Sixth Grade Physics

Hello Families!

We have had an excellent week back from winter vacation!  Prior to winter vacation we started a unit in physics, and are now wrapping that unit up.  As part of our physics unit we have focused on different forces, and how an object's acceleration, mass, and friction coefficient affect its motion.  Currently we are working on a lab report from a friction lab we ran all last week. 

Calculating the mass of the object was a critical step, adding steel washers allowed for the mass to be an independent variable.

Students tested the static friction of a wood block by attaching a force meter and reading a force meter.

Each team tested various surface types

Students collecting data.

Following data collection, each student averaged the static force, and determined the coefficient of friction for each mass and each surface type.

In addition, we replicated the results of a Mythbusters experiment titled 'Phonebook Friction.'  For this demonstration we interleaved the pages of two phonebooks, attached bindings to the opposite spines of the books, and had a class tug-of-war to see if the strength of the entire class could pull the two books apart.  Well... we tried, but in the end the score of this event was Friction 1, Class 0.

The only thing holding the two phonebooks together is the friction between each interleaved page.

As can be seen, the force of static friction between the two books was greater than the net pulling force of the class!

 

Idler's Rest Field Work

As many of you know by now, we had an amazing day up at Idler's Rest.  The class did a great job of utilizing the skills learned throughout the expedition to get the job done.  We successfully mapped the entire Idler's Rest trail network, and collected hundreds of interesting waypoints.  The growth this class has demonstrated has been very exciting to witness.  I was particularly impressed by the attention to detail that I saw from each student.  The first mapping session back in early October yielded a very good start to data collection; however, the way the class went about collecting data and recording data was what you would expect from a group of sixth graders.  By the end of this expedition, I saw a group of sixth graders collecting data, communicating information, and using technology in a way that professionals do.  I am very pleased with the class, and each student should be proud of what they have accomplished!

Tree Line from the top of Idler's Rest

Getting geared up and prepared for the day

Several groups on the west side of the property.

Lady Bird Beetles congregating for warmth

Emma may have puffy earmuffs, but just like everyone else, she collected a remarkable amount of data!

Brekken and Chris collecting Latitude and Longitude

Students mapping the cedar grove

Satellite page of the GPS receiver. This unit had 4 satellite signals which gave us our position in 3 dimensions.

Students at the top of Idler' Rest

GPS Field Work

We are now officially in Final Product mode!  We have started learning about GPS and GIS, NAVSTAR, DoD satellites, radio waves, atomic clocks, ... goodness gracious is this sixth grade or a sci-fi movie? 

GPS receiver logging track data

Solomon and Dan deciding on which route to map

As part of this expedition, the UI Range Department has graciously lent us a class set of GPS units to create a map of Idler's Rest.  As part of the scaffolding for this project we are learning the ins and outs of logging navigation data as well as data management.  We spent some time yesterday getting the hang of the units at Berman Park.  Today we went out and created maps of the UI Arboretum.  One aspect of this that really stuck out to me was the appreciation the student's have for the GPS technology.  After creating maps the old fashion way, having a DoD satellite network in the palm of your hand is nothing short of remarkable!

Lee and John actively logging a GPS track

Emma recording the lat/long of a waypoint

Field Work

Earlier this week the class went to see the grizzly bears at WSU.  This was a really nice way to spend an hour of the day.  One of our experts, an environmental historian, has visited the class several times and spoken about the role of science in the Lewis and Clark expedition.  He introduced the class to two ways of scientifically describing organisms.  The first way being in isolation (where the organism is described just by its physical features), and the second being in connection (where the organism is described by its connection and role in the environment).  For our WSU grizzly visit, the students were asked to describe the grizzly bear in isolation, as if they were describing it for Thomas Jefferson.  Following this they wrote a reflection on the similarities and differences between their experience with the bears, and Lewis's and Clark's. 

We have also been learning how to create a scale map by using scale ratios, magnetic compasses, rulers and drawing compasses.  To enhance this learning we went back to the arboretum at UI.  Boy was it chilly today!  I don't think the kids will need a reminder to bring a coat next time!  Despite the temperature challenge, every student was able to accomplish our objective, which was to create a range/bearing data table of the main paths of the arboretum.  This has been really exciting and will feed into our final product work.

6th Grade Update

Wow, we have been really busy!

Since the last posting we have accomplished quite a lot in class.  The last project we finished was another Think Pair Share from our expert text 'Undaunted Courage.'

Believe it or not, Avery and John were hard at work (right up until the camera came out)

Chris and Lee working on an 'Undaunted Courage' presentation

Lee and Beza scouting a new path

Field work at the Arboretum

We are now shifting out of our first expedition case study on Lewis and Clark and into our second case study focusing on map making and geography.  To kick this case study off we walked to the UI Arboretum and drew a network of footpaths.  For most students, this was the first time they drew a map without copying one down.  We will be spending several more days at the Arboretum creating a trail map referenced with a compass and drawn to scale.  This case study will then feed into our next case study which is all about GPS/GIS.  As a final product we will be creating a map georeferenced with GPS units.  One thing that I really like about the map making case study, is our expedition work involves a real world application for 6th grade math.  In fact, during math this week, we are studying scale ratios and distance calculations, both of which are major math standards for 6th grade.

Expedtion This Week

 Expedition Targets

Overarching Target: I can evaluate the signficance of the Lewis and Clark Expedition.

Long Term Target 1: I can connect primary documents to important historical events.

Long Term Target 2: I can explain the causes, effects, and major events of the Lewis and Clark Expedition.

      Since the last blog posting we have really gone deep into the nitty gritty of Lewis and Clark.  As part of this, students drew and analyzed a section of the William Clark map.  Each student evaluated a small section of the map and used that historical document to verify that the Corps of Discovery were in fact following Thomas Jefferson's orders.

Students analyze and recreate a section of the William Clark Map

Section of Historic Map

Student Drawing

 We also had an expert from UI come and speak about how science fit into the Lewis and Clark expedition.  This was a very successful experience, as Dr. Seward not only brought professional insight, but a real-world perspective. 

Dr. Seward speaks to the students about the role of science in the Lewis and Clark Expedition

Part of Dr. Seward's presentation

Corps of Discovery, Think Pair Share

Expedition Think Pair Share!

The purpose of the think pair share is to break down a long and complicated text into manageable pieces.  We do this by having small groups read and analyze a section of text, summarize it, and then present it to the class.  We have just finished the first think pair share for our expert text “Undaunted Courage.”  The benefit of this is that each group becomes an expert in their section, but also learns about the other groups’ sections.  You can see this powerful process below.

Groups breaking down and discussing complex text

A major benefit is the discussion around complex ideas

After the posters are created, each group splits up into different groups.  The new groups are made up so that there is one member representing the initial group in all the new groups.

Small group presentations

Small group discussions lead into 'noticings' and 'wonderings'

After the small group presentations, each group then goes through a clarifying session with the entire class.

Group clarifications

This instructional model is wonderful because it really fosters a high level of personal responsibility and accountability for each student.  In addition, students that are shy or have trouble speaking to the entire class can enjoy the benefits of presenting to only a small group.  All in all we had a successful first think pair share and I can't wait for the next one!


-Mr. MP