science concepts, vocabulary, and scientific problem-solving skills.
Early Childhood Research Quarterly, 27(2), 295-305. doi:
http://dx.doi.org/10.1016/j.ecresq.2011.09.006
http://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachershttp://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachershttp://implementinglearningdesigns.lamsfoundation.org/page6/page8/page8.htmlhttp://implementinglearningdesigns.lamsfoundation.org/page6/page8/page8.htmlhttp://implementinglearningdesigns.lamsfoundation.org/page6/page8/page8.htmlhttp://uwa.eblib.com.au/patron/FullRecord.aspx?p=480602http://uwa.eblib.com.au/patron/FullRecord.aspx?p=480602http://uwa.eblib.com.au/patron/FullRecord.aspx?p=480602http://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/early-years/floating.phphttp://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/early-years/floating.phphttp://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/early-years/floating.phphttp://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/early-years/floating.phphttp://learnonline.canberra.edu.au/portfolio/view/view.php?id=750http://learnonline.canberra.edu.au/portfolio/view/view.php?id=750http://learnonline.canberra.edu.au/portfolio/view/view.php?id=750http://dx.doi.org/10.1016/j.ecresq.2011.09.006http://dx.doi.org/10.1016/j.ecresq.2011.09.006http://dx.doi.org/10.1016/j.ecresq.2011.09.006http://learnonline.canberra.edu.au/portfolio/view/view.php?id=750http://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/early-years/floating.phphttp://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/early-years/floating.phphttp://uwa.eblib.com.au/patron/FullRecord.aspx?p=480602http://implementinglearningdesigns.lamsfoundation.org/page6/page8/page8.htmlhttp://implementinglearningdesigns.lamsfoundation.org/page6/page8/page8.htmlhttp://www.teacherstandards.aitsl.edu.au/CareerStage/GraduateTeachers -
7/30/2019 Science Assignment 1 Views of science
27/35
5508: Assignment 1
Sarah Dandridge 20501616 27
Jeynes, W. (2005). A meta-analysis of the relation of parental involvement to urban
elementary school student academic achievement. . Urban Education, 40, 237-269.
Joyce, C. (2006). PREDICT, OBSERVE, EXPLAIN (POE). Retrieved 1 April, 2013,
fromhttp://arb.nzcer.org.nz/strategies/poe.php
Kearney, M. (2002). Description of Predict-observe-explain strategy supported by theuse of multimedia. Retrieved November 5, 2009, from Learning Designs Web
site:http://www.learningdesigns.uow.edu.au/exemplars/info/LD44/index.html
Marzano, R. (2004). Building Background Knowledge For Academic Achievement.
Australia
Oxford Dictionaries. "Density". Oxford Dictionaries. April 2010: Oxford University Press.
Oxford Dictionaries. "Float". Oxford Dictionaries. April 2010: Oxford University Press.
Pentland, P, & Stoyles, P. (2003). Toy and Game Science. Broomall, PA: Chelsea HousePublishers
Poulin-Dubois, D, Blaye, A, Coutya, J, & Bialystok, E. (2011). The effects of bilingualism on
toddlers executive functioning. Journal of Experimental Child Psychology, 108(3),
567-579. doi:http://dx.doi.org/10.1016/j.jecp.2010.10.009
Rinkevich, J. (2011). Creative Teaching: Why it Matters and Where to Begin. Clearing
House, 84(5), 219-223. doi: 10.1080/00098655.2011.575416
Roschelle, J. (1995). Learning In Interactive Environments: Prior Knowledge and
New Experience.
Schulz, W. (2005) "Measuring the socio-economic background of students and its
effect on achievement in PISA 2000 and PISA 2003." Annual Meetings of the
American Educational Research Association (AERA). San Francisco.
Retrieved 26 March, 2013 from
http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&E
RICExtSearch_SearchValue_0=ED493510&ERICExtSearch_SearchType_0=
no&accno=ED493510
Shallit, R. (1932). The Dramatic Play of Ten Nursery School Children. Child Development,
3(4), 359-362. doi: 10.2307/1125362
State of Victoria (Department of Education and Early Childhood Development),
(2007,12/09/2012). Floating and Sinking. Retrieved 7 March, 2013, from
http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/scienc
e/continuum/pages/floatsink.aspx
Strangman, N, & Hall, T. (2004, 11/3/09). Background Knowledge. Retrieved 18 March,
2013, from
http://arb.nzcer.org.nz/strategies/poe.phphttp://arb.nzcer.org.nz/strategies/poe.phphttp://arb.nzcer.org.nz/strategies/poe.phphttp://www.learningdesigns.uow.edu.au/exemplars/info/LD44/index.htmlhttp://www.learningdesigns.uow.edu.au/exemplars/info/LD44/index.htmlhttp://www.learningdesigns.uow.edu.au/exemplars/info/LD44/index.htmlhttp://dx.doi.org/10.1016/j.jecp.2010.10.009http://dx.doi.org/10.1016/j.jecp.2010.10.009http://dx.doi.org/10.1016/j.jecp.2010.10.009http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED493510&ERICExtSearch_SearchType_0=no&accno=ED493510http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED493510&ERICExtSearch_SearchType_0=no&accno=ED493510http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED493510&ERICExtSearch_SearchType_0=no&accno=ED493510http://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/pages/floatsink.aspxhttp://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/pages/floatsink.aspxhttp://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/pages/floatsink.aspxhttp://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/pages/floatsink.aspxhttp://www.education.vic.gov.au/school/teachers/teachingresources/discipline/science/continuum/pages/floatsink.aspxhttp://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED493510&ERICExtSearch_SearchType_0=no&accno=ED493510http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED493510&ERICExtSearch_SearchType_0=no&accno=ED493510http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED493510&ERICExtSearch_SearchType_0=no&accno=ED493510http://dx.doi.org/10.1016/j.jecp.2010.10.009http://www.learningdesigns.uow.edu.au/exemplars/info/LD44/index.htmlhttp://arb.nzcer.org.nz/strategies/poe.php -
7/30/2019 Science Assignment 1 Views of science
28/35
5508: Assignment 1
Sarah Dandridge 20501616 28
http://www.aim.cast.org/learn/historyarchive/backgroundpapers/background_knowle
dge
Tao, Y, Oliver, M, & Venville, G. (2011).A cross-cultural study of primary children's
understandings of the Earth Paper presented at the European Science Education
Research Association (ESERA) biannual conference, Lyon France.Woolfolk, A. & Margetts, K. (2010) Educational Psychology. 2nd Edition. Frenchs
Forest NSW: Pearson Australia
Wragg, E, & Brown, G. (2001). Questioning in the Primary School Retrieved from
http://UWA.eblib.com.au/patron/FullRecord.aspx?p=166270
Yin, Yue, Tomita, Miki K., & Shavelson, Richard J. (2008). Diagnosing and Dealing with
Student Alternative conceptions: FLOATING and SINKING. Science Scope, 31(8),
34-39.
http://www.aim.cast.org/learn/historyarchive/backgroundpapers/background_knowledgehttp://www.aim.cast.org/learn/historyarchive/backgroundpapers/background_knowledgehttp://www.aim.cast.org/learn/historyarchive/backgroundpapers/background_knowledgehttp://uwa.eblib.com.au/patron/FullRecord.aspx?p=166270http://uwa.eblib.com.au/patron/FullRecord.aspx?p=166270http://uwa.eblib.com.au/patron/FullRecord.aspx?p=166270http://www.aim.cast.org/learn/historyarchive/backgroundpapers/background_knowledgehttp://www.aim.cast.org/learn/historyarchive/backgroundpapers/background_knowledge -
7/30/2019 Science Assignment 1 Views of science
29/35
5508: Assignment 1
Sarah Dandridge 20501616 29
Appendices
Interview With Child 1: Year 7, Sam
ACTIVITY ONE:
INTERVIEWER: Do you know what floating is?
SAM: When you place an object on a liquid and it doesnt sink to the bottom
INTERVIEWER: Do you know what causes things to float?
SAM: When the density of the object is less than the water or the liquid
INTERVIEWER: Can you draw that for us please?
SAM: (Nods)
INTERVIEWER:Awesomenow what makes it keep up? Is it density?SAM: Yes
INTERVIEWER: Is there anything else that makes it stay afloat?
SAM: How much it weighs
INTERVIEWER: So weight alsoand then do you know how we can make something from
asinker to a floater or a floater to a sinker?
SAM: No
INTERVIEWER: No? So you have never seen the activity where there is a plasticine ball
SAM: Oh yeahit floats when you make the surface area bigger
INTERVIEWER: Perfectcan we keep this drawing?SAM: (Nods) Its not a masterpiece
ACTIVITY TWO:
INTERVIEWER: OK second taskcan you please predict whether these items will float or
sink.They are labeled 1 through 10; just write the numbers in the float area or the
sinkarea
SAM: OK
INTERVIEWER: Great now we are going to test yourpredictionshere are the items andyourbucket of water
SAM: Just put them in?
INTERVIEWER: Yep and write down whether they float or sink
SAM: Leaf floats; pencil floats; apple floats; paper clip floats; rubber band floats;
rubber duck floats; coin sinks; which way do you put the CD in?
INTERVIEWER: Try it vertically and horizontally
SAM: OK vertically it sinks and horizontally it floats
INTERVIEWER: Greatkeep going
SAM: Button sinks; name badge floats
INTERVIEWER: And if you put it in the other way?
SAM: It sinks
-
7/30/2019 Science Assignment 1 Views of science
30/35
5508: Assignment 1
Sarah Dandridge 20501616 30
INTERVIEWER: Can you give us an explanation as to why the CD and name badge floated
whenhorizontal but sunk when vertical?
SAM: Because when you put it in upright, the surface area is a lot smaller that is
touching the water. When you put it in flat the surface area is much bigger so its
weight is distributed more
INTERVIEWER: OK when the surface area is more distributed is there something keepingitup?
SAM: Im not surethe viscosity of the water maybe
INTERVIEWER: OK so there is something keeping it there but you are not quite sure what?
SAM: Yeah
INTERVIEWER: OK so lets have a look at all of the ones that are floaterswhat properties
dothey all have in common?
SAM: (Hesitates)
INTERVIEWER: Look at weight, size, shape, materials, etc. what do they all have in
common?
SAM: I dont know. Maybe all of them apart from the rubber band have air in them
INTERVIEWER: Yeahand weight? Are they all light?
SAM: Yeah but the apple is pretty heavy compared to the rest
INTERVIEWER: OKso with the sinkers, what do you think a common property could be?
Soagain - weight, size, shape, materials, etc.
SAM: Surface area is really small
INTERVIEWER: What abouthaving holes in themdoes that affect it?
SAM: No because the penny still sunk
INTERVIEWER: What are they all made of?
SAM: Metal and plastic and they both sunkINTERVIEWER: And do you know how they are made? Have they been made very
compact?
SAM: Yes they have been compressed
INTERVIEWER: OK so lets have a look at the floaters again
SAM: They havent been compressed and they have a lot of air in them
INTERVIEWER: Greatso our final activity
SAM: Cool
ACTIVITY THREE:
INTERVIEWER: (Reads question 1)
SAM: They will float
INTERVIEWER: Why?
SAM: They still have a pretty big surface area and there will be air trapped in there
INTERVIEWER: Good answer.
(reads question 2)
SAM: Is that ball B?
INTERVIEWER: Yes
SAM: It will sinkINTERVIEWER: Why?
-
7/30/2019 Science Assignment 1 Views of science
31/35
5508: Assignment 1
Sarah Dandridge 20501616 31
SAM: Because its basically like a CD just curved the water will still get in there and
bring it down
INTERVIEWER: OK
(reads question 3)
SAM: Float
INTERVIEWER: Why?SAM: Because the surface area on the bottom of the rectangle is still bigger than the
surface area of the hole
INTERVIEWER: So you dont think having a hole in it will cause it to sink?
SAM: No I dont
INTERVIEWER: OK
(reads question 4)
SAM: I reckon it will float
INTERVIEWER: Why?
SAM: Because its surface area to weight ratio its surface area is much bigger than its
weight. Its the same size Im guessing but its weight is bigger
INTERVIEWER: Yeah the mass is bigger
SAM: Yeah right
INTERVIEWER: (Reads question 5)
SAM: I dont know
INTERVIEWER: You dont know? Take a wild guess
SAM: I reckon it willsink?
INTERVIEWER: Sink?
SAM: No noit will floatINTERVIEWER: You think it will float? Why?
SAM: Because the surface area at the top. I just think it will float (laughs)
INTERVIEWER: OK no problem
(reads question 6)
SAM: I reckon it will float like the CD because it has a bigger surface area
INTERVIEWER: (Reads question 7)
SAM: (Pauses)
INTERVIEWER: (Reads question again)
SAM: It will still float
INTERVIEWER: Why is that?
SAM: Because it has the same volume and the same mass the only difference will be
the squishiness what its made of
INTERVIEWER: (Reads question 8)
SAM: It will still sinkbecause you are adding a bit more weight. The foam isnt
touching the water
INTERVIEWER: (Reads question 9)
SAM: I think it will floatINTERVIEWER: Whys that?
-
7/30/2019 Science Assignment 1 Views of science
32/35
5508: Assignment 1
Sarah Dandridge 20501616 32
SAM: Because there is more water it will be harder to bring it to the bottom. Like if you
are trying to bring a balloon to the bottom it is harder in more water
INTERVIEWER: You mean it is harder to bring a balloon to the bottom of a pool than the
bottom of a bucket?
SAM: Yeah
INTERVIEWER: OK last question (reads question 10)SAM: I think it will sink to the bottom of the cooking oil but stay around where the
cooking oil and water meet maybe
INTERVIEWER: So it will sink through the cooking oil?
SAM: Yeah sink in the oil
INTERVIEWER: OK good answer.
So I have one more question for you from everything we havejust done
there today, do you want to change your definition of what is floating?
SAM: What did I say before?
INTERVIEWER: (Reads definition)
SAM: Yes I will change it to: if an object has a bigger surface area and you place it on a
liquid, it will float more than if it has a smaller surface area
INTERVIEWER: And do you want to change your statement about what keeps an object on
top ofthe water?
SAM: Ive forgotten what I said now
INTERVIEWER: (Reads answer)
SAM: If we change the volume and or surface area and the amount of water you are
trying to sink it in
INTERVIEWER: OK awesomewe are done! Thank you so much for helping us todaySAM: No worries
-
7/30/2019 Science Assignment 1 Views of science
33/35
5508: Assignment 1
Sarah Dandridge 20501616 33
Interview with Child 2: year 5, Jack
ACTIVITY ONE:
INTERVIEWER: What do you think floating is:
JACK: Floating is like the water is pushing you up and gravity is pushing you down. So you
cant go down and you cant go up so youre floating in the middle
INTERVIEWER: Does a fish float?
JACK: No, because its got something special to keep it levelGot something to keep it
down under the water
INTERVIEWER: Can we change something from a sinker to a floater?
JACK: Yes. So if you had clay and put it into a little ball it would fall down, but if you like
make clay like a boat thing then it will still float
INTERVIEWER: Why
JACK: Bowl/boat shape because it is level and nice and calm, and it cant let any water intoit as when you scrunch it all up the air is trapped inside so it will go down.
ACTIVITY TWO:
INTERVIEWER: Can you please predict whether these items will float or sink? They are
labeled 1 through 10; just write the numbers in the float area or the sink area (all items
tested) and written down.
JACK: sure
INTERVIEWER: Great now we are going to test your predictionshere are the items and
yourbucket of water place the item in the bucket and then record on this sheetwhetherthey float or sink
INTERVIEWER: Try the CD again this time verticallyplacing it in like this..
JACK: OK
INTERVIEWER: What happened?
JACK: it sunk
INTERVIEWER: yip, so make sure you record both keep going
JACK: Button sinks; name badge floats
INTERVIEWER: And if you put it in the other way?
JACK: It also sinks
INTERVIEWER: Can you give us an explanation as to why the CD and name badge floated
when horizontal but sunk when vertical?
JACK: They have a flat bottom so they have a bigger surface
INTERVIEWER: Great Lets have a look at all of the ones that are floaterswhat
properties do they all have in common?
JACK: They all have a force going up that is the same as the gravity, making the objects
float. But the shape of the object could also make it float.
INTERVIEWER: Lets look at all the sinkers now. What do they all have in common?JACK: they had no air in them.
-
7/30/2019 Science Assignment 1 Views of science
34/35
5508: Assignment 1
Sarah Dandridge 20501616 34
ACTIVITY THREE:
INTERVIEWER: (Reads question 1)
JACK: Float, because there is air still trapped inside from when you clicked them together
INTERVIEWER: (Reads question 2)JACK: Float, because when the manufactures put it in they couldnt have got all the air out
so they had some air trapped inside.
INTERVIEWER: (Reads question 3)
JACK: Float, because when you put it in it will have some air trapped inside so it will turn
over and will still float
INTERVIEWER: (Reads question 4)
JACK: Float, because it is thinner and less things in it to make it sink so it will float.
INTERVIEWER: What makes it float?
JACK: The gravity pushing it down and the water force pushing it up
INTERVIEWER: (Reads question 5)
JACK: That triangle will sort of like flip sideways and so its sorta flat and it might sorta go
half under water, but it will still float.
INTERVIEWER: (Reads question 6)
JACK: Float, because it is like a special thing, sorta like the clay example so it will still
float Got more of a chance of staying there like boats because sometimes they
have a flat bottom so I think it will stay up and float. They have a bigger surface
INTERVIEWER: (Reads question 7)
JACK: Shape B will sink because shape B is very hard and sometimes the water doesnt
have the force to keep the ball up when its hard and its got nothing that the air
trapped inside would do or the gravity and the force cant keep it level.
INTERVIEWER: (Reads question 8)
JACK: Float, because the foam will hold the container up and then it will sink
INTERVIEWER: (Reads question 9)
JACK: Float because there is more force of the water trapped/keeping it up
INTERVIEWER: Why is there more force?
JACK: Like when there is the ocean like there is a lot of force that ships can go on it so like
theres like a big tank and I think the block will float because like A it has a flat
surface and B it will float because there is a lot more force pushing it up and there
is still the same gravity but it will still go down on it.
INTERVIEWER: (Reads question 10)
JACK: Float because oil is very think and it keeps it up sorta so because it has got lots of
like chemicals in it so it might do something to it to keep it up.
INTERVIEWER: Can you draw for me where it would sit in the oil?
JACK: I think it would sit half sinking and half floating
-
7/30/2019 Science Assignment 1 Views of science
35/35
5508: Assignment 1
INTERVIEWER: If you dunk the duck in the water and the water level goes up. Why do you
think that is?
JACK: Because there is less space for the water because the water cant go through so it
will have to go around you so it will have to go up.