Using whiteboards in science

1. Using whiteboards in science By Ann J. Johnson

2. Learning to Use Whiteboards Students were give a folder of articles where they were to wrote a kid friendly definition for elements, mixtures and compounds. Students then presented their groups finding and we choose the best kid friendly explain with details for this concepts.

3. Whiteboard problem and presentations Students were given a problem over separating mixtures. They chose materials from a provided list to solve the problem. Student conducted the experiment and presented their solutions to the class.

4. Drawing and explaining • Student again chose from a list of provided materials, then they drew the application of convection, conduction and radiation. • Students had to clearly explain to the teacher the three types of heat transfer being applied to their project before proceeding with their design. • They then implemented what they drew and presented their model.

5. Newton’s three laws Student finding constant speed then they graphed the results on the whiteboards to present to the class.

6. Constant acceleration Students doing constant acceleration and graphing again and we compared the difference.

7. Give a brief description of the how you arrived at your project idea:Include the following: content area, focal points of the activity, where in your curriculum you include the activity • I thought the whiteboards would be a great way to see if students understood what they had learned and to clear up misconceptions. • PS 6.7.5 – Explain how Newton’s three laws of motion apply to real world • Whiteboard activities have been used through out the school year, as well as Engineering Design Briefs. Students will use whiteboards for Newton’s three laws of motion. • This activity will take place at the end of our unit on Newton’s Three Laws. Students will have the opportunity to apply what they have learned to a sport of their choice.

8. Short description of your expectations of how the students will respond Students have really enjoyed doing various engineering design briefs through out the school year. The design briefs have been an excellent way for quickly assessing a students understanding and application of a science concept/activity. Student will follow instruction on the design brief. Student will be excited to do this project.

9. The Project • Newton in Motion in Sports • Overview: • This designed based experiment allows students to demonstrate Newton’s laws of motion in a sport of their choice. Groups of two to four students are most appropriate for this 7th grade physical science based standard. The lesson can be completed in three class periods, one class period for research, one for design and the final the actual implementation of the design and write up. • The frameworks addressed in the activity are: • PS 6.7.1 – Compare and contrast Newton’s three laws of motion • PS 6.7.2 – Conduct investigations demonstrating Newton’s first law of motion • PS 6.7.3 – Demonstrate Newton’s second law of motion • PS 6.7.4 – Conduct investigations of Newton’s third law of motion • PS 6.7.5 – Explain how Newton’s three laws of motion apply to real world • PS 7.7.3 -- Conduct investigations to identify types of potential energy and kinetic energy (mechanical or chemical)

10. Design Rationale • Design Rationale: • Your team has been approached by the University of Arkansas Athletic Department to help improve several of their athletics programs. The program directors understand that your class has been studying Newton’s three laws and different types of energy transfer. The UofA Athletic Department wants your team to research, draw a model and a demonstration showing Newton’s three laws to help their athletes. Your team will first go to the computer lab to do research about a sport. Your team will white board your activity giving specific details on how and where Newton’s three laws will be applied to your sport. Your whiteboard drawing will also need to demonstrate the three energy transfers applied to that sport. Your team will go out to a designated location determined by your teacher to demonstrate and explain to the rest of the group the application of Newton’s Three Laws and three energy transfers.

11. Parameters • Parameters: • Each team will choose a sport to complete their project. • Your team can only choose the sport tools in the materials list provided or discuss with the teacher another sport for approval by their teacher. Equipment must be able to be brought to school. • Each team will do research on the sport they have chosen and turn in on paper three quotes from their research. Three correct bibliography references from their quotes will be required. • Your team will then use the white boards to drawn a model that demonstrates Newton’s three laws of motion for their chosen sport. Once designed your team will submit a master design. This master design must be a drawing demonstrating the sport and actions that demonstrate Newton’s three laws of motion. The three energy transfers must be identified on the diagram as well. This will be turned in as part of your teams grade. • Prior to assembling into teams and performing any experimentation your model must be explained clearly to your instructor. • Your team will go to a location designated by your teacher. The group will then explain and demonstrate the application of Newton’s three laws and three energy transfers were applied.

12. Materials List • Available Materials: • Softball and bat • Soccer ball • Badminton rackets and birdie • Basketball with hoop • Football and football goal • Volleyball and net • Golf Club and ball • Horseshoes and toss bar • Croquet and balls (and wires) • Equipment of your choice with teacher approval

13. Design Summary Questions: Design Summary Questions: • How did your team arrive at a design? _______________________________________ • ______________________________________________________________________ • After viewing other models, what changes would you make to your design to improve it? • ______________________________________________________________________ • ______________________________________________________________________ • Based on your observations and experiences in this lesson, identify an example of each of Newton’s three laws of motion from the real world. • ______________________________________________________________________ • ______________________________________________________________________ • If you were to run your design on a different type of surface, how could it affect your results? _______________________________________________________________ • ______________________________________________________________________

14. Newton’s three laws applied to a sport. Students had to draw, explain and then demonstrate application of Newton’s three laws.

15. More of Newton's three laws

16. Application of the three laws

17. Grading Rubric • Grading Rubric: 65 total possible points • Whiteboard Group Design Plan • Complete design plan with model with Newton’s 3 Laws labeled, with three energy transfers explained. (20pts) • Partially completed plan and model with 2 of Newton’s laws labeled, with three or two energy transfers explained. (15pts) • Incomplete design and model with explanation or understanding of Newton’s Laws demonstrated, with one or no energy transfers referred too. (5 pts) • Teamwork • Complete participation, on task, tolerant and considerate, completed (5pts) • Complete participation, mostly on task, tolerant and considerate(3pts) • Off task often, very little participation (1pts) • Workability (10) • Demonstration meets all criteria (10pts) • Demonstration meets most criteria (7pts) • Demonstration meets little or no criteria( 4pts) • Fieldwork (10) • Demonstration and explanation completely explained Newton’s three laws and three transfers of energy. (20pts) • Demonstration and explanation partially explained two of Newton’s Laws and three and two energy transfers demonstrated. (15pts) • Incomplete with little understanding of Newton’s laws and understanding of energy transfers. (5pts) • Research • Students have three specific quotes about their sport or physics application with matching and correct bibliography format (10pts) • Students have two quotes related their sport and incomplete and incorrect physics application. Bibliography is partially correct format (8pts) • Students have one or no quote and incorrect bibliography format (3pts)