My extension included all of the materials used, for the above lesson, with the addition of a cold air hairdryer.
Materials consisted of;
- a bath mat (to be used suction cup side up)
- a piece of deep pile rug
- smooth rug
- linoleum
- the same color and size of marble
- a ramp, positioned at the same angle
- modeling clay for the trough/channel
The ramp had to be set at the same angle for all materials used and the same marble also had to be used for all. At the end of ther ramp, the different materials were changed out to conduct the experiment. All of the expected results were recorded; the smoother the surface the farther the marble traveled. The application of a wind force, (my hairdryer) successfully moved the marble, perpendicularly(at the end of the ramp), indicating that air was a form of friction but this did not convey the visual I wanted. My goal was to be able to stop it on the ramp before it reached the bottom. I wanted to stop the marble in mid-motion. Then, I thought that providing a trough/channel of sorts, for the marble to travel on would keep the marble from moving sideways and show the air current more clearly as a friction force thus demonstrating that air is indeed a form of friction and not simply a reason for the marble’s change of direction. I built a makeshift trough/channel onto the ramp and then applied the wind force of the hairdryer. It kept the marble from continuing down the ramp!
Great idea about the hair dryer. I never thought of that. How did the students react to that? Have you done this experiment with older students? I am teaching 6th graders spec.ed. So it maybe fun for them. But, with my high level students I wonder if it would be boring to those students. I do love the way you used clay and other items to cause friction on the track. Keep up the good work.
ReplyDeleteJoyce,
ReplyDeleteI love the idea of using the hair dryer to show how air creates friction. I am sure that your students will visualize that when they think of friction from now on.
Barb,
ReplyDeleteFor my doubting students my point was well received. Prior to this lab demo, many of my students were not processing and/or perceiving that air in fact was a form of friction. No matter how many times I rolled the ball across the floor, they refused to accept that air had any part in stopping it, so my idea of using the hair dryer to 'prove' my point did the trick. As far as advising you about this lesson being boring to higher-level students, you would have to be the sole judge of that since only you are aware of their prior knowledge and the one who decides what their level of mastery, with regard to your state's standards, requires.
Hi Meg,
ReplyDeleteYes. I am satisfied, with my results, for this grade level. My gauge at success, for them, is when I hear them using and referring to science terms correctly, not just in the lesson at hand but in future lessons and labs.
Thanks for the response!