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Constructing Ideas in Physical Science

Dive into Galileo's pendulum principles with CIPS Institute for Middle School Science Teachers. Learn about pendulum physics, misconceptions, and deeper questions for student engagement. Explore literacy connections and scientifically based research.

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Constructing Ideas in Physical Science

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  1. CIPS Institute for Middle School Science Teachers Constructing Ideas in Physical Science Joan Abdallah, AAAS Darcy Hampton, DCPS Davina Pruitt-Mentle, University of Maryland

  2. Session 1 Debriefing • What do you remember from yesterday’s session (no peeking at text or notes) • What were the “essential questions” being asked/explored • What conclusions did “we” decide 8/2-8/13

  3. Deeper Questions • What deeper questions could you envision students asking? • What misconceptions or misinterpretations can you foresee? • How or what would you say? 8/2-8/13

  4. Deeper Questions or Possible Misinterpretations “The longer the length of the pendulum the longer time it takes, because it has a longer distance to travel” What would you say? 8/2-8/13

  5. Pendulum Explanation The period of motion of the simple pendulum is T=2(l/g) Therefore, the period is independent of angle and mass – it is only a function of length 8/2-8/13

  6. GALILEO’S TWO PRINCIPLES FOR THE PENDULUM: • For a pendulum with a given length, the time of each oscillation is unchanged regardless of the amplitude (how far it swings). The term “isochronism” (equal time-ness) was formulated to describe this property. • To reduce the period (time of isolation) for the pendulum, it is necessary to reduce the length of the pendulum in the following proportion: • To double the rate of oscillation, reduce the length to ¼ the original length. • To triple the oscillation, reduce the length to 1/9 the original length. • Stated mathematically, the number of oscillations in a given period of time varies inversely with the square root of the length of the pendulum. • Nosc =K /L where Nosc = Number of Oscillations L = Length of Pendulum K = Constant 8/2-8/13

  7. For a fixed length - as the angle increases, the period does not change because gravity causes a faster initial acceleration which exactly compensates for the increased distance (more gravity forces the mass “downward” at the higher the angle – less force is along the direction of the string) For a fixed angle - Initial acceleration is independent of length. However, a longer string has a longer arc to travel and therefore takes longer.  F=mg cos() F=mg sin() F=mg F=mg sin() Same arc as above F=mg cos() F=mg

  8. Want To Learn More? • Science Activities with the Pendulum • How Pendulum Clocks Work • Galileo's Pendulum Experiments • The pendulum lab • Internet Science Institute Pendulum Lab • Pendulum History Overview • Swing Set Playground Physics • FSEA Pendulum Project • Science NetLinks (AAAS) try the Applet and simulation 8/2-8/13

  9. Connection to Literacy • Poe, Edgar Allan, 1809-1849. The Pit and the PendulumElectronic Text Center, University of Virginia Library • Student interpretation 8/2-8/13

  10. 8/2-8/13

  11. Scientifically Based ResearchConnection to Experimental Design 8/2-8/13

  12. No Child Left Behind Act • Requires programs and practices to be based on research. • The term, "scientifically based research programs," appears throughout the law – from reading to teacher professional development to supplemental education services to anti-drug-abuse programs. 8/2-8/13

  13. Mandate Raises Questions • Regarding definition, enforcement and the quality of existing education research. • Despite reservations and concerns, the insistence on using "what works“[1] could prompt discussion, debate and action, and ultimately lead to better teaching and learning in classrooms across the country. From: ECS Resource site [1] must be based on research studies that meet scientific standards. Government publicity materials (see www.nochildleftbehind.gov) refer to this as “doing what works.” 8/2-8/13

  14. The Term Scientifically Based Research (SBR) • Means research that involves the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs; and • includes research that: • Employs systematic, empirical methods that draw on observation or experiment • Involves rigorous data analyses that are adequate to test the stated hypotheses and justify the general conclusions drawn • Relies on measurements or observational methods that provide reliable and valid data across evaluators and observers, across multiple measurements and observations, and across studies by the same or different investigators 8/2-8/13

  15. SBRcont. • Includes research that: • Is evaluated using experimental or quasi-experimental designs in which individuals, entities, programs or activities are assigned to different conditions and with appropriate controls to evaluate the effects of the condition of interest, with a preference for random-assignment experiments, or other designs to the extent that those designs contain within-condition or across-condition controls • Ensures experimental studies are presented in sufficient detail and clarity to allow for replication or, at a minimum, offer the opportunity to build systematically on their findings • Has been accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective and scientific review." More on “the lingo” 8/2-8/13

  16. Huh? The following principles define scientific quality: • Use of the scientific method with an emphasis on experimental control (or comparison) groups • Replication of results, using multiple studies by different investigators • Ability to generalize results from one sample to other children in the general population • Fulfillment of rigorous standards with an emphasis on peer review • Convergence (or consistency) of results between studies From: Doing What Works: Scientifically Based Research in Education 8/2-8/13

  17. Class Activity • Go to and read: What the Words mean • http://www.thejournal.com/magazine/vault/A4684.cfm • What “parts” can be applied to students experimental design 8/2-8/13

  18. Class Activity • Battery Power • WHICH TILE CLEANER REMOVES SOAP SCUM THE BEST • The Science of Water • What Can Affect One’s Perception of Sound • Why does junior tennis have such a high injury rate? Judge these using the rubric provided 8/2-8/13

  19. More Fun • A Science Fair How Not to Guide • http://www.wcsscience.com/scienceexperiment/guide.html • Montykins • http://www.montykins.com/mkins/000620.html • Bogus Entries are Fair Game • http://www.gsdsef.org/pdfs/mar30Article01.pdf 8/2-8/13

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