This section will provide you with ideas students can use to practice inquiry. The Oregon Science Standards provides the following format for Inquiry.
• FORMING THE QUESTION/HYPOTHESIS
• DESIGNING THE INVESTIGATION
• COLLECTING AND PRESENTING DATA
• ANALYZING AND INTERPRETING RESULTS
You will need to judge at what level your students are able to enter the format. The ideas presented will give more information than the students should be given but will help you direct their activities.
Procedure in the following refers to directions for the teachers only. Students are encouraged to apply the various steps of inquiry and teachers need to help them with the steps with the Inquiry steps.
Procedure: Show the students a draftometer you have constructed using the following design.
Materials: Pencil, Tape, Plastic Food Wrap
Which are the biggest sources of air? Windows… Doors…Electrical outlets…. Others
How does a fireplace change air movements in a house?
Does the presence of dirt around doors and windows correlate with air movement?
Procedure: Raise the question does color of water or the water container has anything to do with the ability of water to retain heat?
Materials: Juice cans, Food Color, Thermometer, Hot water, Spray Paint
Students might take this inquiry in two different ways. First they might make different colored waters and test their ability to retain heat. Second they might paint the juice cans different colors and test them. Either way will give them opportunity to practice Inquiry.
COVERED OR UNCOVERED PANS
Procedure: Challenge students with question,” Will water boil faster in a covered pan than in an open pan?”
Materials: Pan with lid, Heat source (hot plate), Stopwatch, Water, Thermometers
Remember to caution students about heated water and hot plate burners. Are there controls to this experiment that will make for different testing procedures. An example might be to have students start with the burner on before placing the pan on to heat.
What happens when the Electo magnet and the Galvanometer come into range of each other?
How do more wire wraps change the strength of the electromagnet?