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Differentiated speed problem worksheet - done in pairs/groups of 3.

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Differentiated speed problem worksheet - done in pairs/groups of 3.

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Visually stimulating PowerPoint presentation exploring Speed, Velocity and Acceleration.

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Visually stimulating PowerPoint presentation exploring Speed, Velocity and Acceleration.

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Speed case study 1: students calculate speed of peregrine falcon and compare to 4 other speed case studies including their own speed in the hurling pitch investigation.

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Birds - peregrine falcon dives at 180 mph - Ultimate Killers - BBC wildlife

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Speed case study 2 - students calculate speed of Usain Bolt and compare to 4 other speed case studies.

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Usain Bolt new 100m world record: 9.58!!!

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Speed Case study 3 - students calculate record cheetah speed and compare to 4 other case studies.

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Sarah the Cheetah Breaks World Speed Record - Cincinnati Zoo

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World FASTEST Rocket Car 1,000MPH Bloodhound SSC First Public Slow Runs

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Focus of lesson is Jigsaw poster presentation activity on interesting physical phenomena encountered in topic of density. Found this activity very insightful into students understanding and the teaching strategies which had the most impact. (AfL)

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Students were given the task to present something interesting they learned about density over the past 6 lessons to their peers.

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Why PW2: During my school placement I explored this LO and found it relatively easy to incorporate inquiry learning and investigative practices making it engaging and enjoyable for students to explore. Cultivating curiosity when exploring the physical world is crucial as too often it is taught as mathematical concpets focusing on formulae and definitions.

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Why PW2: During my school placement I explored this LO and found it relatively easy to incorporate inquiry learning and investigative practices making it engaging and enjoyable for students to explore. Cultivating curiosity when exploring the physical world is crucial as too often it is taught as mathematical concpets focusing on formulae and definitions.

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Use a toy car to allow students measure speed

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Video: world record bed of nails (pressure = force/area demonstration). 

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Video: world record bed of nails (pressure = force/area demonstration). 

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Tallest bed of nails sandwich gets even taller! - Guinness World Records

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Phet simulation of moment of force - excellent resource.

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Phet simulation of moment of force - excellent resource.

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students must try to crack an egg with their hand (It can’t be done – the force is spread over too large an area so the pressure is too small to crack the egg)

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Pressure and depth 2 minute demonstration 

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Pressure and depth 2 minute demonstration 

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Excellent interactive phet Simulation of Moment of force 

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Excellent interactive phet Simulation of Moment of force 

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Frictional force of 2 books interweaved lifting a car 

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Frictional force of 2 books interweaved lifting a car 

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PowerPoint presentation exploring force, work, power and pressure.

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PowerPoint presentation exploring force, work, power and pressure.

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PowerPoint Presentation exploring density geared towards visual learners.

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PowerPoint Presentation exploring density geared towards visual learners.

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Ship floating on ‘nothing’- demonstration of floating and sinking using sulphur hexafluoride: 

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Ship floating on ‘nothing’- demonstration of floating and sinking using sulphur hexafluoride: 

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Video demonstrating the importance of using the correct units - links to earth and space.

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When NASA Lost a Spacecraft Because It Didn't Use Metric - It Happened in Space #21

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Excellent simulation for measuring and calculating density very popular amoung students - used float or sink function for inquiry learning.

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Excellent simulation for measuring and calculating density very popular amoung students - used float or sink function for inquiry learning.

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ExploreLearning : Get hands-on, minds-on in math and science

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Select an inquiry type above for suggestions

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Measure the mass and volume of a variety of objects, then place them into a beaker of liquid to see if they float or sink. Learn to predict whether objects will float or sink in water based on their mass and volume.

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Students should be able to identify and measure/calculate length, mass, time, temperature, area, volume, density, speed, acceleration, force, potential difference, current, resistance, electrical power.

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demonstrates how salt increases density of water - students formulate hypotheses before conducting investigation - follow up with class discussion on case study of the dead sea.

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I found several useful resources on the JCT website: https://www.jct.ie/science/resources such as this inquiry based learning image.

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I found several useful resources on the JCT website: https://www.jct.ie/science/resources such as this inquiry based learning image.

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PW1,  PW3, NoS9, NoS7, NoS2, NoS3, NoS4, NoS 5.

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an elaboration on the floating egg demonstration - proving that increased salinity increases density.

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Students apply knowledge of density to explain why they think this phyiscal phenomena is possible.

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Students found this enjoyable and an interesting way to introduce the concept of floatation and density. I incorporated inquiry learning by getting students to predict which substances would float or sink.

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students formulate hypothesis/predict what they think will happen to peeled vs unpeeled orange and an explanation. The pores in the peel act as airpockets icreasing buoyancy of orange allowing it to float.

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Archimedes principal video -  NoS 9 scientist research

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Archimedes principal video -  NoS 9 scientist research

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How taking a bath led to Archimedes' principle - Mark Salata

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Inquiry­ based learning, the nature of science, and computer technology: New possibilities in science education.

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Inquiry­ based learning, the nature of science, and computer technology: New possibilities in science education.

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This was the first article I read to wrap my head around inquiry learning. Clearly explains the meaning and purpose of inquiry learning in science and highlights how technology can be used to facilitate inquiry learning.

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An interesting study showing the benefits of using the 5E model (Engage, Explore, Explain, Elaborate, and Evaluate) in teaching physics (Movement and Force).

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Abstract

The purpose of this study was to evaluate the efficiency of student guiding materials on student achievement, using the 5E learning model. The materials were developed by the researcher, based on the "Movement and Force" unit's objectives. Quasiexperimental research design included 60 students (30 experimental, 30 control group). Control group students were given experiment booklets, which were prepared for each experiment in accordance with the 5E learning model. To determine whether any differences exist between the two groups' academic achievements, Achievement Tests on Movement and Force Issues were applied to the groups, both at the beginning and at the end of the semester as pre- and post-tests. Pre- and post-test results were compared, using a t-test in SPSS packet program. Results showed a meaningful difference between groups in favor of the experimental group (t ₅₈=5.06; p=.00 < .05).

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Effects of the 5E learning model on students' academic achievements in movement and force issues

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The purpose of this study was to evaluate the efficiency of student guiding materials on student achievement, using the 5E learning model. The materials were developed by the researcher, based on the "Movement and Force" unit's objectives. Quasiexperimental research design included 60 students (30 experimental, 30 control group).

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The most interesting concept I encountered in this reading was the idea of inquiry as both a ‘means and ends’.  i.e  inquiry as an instructional approach (means) developing students understanding of science content i.e., content is the outcome . ‘Inquiry as ends’ refers to inquiry itself as the outcome; students learn to do inquiry in the context of science content, developing inquiry skills & understanding of NoS.

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Culture and Comparative Studies

First published:

Abstract

This paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from their countries on the following major themes: (a) philosophical and practical conceptions of inquiry in the science curriculum; (b) images of the enactment of inquiry in the curriculum, curricular materials, classroom instruction, and assessment practices; and (c) factors and conditions, internal and external to the educational setting, which facilitate or impede inquiry‐based science education. Another major theme that emerged from the symposium was related to the very conceptions of inquiry teaching. The individual contributions and synthesizing commentaries demonstrate that despite their situatedness and diversity, many themes and issues cut across the represented locales, and serve to show the significance and potential fruitfulness of any discourse regarding inquiry in science education that this paper set might, and we hope will, trigger in the near future. © 2003 Wiley Periodicals, Inc. Sci Ed 88: 397-419, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10118

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Inquiry in science education: International perspectives

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Culture and Comparative Studies First published: This paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an instructional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The

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A literature review of assessment for learning (AfL) in science. 

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A literature review of assessment for learning (AfL) in science. 

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I found this reading very helpful in pinpointing AfL strategies specific to science. The key ideas I employed from this were the importance of talk, questioning, feedback, self- and peer-assessment, the use of summative tests for formative purposes and the provision of resources to support this area of teaching and learning.

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Student difficulties in learning density: 

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Student difficulties in learning density: 

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Discusses the need for clarifying the purpose of activities, meaning of scientific terminiology and the importance of appropriate use of resources to facilitate student scientific understanding.