Whenever you hear the word physics, students will feel bored and fuzzy. However it is easy to turn the classroom into a dynamic unit were all students can cooperate to achieve the goal of learning. Here are some experiments that can help to achieve the objectives of learning physics.
Part One:
Lab Experiment:
Heat Absorption by Colors:
Instead of explaining for a long period of time on heat absorption by different colors and the blackbody theory the following experiment can be done:
Procedure:
- Bring two exact juice tanks
- Color the first with a light color and the other with black color
- Place them in the sun
- Put thermometer in each cup and started taking data each 15min for 3 hours
Results and Interpretation:
The black fabric absorbs more heat energy thus it acts as a black body that absorbs all electromagnetic energy falling on it.
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Part two:
Cooperation is the Solution
Cooperative
Lesson Plan
1)
Subject: Physics
2)
Grade: Seven
3)
Time: 120min
4)
Place: physics lab
5)
Lesson Description:
As clearly
illustrated in the lesson that will be addressed to students is the change of
state.
The lesson was theoretically explained
to the students previously in the classroom but they need to draw the curve
experimentally, identify the special point (boiling and melting points) and
make observations to the volume change while passing from one stage to another.
What we’ll be doing in the lab is applying the knowledge taught in class on
heat, temperature, fusion, boiling and volume change in simple enjoyable
experiment. Jigsaw method will be used since the topic can be divided into
several subtopics and the team members can combine the puzzle together later
after they finish their work with the expert groups and explain what they have
learnt to their teammates.
6)
Objectives:
a)
Academic:
i)
SWBAT
draw the temperature graph
ii)
SWBAT
relate between change of state and change in volume for water
b)
Social:
i)
SWBAT
use their quite voices while doing the experiment
7)
Material:
a)
Bunsen
burner
b)
Beakers
c)
Thermometer
d)
Ice
e)
Water
f)
Graph
paper
g)
Tripod
h)
Piped
clay triangle
8)
Organizational decisions:
a)
Group
size:
The class already has 15 students, so it will be divided into 5
groups 3 members for each group. The assignment of the groups was previously
done by me in which I included different abilities in each group. I also made
sure to include both females and males in each group, and the relationships
between group members, whether they were enemies or best friends.
b)
Assignments
to groups:
The formulation of groups was according to abilities in which each
group contains all levels of abilities and all types of students but numbering
1,2,3 will be according to alphabetical order.
i)
Each
team member assigned number 1 will be responsible for observing the melting of
ice and taking notes
ii)
Each
team member assigned number two will be responsible for observing the boiling
of water and taking notes
iii)
Each
team member assigned number three will be responsible for observing the volume
change and its calculations.
c)
Room
arrangement:
The lab is divided to two big benches in rectangular shape, so each
group takes a side of each bench. Groups 1 and 2 take bench one, while groups
3, 4, and 5 take bench two because it has wider space around it and bigger
numbers around it can move more freely.
9)
Task direction:
a)
The
teacher reviews what was taught previously about the topic of change of state.
(10 min)
b)
The teacher explains what will be done in the
laboratory (10 min)
c)
The
teacher reminds with the social skill that students must be able to master,
which is using quite voice, they need to get close to each other while talking
so the other group won’t hear what they’re saying (15 min)
d)
The
teacher gives the students the pre-assigned groups formulations in the
classroom, and ask each group to come close to each other and come up with a
name so they can hang it on the lab coat. (10 min)
e)
The
teacher asks each group members to move in together as expert groups so they
can start working. (5 min)
f)
The
expert groups start their experiments by direct monitoring by the teacher (5
min)
g)
Each
member in the expert group makes observations and take data (20 min)
h)
Each
member goes back to the original group and explains what happened in the expert
group (20 min)
i)
Students
listen to each other and after they finish explaining they collect one lab
report (15 min)
j)
The
lab report will be submitted to the teacher
k)
Students
organize their benches and return material to their places. (10 min)
10)
Positive interdependence:
a)
Goal
interdependence: Each team must finish a report with the contribution of all
team members.
b)
Resource
interdependence: each team will be distributed one graph paper and one report
to be filled.
c)
Role
interdependence: in each of your groups there will be observer for the volume
change, observer for the boiling and observer for the fusion.
d)
Identity
interdependence: within each group decide a name, each write it on the card on
his/her lab coat.
11)
Individual accountability:
You
must be able to provide and explain an answer for each question if randomly
asked.
12)
Criteria for success:
a)
Complete
the tasks assigned within time limits
b)
Everyone
must be involved in task completion
c)
Everyone
in the group can explain the steps of experiment and parts of graph
13)
Monitoring of Group Work:
a)
The
teacher alone monitors the lab and the group work.
b)
The
teacher is available for helping the students and for turning the fire on/off.
c)
The
teacher makes anecdotal observations on group skills and knowledge of the
experiment concept and steps.
14)
Evaluation of academic learning:
How did I help my group?
Name:
--------------------------------------------------
Group: --------------------------------------------------
Date: --------------------------------------------------
My task for the group assignment
was:
---------------------------------------------------------------------------------------------------------------------
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What I did:
---------------------------------------------------------------------------------------------------------------------
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How I think my contribution
contributed in the overall quality of the group product:
---------------------------------------------------------------------------------------------------------------------
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What can I do to be more efficient
for next times for the team:
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Its a very simple and nice idea and i think students will enjoy doing it :) When students do such experiments they are more likely to understand and they will be motivated . We had never been given a chance to do a single experiment in physics domain , so keep it uppp :)
ReplyDeleteVery impressive post and idea, since from all my past year at school i dont remember any of teachers who discuss this idea in this very simple way that students themselves can do this easy experiment anytime and will never forget the effects of different colors in their ability in absorption of heat..
ReplyDeleteWith respect to the first experiment , I liked it , it's simple and each student can apply it . It's very important for students to try things by themselves and to apply what they learn.
ReplyDelete