Week 5 - 10
Time for research! Our extension group has been approached by an honours student from Tamaki University as part of her research around
'Self explaining roads'. What are these? They are roads like Anderson Avenue, Holland, Waddell and a few more that now have islands and other additions put in. Check this link out to see a piece of research carried out earlier on these very roads.
This student is especially interested in the opinions of students your age in this very community.
We have the following to gather information upon.
1. Differences between self-explaining roads (‘SER streets’) and other streets – what differences you notice, what’s good and what’s bad?
2. Safety of SER streets for children – what’s good and what’s bad when it comes to safety in these streets
3. Walking in SER streets – what’s good for walking and what’s bad for walking in these streets
4. What parents think about SER streets – what’s good and what’s bad in these streets
Things to think about:
How can we find out the answers to these questions?
Which methods should we use for gathering this information?
Can we use the 'Scientific method' to this research?
What gear do we need? Who do we involve in this research?
Where do we collate all this?
Task: Go here for rubric
IN pairs
a.decide on the best way to collate the information needed to answer the 4 points above
b.randomly select the part you and your partner for collate information for
c.plan how you will carry out this research
d.set up space/area for this research to be recorded
Independently
e.draw a conclusion from the data you have collected and observations
f.plan how you will communicate your observations/findings
g.communicate your research findings and conclusions to the PENN and individual blog audiences (Up to 3 minutes presentation time)
1.The scientific method with focus on conclusion and communication
Conclusions
Analyze the data you collected and summarize your results in written form. Use your analysis to answer your original question, do the results of your experiment support or oppose your hypothesis?
Communication
Present your findings in an appropriate form, whether it’s a final report for a scientific journal, a poster for school or a display board for a science fair competition.
2. Scientific method in action.
Task: What would you like to find
Week 4
Investigation basics...google drawing
Steps of The Scientific Method
The Question
Your science fair project starts with a question. This might be based on an observation you have made or a particular topic that interests you. Think what you hope to discover during your investigation, what question would you like to answer? Your question needs to be about something you can measure and will typically start with words such as what, when, where, how or why.
Background Research
Use resources such as online research engines/sites, books to perform background research on your question. Gathering information now will help prepare you for the next step in the Scientific Method.
Hypothesis
Using your background research and current knowledge, make an educated guess that answers your question. Your hypothesis should be a simple statement that expresses what you think will happen.
Experiment
Create a step by step procedure and conduct an experiment that tests your hypothesis. The experiment should be a fair test that changes only one variable at a time while keeping everything else the same. Repeat the experiment a number of times to ensure your original results weren’t an accident.
Data
Collect data and record the progress of your experiment. Document your results with detailed measurements, descriptions and observations in the form of notes, journal entries, photos, charts and graphs.
Observations
Describe the observations you made during your experiment. Include information that could have affected your results such as errors, environmental factors and unexpected surprises.
Conclusions
Analyze the data you collected and summarize your results in written form. Use your analysis to answer your original question, do the results of your experiment support or oppose your hypothesis?
Communication
Present your findings in an appropriate form, whether it’s a final report for a scientific journal, a poster for school or a display board for a science fair competition.
1 balloon (round ones will work, but the longer "airship" balloons work best)
1 long piece of string (3 - 4 metres long)
1 plastic straw
tape
timer - stopwatch
Finish line
Tie one end of the string to a chair or other support.
Put the other end of the string through the straw.
Pull the string tight and tie it to another support in the room.
Blow up the balloon (but don't tie it.) Pinch the end of the balloon and tape the balloon to the straw as shown above. You're ready for launch.
Let go and watch the rocket fly!
So how does it work? It's all about the air...and thrust. As the air rushes out of the balloon, it creates a forward motion called THRUST. Thrust is a pushing force created by energy. In the balloon experiment, our thrust comes from the energy of the balloon forcing the air out. Different sizes and shapes of balloon will create more or less thrust. In a real rocket, thrust is created by the force of burning rocket fuel as it blasts from the rockets engine - as the engines blast down, the rocket goes up!
The project above is a DEMONSTRATION. To make it a true experiment, you can try to answer these questions:
Investigative minds might ask:
1. Does the amount of air in the balloon affect how far (or fast) the rocket travels?
2. Does the length of the straw affect how far (or fast) the rocket travels?
3. Does the type of string affect how far (or fast) the rocket travels? (try fishing line, nylon string, cotton string, etc.)
4. Does the angle of the string affect how far (or fast) the rocket travels?
Using your google drawings - state the following
1. When you change variables of the experiment do the following
1.State what changes you have made
2.Make a prediction - what do you think will happen? E.g. The balloon will travel faster/slower?
3. Findings: what actually happened
4. After completion of all experiments - make a summary and conclusion from your findings.
Week 3
1.Complete 'I wonder' task from week 1 - 2.
Present 2.20pm Monday 20th May
2.Research - what is it?
3.Self explaining roads - what are they? Why do they exist?
1. Differences between self-explaining roads (‘SER streets’) and other streets – what differences children notice, what’s good and what’s bad
2. Safety of SER streets for children – what’s good and what’s bad when it comes to safety in these streets
3. Walking in SER streets – what’s good for walking and what’s bad for walking in these streets
4. What parents think about SER streets – what’s good and what’s bad in these streets
Investigation basics...google drawing
1 balloon (round ones will work, but the longer "airship" balloons work best)
1 long piece of string (3 - 4 metres long)
1 plastic straw
tape
timer - stopwatch
Finish line
Tie one end of the string to a chair or other support.
Put the other end of the string through the straw.
Pull the string tight and tie it to another support in the room.
Blow up the balloon (but don't tie it.) Pinch the end of the balloon and tape the balloon to the straw as shown above. You're ready for launch.
Let go and watch the rocket fly!
So how does it work? It's all about the air...and thrust. As the air rushes out of the balloon, it creates a forward motion called THRUST. Thrust is a pushing force created by energy. In the balloon experiment, our thrust comes from the energy of the balloon forcing the air out. Different sizes and shapes of balloon will create more or less thrust. In a real rocket, thrust is created by the force of burning rocket fuel as it blasts from the rockets engine - as the engines blast down, the rocket goes up!
The project above is a DEMONSTRATION. To make it a true experiment, you can try to answer these questions:
1. Does the amount of air in the balloon affect how far (or fast) the rocket travels?
2. Does the length of the straw affect how far (or fast) the rocket travels?
3. Does the type of string affect how far (or fast) the rocket travels? (try fishing line, nylon string, cotton string, etc.)
4. Does the angle of the string affect how far (or fast) the rocket travels?
When you change variables of the experiment do the following
1.State what changes you have made
2.Make a prediction - what do you think will happen? E.g. The balloon will travel faster/slower?
Week 1 - 2
What does it mean to investigate?
Year 8 Extension students answer:
-to research
-to examine...a situation, objects, information
-look at things closely - magnifying glass, evidence,
-gather evidence
-to gather more knowledge
-to make better choices/conclusions/decisions
-to find a subject that you can like really get into
-to be informed about something
-to ask a lot of questions
Why do people carry out investigations?
-to catch the criminal!
-find an answer - the correct one
-to find more evidence to convince judge/jury
-save lives - cures for illnesses
-better situations
-to find out the best for different jobs/situations
-test if true/false
-to find the truth
-to help solve the crime/problem
-to find the solution to the problem
in·ves·ti·gate (n-vst-gt)
v. in·ves·ti·gat·ed, in·ves·ti·gat·ing, in·ves·ti·gates
a.To observe or inquire into in detail; examine systematically.
b.To make a detailed inquiry or systematic examination.
[Latin investgre, investgt- : in-, in; see in-2 + vestgre, to track (from vestgium, footprint).]
in·vesti·ga·ble (-g-bl) adj.
in·vesti·ga·tory (-g-tôr, -tr) adj.
Investigating everyday life
We can see our lives as pretty normal. Some things 'just happen'...'it just goes like that'...
Have you ever wondered why things are the way they are?
Task 1: Daily diary (google doc, named and posted in extension folder)
List all the things you've had to do since you woke this morning.
Include any devices/gadgets/appliances/machines you had to use.
In this list - what would like to investigate?
** Check out a movie that investigates your eyes and another about investigative minds