1. By: Meagan Mobley, Katy Propes, Michelle Miller, and Nicole Miner MASC 450-501 March 5, 2008

2.  A body hanging from a fixed point so that it swings freely back and forth under the influence of gravity.

3.  Grandfather clock  Playground swing  Chimes  Amusement Park Rides  Metronome

4.  Don’t eat food during a lab  Respect the equipment  Follow all regular classroom rules  No roughhousing  Feel free to ask questions  Be mindful of noise level

5.  Start Playing

6.  Weight  String Length  Angle at which the pendulum is released  How should we divide up the variables? Should we all test each one?

7.  A return to the starting point  Back and forth counts as one swing

8.  Just release it, don’t push it  Should just drop it

9.  Scribe/Releaser  2 Counters (why 2?)  Timer

11.  Weight  String Length  Angle of release point

12.  http://www.myphysicslab.com/pendulum1.h tml http://www.myphysicslab.com/pendulum1.h tml

13.  Create a pendulum that will swing 20 times in 20 seconds

15.  6 th grade Science  (2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:  (A) plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology;  (B) collect data by observing and measuring;  (C) analyze and interpret information to construct reasonable explanations from direct and indirect evidence;  (D) communicate valid conclusions; and  (E) construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.  (6) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:  (A) identify and describe the changes in position, direction of motion, and speed of an object when acted upon by force;  (B) demonstrate that changes in motion can be measured and graphically represented; and  (C) identify forces that shape features of the Earth including uplifting, movement of water, and volcanic activity.

16.  6 th Grade Math  6.5) Patterns, relationships, and algebraic thinking. The student uses letters to represent an unknown in an equation.  The student is expected to formulate equations from problem situations described by linear relationships.  (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles.  The student is expected to:  (A) estimate measurements (including circumference) and evaluate reasonableness of results;  (B) select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight;  (C) measure angles; and  (D) convert measures within the same measurement system (customary and metric) based on relationships between units.

17.  6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.  The student is expected to:  (A) identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics;  (B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;  (C) select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and  (D) select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

18.  Grades 6–8 Expectations: In grades 6–8 all students should–  represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic rules  relate and compare different forms of representation for a relationship  identify functions as linear or nonlinear and contrast their properties from tables, graphs, or equations.

19. TEACHING STANDARD A: Teachers of science plan an inquiry-based science program for their students. In doing this, teachers  Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.  Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners. TEACHING STANDARD B: Teachers of science guide and facilitate learning. In doing this, teachers  Focus and support inquiries while interacting with students.  Orchestrate discourse among students about scientific ideas.  Challenge students to accept and share responsibility for their own learning.  Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

20. TEACHING STANDARD D: Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for learning science. In doing this, teachers  Structure the time available so that students are able to engage in extended investigations.  Create a setting for student work that is flexible and supportive of science inquiry.  Make the available science tools, materials, media, and technological resources accessible to students. TEACHING STANDARD E: Teachers of science develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning. In doing this, teachers  Enable students to have a significant voice in decisions about the content and context of their work and require students to take responsibility for the learning of all members of the community.  Structure and facilitate ongoing formal and informal discussion based on a shared understanding of rules of scientific discourse.  Model and emphasize the skills, attitudes, and values of scientific inquiry.

21. Chapter 5 Pendulums Introducing Students to Scientific Inquiry By: Susan Etheredge and Al Rudnitsky Jan Szymaszek’s 3 rd grade class 10 Day unit Chapter is explained completely through the teacher’s voice and reflection on how the unit went Few authors’ insights Her introduction-How do we KNOW what we KNOW?

22. How Textbook Breaks Up Inquiry Unit  Day1-Immersion Experience (what is immersion?)  Day 2- Brainstorm (students ideas about pendulums)  Day3-Investigation Weight  Day 4-Benchmark on Recordkeeping  Day 5-Benchmark on Precision of Measurement  Day 6- Finish weight  Day 7-Talk about other variables  Day 8- Investigate Length of String  Day 9- Wrap-Up Discussion  Day 10-Conclusion

23. Adaptations for Middle School Data recording Graphing Initial set-up Change in weight