Week 14: Particle Modeling

 What did you learn this week?

This week, I learned more about how to explore unknown concepts in science classrooms. Weeks ago, we explored different scientific phenomena and how we thought the particles may have been interacting during our observation. Part of that exploration was how to leave an investigation without finding a definitive answer. This week, we were able to use the knowledge of matter that we had gained between the initial discovery and now to craft an explanation of the phenomena. I looked into the question: "Why does ice melt faster on metal than on wood?". I found that the particles in metal are much denser than in wood, thus colliding with the ice particles much faster. Fast-moving particles have a higher temperature, thus raising the temperature of the ice particles much quicker. I was also familiarized with a new formative assessment probe, a flip video. I had never seen or completed a flip video before, so that was fun to explore! 

 

Flip Video Resources

How can you apply what you've learned to your teaching in the future?

In my future classroom, I can scaffold learning just as we did in our classroom. We started with an exploration but did not find an answer. It's almost as if we read the last chapter of a book and then flip to the beginning to start reading the rest of the story. I can use the same principles of discovery in my future classroom, allowing students to choose investigations that interest them while still having a similar end result. Science is about finding the answers rather than being told the answers.

What are new or remaining questions? 

Should students be introduced to an investigation or let loose to explore on their own first? How do you guide students to be inquisitive while also not giving away an answer to a phenomenon?