![]() ![]() Results: outcome of investigation Background ScienceĪir has mass and takes up space. ![]() Prediction: a statement about what might happen in the future. Hypothesis: a proposed explanation made as a starting point for further investigation. It is the variable that is being tested in a science experiment. Independent variable: variable changed in a science experiment to test a dependent variable.ĭependent variable: variable that is “dependent” on the independent variable. Question for investigation: overarching goal of an investigation written as a question. It is important, at all levels of inquiry, that teachers help guide students through their thought processes (meta-cognition) based on their observations. Primary students who have less experience benefit from starting at the confirmation or structured levels of inquiry. This Helicopter activity can be adapted for any level of inquiry. Students generate questions design and carry out investigations and draw conclusions. Students design procedure to test question and resulting explanations. Students generate an explanation based on evidence they’ve collected. Students follow directions to confirm the results. Levels of Inquiry (adapted from Banchi and Bell, “The Many Levels of Inquiry”, 2008.) Confirmation Inquiry-based learning requires guidance from the teacher to support students’ progression along the inquiry continuum. With the increased focus on inquiry-based learning in the BC curriculum, Science World supports teachers to integrate inquiry learning into their classrooms. (The exact value of y0 does not matter to us at this point.) Your data table may look something like Table 1 below: (Make room for about 30 height measurements, i.e., about 0.5 seconds of “fall time.We engage children’s natural curiosity about the world we encourage them to formulate questions and then to actively seek answers to those questions, using whatever tools are at their disposal. For this experiment you will record an initial height above the floor, y0, followed by a set of heights taken 1/60 of a second apart. You should try to organize your data so that you record the data in tabular form as you take it. Your instructor will tell you if you are to use a laboratory notebook or individual data sheets. Recording experimental data: Before doing any experiment, you should think about how you will record your data. The paper tape then will contain a record of the position of the falling object every 1/60th of a second. ![]() The high voltage power supply is plugged into a regular outlet, so it produces sparks at 60 Hz. Each spark melts a small spot of wax on the paper tape, thus marking the position of the object at that instant in time. ![]() As the object falls, sparks jump from one wire to the metal ring, and then to the other wire. An object with a conducting metal ring is dropped between two vertical copper wires, connected to a high voltage power supply. The Experiment: We will use a device called the “Behr Free Fall Apparatus” to record the motion of an object in free fall. You should also be able to determine the magnitude of that acceleration, and its uncertainty, using Excel. You should be able to conclude from your analysis that such objects do fall with constant acceleration. In this experiment, you will analyze the motion of an object in free fall as if you did not already know this result. Introduction: The motion of an object in free fall is well known to be described by constant acceleration, as long as air resistance can be neglected. Equipment: The equipment used in this experiment includes the Behr Free-Fall Apparatus with Synchronous Spark Timer, LabVolt power supply, and a 2-Meter Stick. The purpose of this experiment is to study the motion of an object in free fall, describe the motion mathematically, and test whether the acceleration due to gravity g is constant. ![]()
0 Comments
Leave a Reply. |