Next Steps
You now have a carrier and a set of investigable questions.
Where might you go from here?
What are some standards/topics that might be addressed with a zipline investigation?
Ideas shared:
slope, friction, force and motion, acceleration, velocity
In what ways might you ensure students address those standards and gain the understandings they need?
Ideas shared for addressing standards:
1. Ask students to create a presentation of their design decisions. In that presentation they must explain the scientific basis for the choices. You might give them terminology to use.
2. As students present their solutions use their designs to introduce concepts such as friction, slope, etc.
3. Have students measure variables and develop equations that represent the relationship between the data (such as slope).
4. Introduce terminology as students display the concepts in their designs.
5. Give students the standard and/or objectives and ask them to use their design to explain how the content relates.
6. Introduce a math equation and have students determine where it would help them solve the problem. How does the slope of the line affect the speed of the carrier? Is there a slope where the carrier no longer works?
7. Use the QFT to gather questions that can be answered with research rather than investigation.
8. Choose one investigable question collected during the QFT that will address the standard. Have students design investigations, collect data, draw conclusions. As they present their results, have them explain the scientific basis for the results... defend with scientific argumentation.
Where might you go from here?
What are some standards/topics that might be addressed with a zipline investigation?
Ideas shared:
slope, friction, force and motion, acceleration, velocity
In what ways might you ensure students address those standards and gain the understandings they need?
Ideas shared for addressing standards:
1. Ask students to create a presentation of their design decisions. In that presentation they must explain the scientific basis for the choices. You might give them terminology to use.
2. As students present their solutions use their designs to introduce concepts such as friction, slope, etc.
3. Have students measure variables and develop equations that represent the relationship between the data (such as slope).
4. Introduce terminology as students display the concepts in their designs.
5. Give students the standard and/or objectives and ask them to use their design to explain how the content relates.
6. Introduce a math equation and have students determine where it would help them solve the problem. How does the slope of the line affect the speed of the carrier? Is there a slope where the carrier no longer works?
7. Use the QFT to gather questions that can be answered with research rather than investigation.
8. Choose one investigable question collected during the QFT that will address the standard. Have students design investigations, collect data, draw conclusions. As they present their results, have them explain the scientific basis for the results... defend with scientific argumentation.