Review the video clip from last evening's Science Talk and respond thoughtfully to the following questions as comments.
1. How did the observations of the behavior of the Newton’s cars allow us to derive the idea that equal and opposite paired forces where generated when the canister was catapulted off the car?
2. How does this map onto the two classroom vignettes described in chapter 5? That is, in what ways was your conversation last night similar to that described by Warren and Rosebery in Chapter 5?
What you need to "map" is ways in which your conversation last night was similar to what is described by Warren and Rosebery in Chapter 5.
ReplyDelete1) We made our observations that equal and opposite paired forces where generated through our knowledge through Newton's Third Law of Motion, which is for every action, there is an opposite and equal reaction.
ReplyDelete2) There common factor that appears in the two conversations between our science class and the elementary science class is the deep thinking to understand the concept. In the elementary classroom, the students are thinking in depth to figure out why ball moves down the ramp through life experiences. We, our class, do the same through deep thinking with our science knowledge to explain the concept of what are the pair forces applied when the canister was catapulted off the car.
1. How did the observations of the behavior of the Newton’s cars allow us to derive the idea that equal and opposite paired forces were generated when the canister was catapulted off the car?
ReplyDelete--We understand by observation that when the cannister moved forward, the car moved backward. In this sense, we know that the cannister forward propulsion was directly related to the car's reversed propulsion which lead us to Newton's 3rd law: for every action there is an equal and opposite reaction. Because of knowing this, we finally came to the understanding at the end of our science talk that the reaction being equal and opposite means that the momentum will be zero regardless because the two forces cancel each other out since they are equal and also opposite.
2. How does this map onto the two classroom vignettes described in chapter 5? That is, in what ways was your conversation last night similar to that described by Warren and Rosebery in Chapter 5?
--The vignettes in Chapter 5 of Teaching Science to ELLs is a great parallel to our class' science talk on Tuesday. In the first vignette, the students bounced ideas off one another to build their theory of what forces were at work in their experiment. Likewise, we were talking with each other, building off the ideas of one another and creating new ones and building off those. In the second vignette, the idea of a teacher's hard choice comes up with basically the idea of allowing students to make mistakes and come to the wrong conclusions verses just telling them what the correct answer is for the issue at hand. In our science talk, we came to the wrong conclusion several times but were encouraged with more probing questions to rethink our conclusions until we finally arrived very very close to the right answer and then Dr. Denheroff revealed to us the major revelation of momentum.
1. How did the observations of the behavior of the Newton’s cars allow us to derive the idea that equal and opposite paired forces where generated when the canister was catapulted off the car?
ReplyDeleteWhen the force of the pulled back rubber band was applied to the canister the canister flew a pretty good distance with a pretty fast acceleration. Due to Newton's Third Law (for every action there is an equal and opposite reaction) there had to be an equal BUT opposite force being applied to the car. We observed this after the canister was shot off the car went backwards in the opposite direction. If there was no equal and opposite force being acted upon here the car wouldn't have moved backwards at all and the canister would just have flew forward.
2. How does this map onto the two classroom vignettes described in chapter 5? That is, in what ways was your conversation last night similar to that described by Warren and Rosebery in Chapter 5?
These third and fourth graders are using their everyday experience in their discussion to figure out the problem or to understand the question, which is what we have been doing during our science talks as a class. The students are also digging into one question and branching off from it just as we did with the Newton Car. When we discussed our initial question we were able to pull in different aspects as well as different ideas. The student’s are focusing on this one problem instead of just learning the answer and moving on. They are using their observations and knowledge to fully understand the concept, which is what we did when we talked about why Newton’s car moved backwards.
1) First, we observed that - after the catapult launched the canister forward - the car moved backward. We then determined that the canister applied a force on the car and vice-versa according to Newton’s third law which states: for every action there is an equal and opposite reaction. Noting this, we looked at the expression for force (f=m*a) and looked at the differences in mass for the car vs. the canister. We decided that, although the car was significantly more massive than the canister, the canister’s significantly higher acceleration compensated for its lack of mass - thus making the forces equal.
ReplyDelete2) Our science talk was similar to those described in the two vignettes in that we, like the students in Chap. 5, began dealing with the concept of force by relating to some of our everyday observations. We spoke of those observations in our own words to eventually arrive at the desired scientific conclusions. Also, we were challenged to defend our claims, and said challenges came both from teacher-to-student and from each other as we all tried to get on the same page about what we observed and what our observations meant.
1. When conducting the Newton Car experiment, each group observed that as the medicine container was catapulted through the air by the rubber bands, the car moved in the opposite direction. During the science talk we reached the conclusion that the equal and opposite forces were generated by the catapulted medicine container. We did this by observing the car and container's mass and acceleration. The car's mass was larger but it's acceleration was smaller. The medicine container's mass was smaller but it's acceleration was greater. Using force= mass x acceleration, we concluded that the forces were indeed opposite and equal and the momentum created cancelled out to zero. In essence, we tested and proved Newton's Third Law.
ReplyDelete2. In Chapter 5, the classroom vignettes were very much about student's personal experiences and how they relate to a science topic. We do the very exact thing in our science talks. We bring in our current knowledge that we've attained from pass classes and personal experiences. We base our hypothesis off this knowledge. Many times we're wrong, just like the students in Chapter 5, but by talking and exploring together we discover new ideas and it leads to more questions. Our science talks relate to Chapter 5 because we build off each other in reaching a conclusion and we aren't given the correct answer immediately. Instead, we are encouraged to dig deeper which was shown last Tuesday night.
1) During the experiment, the different groups noted that by increasing the mass of pennies or number of rubber bands on the catapult, the farther the car traveled. When the catapult was released that the rubber bands forced the canister to move, the canister and the car moved in opposite directions. This reaction between the two objects attests to Newton's third law- for every action there is an equal and opposite reaction. Through our discussion during the science talk, we concluded that the action of the release of the catapult had and equal and opposite reaction- the movement of the car and canister in opposite directions. We agreed that the two objects, although different, created equal force. When the catapult pushed the canister off in one direction, the canister pushed back with an equal force. There was an equal but opposite force, and without such only one or the other (car or canister) would have been propelled.
ReplyDelete2) Chapter 5 shows two different setting where students discuss science by relating it to person experiences. In the first vignette the students began with one student basing the main idea off of an experience he has with gravity. The rest of the conversation was carried on by the other students piggybacking off of the first students statement. This is similar to what we do in our science talks: one of us makes a connection and the rest of us either connect with that or provide an connection of our own. In the second vignette the students are given a topic to discuss among themselves. They come to ideas which they are not sure what the correct answer is but the teacher allows them to talk it out among themselves until they make their own conclusion. We also do this in our conversations. We are proposed with a topic to which we have our own ideas about and discuss those ideas until we make our own conclusion. Although we may not be correct, this forces us to exercise our brains to be independent thinkers and be away from the automatic correct answer given away from the instructor.
1. By observing the Newton car we were able to clearly see that the canister was launched by the rubber band in one direction, and the car was launched in the other direction. Newton's third law tells us that for every action there is an equal and opposite reaction. The equal action that occurred as a result of the canister being launched was that the car moved with equal force that the canister did. The car moved in the opposite direction of the canister, fulfilling the second part of Newton's third law.
ReplyDelete2. Our talks are very similar to the ones in chapter five. In both instances conclusions are drawn from critical discussion concerning experiences. By being forced to defend and explain our claims, we as a whole can make better conclusions.
1. During the experiment it was observed that as the medicine canister was propelled in one direction the car seemed to be pushed in the other direction. This can be contributed to Newton's third law of motion which states that for every action there is an equal and opposite reaction. As the force pushed the canister one way it also pushed the car in the opposite direction. Both car and bottle were acted on by the same force, they responded differently due to differences in mass, which changed how they accelerated. The car had a higher mass and accelerated slower than the canister which had a smaller mass.
ReplyDelete2. The vignettes in chapter 5 parallel our experiences in our classroom very closely. In both the vignettes and our class the students themselves are allowed to discuss concepts with each other and use these discussions to formulate knowledge. By using our own experiences and ideas the class is able to create an understanding of science concepts and ideas. The teachers serve as a sort of moderator allowing us to control the direction the talk is going, and allowing us to make mistakes and work them out. I feel that this style of classroom allows for a true understanding of the material and not just a memorization of it. We are learning not only the information in the book but also how to think scientifically. The information is coming from the class itself.
1) When conducting the newton car experiment, we observed that while the canister moved in one direction, the car moved in the opposite direction. This is an example of Newton's third law, for every action there is an equal or opposite reaction. The force that pushed the canister forward was equal to the amount of force pushing the car backwards. With the amount of force was adjusted with the varied level of masses. THe greater the mass in the canister the less distance is moved, therefore a lower acceleration amount.
ReplyDelete2) The talks we completed were very similar to chapter 5. We like they discussed in Chapter 5 relate our discussions to personal experiences. From the discussion we are able to gain a better understanding of the situation. We also have the ability to learn form one another's ideas and gain insight from one another's different perspectives.
1. After observing the Newton car, we noted that the rubber bands applied a force on the canister, launching it in one direction and the newton car in the opposite direction. This idea is derived from Newton's third law which states that for every action there is an equal and opposite reaction.
ReplyDelete2. We can relate our last science talk to the vignettes in chapter five. Third a fourth graders gathered around the classroom to observe an action, and come to an idea of how the action occurred. The students eagerly become involved and use their personal or everyday experiences to come to their ideas. They also branch ideas off of one another. This parallels the experience we had in our science talk last week in the ways that we form our ideas based off of what we observed in the lab.
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ReplyDelete1. How did the observations of the behavior of the Newton’s cars allow us to derive the idea that equal and opposite paired forces where generated when the canister was catapulted off the car?
ReplyDeleteBy discussing and going into to full details about Newton’s three laws of motion, defining and discussing the different actions that were applied in this experiment, such as: momentum, gravity, applied force, friction, kinetic and potential energy, mass, weight, and energy. We all agreed that the same amount of force in opposite direction is acted upon two different objects, even if the mass or weight is not the same. We used several equations that helped us to determine the velocity and acceleration in order to prove the results we conducted into our lab reports.
2. How does this map onto the two classroom vignettes described in chapter 5? That is, in what ways was your conversation last night similar to that described by Warren and Rosebery in Chapter 5?
The vignettes described by warren and Rosebery in chapter 5, that mainly talked about everyday experience at work relates to out science in class in various ways:
1. Students are allowed to voice their thoughts and explanations on how, what, when, and why questionnaires.
2. The teacher allows the students to converse amongst each other and give vivid descriptions, such as the smart board in class, to make sure both the teacher and students understand each ones’ reasoning.
3. Students are likely to stay on subject but lean to other information that may support or give good examples on what is being discussed during sciences talks.
4. Students feel comfortable and liable to be able to give their feedback on information that agree or disagree with.
5. Students in both cases are bale to learn from one another and come up with a solid, supportive answers to questions, such as we did in class on why the same force is applied to each object in the Newton’s car experiment were completed in class.