ZERO-IN

The italicized font represents information to be shared orally or physically completed with the students at this time.

The non-italicized font represents additional information included supporting the teacher’s understanding of the content being introduced within the CELL.

MINDSET

This Investigation is designed to:

• allow students to solve a problem that incorporates scientific processes and cognitive skills that have been introduced during the previous CELLs.

BE PREPARED

Teacher Preparation for the Investigation includes the following. This preparation should be done prior to students arriving in the lab.

• Prepare one copy of the Capstone Inquiry Student Data Record for each student.
• Place materials at a central distribution station and/or student tables using the chart below.
• Divide students into five cooperative groups. Assign each group a different variable (mass, string length, amplitude) to investigate. Division of the variables will result in two groups investigating the same variable as another group. For example, two groups may investigate mass, two groups may investigate length and one group may investigate amplitude.

Note: Each student lab group will need the materials listed below.

Student Preparation for the Investigation includes having students gather the following materials. This preparation takes place on lab day after student lab groups have settled at their assigned lab tables.

Note: The materials are listed in students’ SDRs. They are also listed below for your reference.

• (1) ring stand and support rod
• (1) protractor
• (1) pair of scissors
• (1) stopwatch
• (1) meter stick
• (5) sets of gram masses (20g, 50g, 100g, 200g)

Note: The following materials should be left at the distribution station for students to access as needed.

• (1) spool of string

Direct one student from each lab group to collect the materials listed in their SDRs.

INVESTIGATE

• Encourage students to reflect on the Concepts presentation as they move through the Scientific Method Form.
• Direct students to complete the Scientific Method Form in their SDRs.

 Note: The Key Terms and Scientific Method, as they appear in students’ SDRs, are listed below for your reference.

Key Terms:

• Length (L): The length of the pendulum is the distance from the center of the gram mass to the point of support.
• Period (T): The period of the pendulum is the time required for the gram mass to leave one extreme position, swing to the other extreme, and then return.
• Amplitude (A): The amplitude of the pendulum is the angle between the string at the vertical position (mass hanging straight down) and the string at either extreme of the swing.
• Mass (M): The mass of the pendulum is the mass of the attached gram mass.

The Scientific Method:

1. Observation: Make general observations about the system you are studying. For example, what are its parts, why is it of interest, what are potential variables.
2. Question: Based on the variable assigned to your group by your teacher, ask a question(s) about how this variable is related to other variables and what might happen if you begin to make changes in the variables.
3. Hypothesis: Based on the question(s) you have posed, form and state a hypothesis that involves your assigned variable.
4. Prediction: Make a prediction, based on your hypothesis, which can be tested in an experiment.
5. Test: Design an experiment to test your prediction. Prepare a data table so that you can accurately record your results in the lab. Decide how many times you will repeat measurements to increase accuracy, what range of variables you will use, etc. Identify your dependent and independent variables. List the equipment you will use. Identify potential sources of error and attempt to control them.
6. Data: Accurately record data in your data table. Identify expected and unexpected sources of error and steps you took to eliminate or control them. Plot your data. Remember, the independent variable is typically plotted on the x-axis while the dependent variable is plotted on the yaxis.
7. Conclusions: Does your data indicate whether your prediction was true or false? What do the results tell you about your hypothesis? If your data was not accurate or you encountered unsolved problems, how might you approach the experiment differently if you were given another chance to do so?

CLEAN UP

Let students know your expectations for cleanup. Ask them to clean up.