Science for All

The Inquiry Process

Productive, inquiry-based science study enables children to realize they can raise and answer questions themselves. The scientific method is the inquiry process by which scientists raise and attempt to answer new questions.

Figure 1.The inquiry process

Raising questions

What do I already know?

Before students generate questions to investigate, it is a good idea to have them review what they know, or think they know, about the topic under study. This focuses student interest and attention, reveals misconceptions, and allows the teacher to assess where the inquiry should or might lead. This is the first part of the KWL process: K = What do I know? W = What do I want to know? L = What did I learn?

What do I want to know? - Exploring

EXPERIMENT: FOUNTAIN OF LIGHT
A rainbow works because the raindrops not only refract light, but reflect it.
Can we use this reflection to “trap” light?

You will need:
a dark room
a sink
a bottle with a narrow mouth
a towel to wrap around the bottle
a flashlight

1. Fill the bottle with water and wrap the towel around it. The towel should
cover the sides of the bottle, but leave the back end and mouth free.
2. In the dark room, put the flashlight against the back of the bottle and turn
the flashlight on. Make sure the towel doesn't let light leave the bottle
except out the top.
3. Keep the flashlight against the back of the bottle and slowly pour the water
into the sink. See whether light hits the wall behind the sink.
4. When the water is out, see whether light hits the wall.
5. Describe where the light went as you poured the water.
6. Why did the light do this?
7. Did the light act differently when the water ran out? Why?

©2006abcteach.com

Science Experiment/ Light
©2006abcteach.com

EXPERIMENT: RAINBOW SHADOWS
Shadows are always black… Right?
Wrong. With colored light bulbs and a dark room, you can make shadows
in any color of the rainbow.
You will need:
a red bulb, a green bulb, and a blue bulb
a dark room
three flashlights or short lamps that can use the bulbs
a blank wall for casting shadows something to cast a shadow (like your hand) an assistant to help with the flashlights

You can find the bulbs at a hardware store.
1. Pick your favorite of the three colors and shine it around a bit. See how
normal things look different in this strange light.
2. Shine all three lights in the same spot. What color do you see?
3. Make the three circles of light overlap. On the back of this page, draw a
diagram showing the colors you see. Leave room for another diagram!
4. Make shadows in each of these colors:
red, blue, green, purple, yellow, black
5. Can you make a shadow in brown? Explain why or why not.
6. Try to make shadows in as many colors as you can at the same time. On
the back of this page, draw a diagram of how you did it.
7. On the back of this page, explain whether any of your observations
surprised you. Did any of them seem to contradict the rules you learned?
If so, how could you explain this? (For instance, the blue light bulb might
also give a bit of yellow light.)

"Egg in a Bottle"


Equipment:
Three hard-boiled eggs per class. (remove the shell) One glass gallon jar with a small neck (about 1 1/2 in, in diameter) I use an old fashioned milk bottle. Use any glass bottle that has an opening slightly smaller than your eggs. I use a little vegetable oil around the mouth of the bottle and some around the diameter of the egg. This will ease the egg into to the bottle so it doesn't break. There will be a PLOP sound - cool! Matches - wooden preferred. Paper towels

Objectives:
• to create a balloon powered race car for maximum speed and distance
• to incorporate Newton's Laws of Motion
• to learn how to use the formula Speed= Distance / Time

Materials:
• 9 inch balloon is standard
• pen barrel or straw
• various materials to construct the racers
• Grading Rubric

Rules:
• The car must be powered by no more than 2 balloons.
• You can build the car out of anything.
• It must have at least three wheels. Wheels are defined as anything that is round and goes around.
• The wheels can not be wheels from a toy car. They must be made out of something that was not originally meant to be used as wheels.
• The car may not leave the ground.
• The car must be capable of traveling at least 5 meters.

Procedure:
1. You will bring in materials from home and assemble your car in class.
2. On race day we will set up a track in our classroom.
3. You will race in pairs against other classmates.
4. Cars that follow all of the rules will be eligible for awards.
5. Winning cars will be displayed in the lobby as well as on our web page!
6. These awards will be given in three categories.
• Best Looking Car
• Fastest Car (in first 5 meters)
• Farthest Distance Traveled

PROBLEM: How does the height of a ramp affect potential energy of a car?

RESEARCH: Read about potential and kinetic energy in a textbook, encyclopedia or on a web site. Write two or three paragraphs in your own words.

HYPOTHESIS: At which height do you think the car will have the most potential energy?
MATERIALS: one small model car ( like hot wheels )
one board - about one meter long and at least 12 cm wide

PROCEDURE:
1. Mark the board every 20 centimeters.
2. Stack 5-8 books and put the end of the board on top of the books. Use the board and books as a ramp for the car. Measure and record the height of the stack of books.
3. Send the car down the ramp and measure how far the car travels from the end of the board.
4. Repeat step 3 for a total of five trials. Calculate the average distance travelled for the five trials.
5. Keep the length of the board the same, but change the number of books in the stack. Measure and record the height of the stack of books each time change the number.
Enrichment: How do you think the potential energy will change if you change the length of the ramp? Design an experiment, including procedure, to test this problem.

DATA: Record the data from each trial, including height of the books and average, in a data table. Graph the average of the trials. Use height of stack as the independent variable and distance travelled as the dependent variable.

CONCLUSION: Explain what you learned by doing this activity and remember that you must answer the question you asked in your original problem statement.

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KINDS OF LEARNING METHODS

A. CONSTRUCTIVISM

General principles of constructivist learning
There are nine general principles of learning that are derived from constructivism. These nine principles are:
1. Learning is an active process in which the learner uses sensory input and constructs meaning out of it,
2. People learn to learn as they learn. Learning consists both of constructing meaning and constructing systems of meaning.
3. Physical actions and hands on experience may be necessary for learning, especially for children, but is not sufficient; we need to provide activities which engage the mind as well as the hand. Dewey called this reflective activity.