Introduction to Pendulums

By: Lauren Nixon

Science: Variables

Lesson# 1 of 10

Time Allotted 45-50 minutes

 

Goal 1: Science

GOALS

 1: Science

Based on observations and science principles, identify questions that can be tested, design an experiment or investigation, and identify appropriate tools.  Collect and record multiple observations while conducting investigations or experiments to test a scientific question or hypothesis. (Oregon Science Standard 5.3S.1)

OBJECTIVES

1.1   Following an explanation of what variables are in an experiment, students will be able to    identify variables that might change the number of cycles their pendulum will complete in a  given amount of time, by correctly identifying 2 out of 3 possible variables.

1.2   After an explanation and construction of a standard pendulum system, student will be able to describe the key features of a standard pendulum system in their variables journal, by    including the length, number of pennies, release position, and time period.

PRE-REQUISIT KNOWLEDGE

Students will need to be familiar with how to measure centimeters using a yard stick. Students will also need to have had practice with recording data on a chart. It is essential that all students are able to read and write.

MATERIALS

FOR EACH GROUP	FOR THE CLASS
1 strings, 50 cm 1 stapler 1 scissor Timer Masking tape Notebook paper 1 list of cooperative group rules 1 paper clips, regular 1 pennies 1 pencils 1 meter stick Variables journal (per student) 1 How to Build a Swinger	1 stapler 1 scissor Timer Masking tape Notebook paper 1 list of cooperative group rules

Procedure:

Time	Procedure: Teacher Does…	Students Do…
5 min.	A. Anticipatory Set The teacher hands out the students’ Variables Journals, and introduces the concept wall.	A. Anticipatory Set Students propose ideas what they think variables, in science, are.
25 min.	B. Teaching The teacher introduces the unit by explaining that the class will begin a series of activities that will help them understand how to design and conduct scientific experiments. The teacher explains that just like scientists, the students will need a place to record their observations, experiment designs, and discoveries. Their journals will serve this function.  The teacher demonstrates how to make the swinger system. The teacher puts the students in to pairs and allows the pairs 5- 10 minutes to construct their swinger. When the swingers are constructed, the teacher asks the students what they can do with their system and informs them that a mass swinging back and forth on a string is called a pendulum. The instructor asks “how many times do you think your swinger will swing in 15 seconds?” When the students have set up their swinger system on a desk, the instructor informs the students that as a class, they will test their pendulum system two times to see how many swings the pendulum completes in 15 seconds. The teacher waits to do the mock start until a student has asked what do we count as a swing? And how high should we hold the penny for the release? The teacher establishes the standard release position, which is when the string is held parallel to the floor.  and The teacher also explains that one cycle is when the swinger swings away and then comes back towards them. That will count as one.  The teacher demonstrates this for clarification.	B. Teaching While the teacher is demonstrating how to make the swinger system, students look at their How to Build a Swinger handout and follow along with the teacher. Students setup their swinger system on their desk. When they finish the setup of their swinger system, students will be given time to set up a data chart to record their data in their journals. Students predict how many swings their pendulum will complete in 15 seconds, and record their prediction in their Variables Journal. Students observe the standard release position and practice counting cycles with their pendulums.
5 min.	C. Group Application The teacher officially begins the swinger test by time it for 15 seconds This process is repeated in order to verify the results; they should all report 12 swings.	C. Group Application Students observe their swinger system and count the number of swings in 15 seconds. Students record the data in their Variables journal. Students give their results, from their trials, for the class data chart. Students count the number of swing in 15 seconds and record their number in their variables journal.
5 min.	D. Individual Application The teacher asks the students what they think could be change to the swinger system that might change the number of swings in 15 seconds. The teacher records their answers on the board. The teacher then tells then students that anything that you can change in an experiment that might affect the outcome is called a variable. The teacher repeats the definition and the student say the word. The teacher then writes the definition on the board and instructs the students to write the definition in their variables journal. Lastly, the teacher asks the students to describe the swinger system in their journals. This could be a picture and labels the different parts, or a written explanation.	D. Individual Application Students make a list of possible things they could change to the swinger system. The students give their ideas for the class inquiry chart. Students listen to the definition of variable, say the word, and write the definition in their journal. The students record at least two hypotheses that include a variable that could change the pendulum system. Students explain the standard swinger system in their journals.
5 min.	E. Closure The teacher begins a word bank and writes, pendulum, cycle, and variable. The instructor shows the concept wall from the beginning of the lesson, and asks if there is anything that should be moved or added into the columns.	E. Closure The students give words for the word bank that they learned and used during the lesson’s activity. Students record the word bank words: pendulum, cycle, and variable. Students analyze the concept wall and discuss if anything should be moved, added, or removed from the wall.