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For of the following scenario,
There is a set of questions to answer prior to experimentation.
All materials needed to physically experiment with the scenario are supplied.
If you would like to extend or experiment with additional materials please do not hesitate to ask for more equipment.
For each of the scenarios, you may want to create FBD's to help yourself and partners to explain your observations.
Your sole responsibility is to leave with the following understandings:
How can I use FBD's to support my arguments?
When using On...By... notation, am I identifying the appropriate objects?
Can I use scientific reasoning to overcome some of the deeply held beliefs that I entered the room with?
Our Labels may vary but the ON... BY ... Notation is excellent!
Scenario 4: Falling Slinky
Scenario 4: Falling Slinky
Suppose a slinky (loosely coiled spring) is held as shown in the picture to the left.
Prior to experimentation:
Discuss with your partner you think the slinky will fall to the ground when released. Create a diagram (labeled picture) that shows the slinky at different time intervals. For example, if you think the slinky will take 2 seconds to fall to the ground, illustrate the slinky at t=0.5s, t=1.0s and t=1.5s, or t=0.25T, t=0.5T and t=0.75T.
Experimentation:
DROP THE SLINKY, as shown.
Explain, using FBD's, what you observe.
Additional Questions:
Do all objects fall with the acceleration of gravity?
How would video analysis help to answer some of your questions?
Reasoning through Misconceptions:
Identify student misconceptions, have them commit to an answer and preferably provide a rationale for their response. Identifying possible multiple choices distractors is determined by interviewing students initial rationale.
Provide opportunity / forum for students to confront their misconceptions. These opportunities must be constructed to allow for students to extend their understanding beyond the initial, 'contrived' scenario. It is important to understand that their initial view is incorrect
New paradigm must be supported using scientifically sound reasoning. The role of the teacher is to help the students to reason through these new thought processes.
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