Done by: Tan Jian Liang, Teo Yuan Lin, Tan Yee Sheng, Tee Mei Shan, Tee Ai Na
Implementation: Pupils’ Profile
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Implementation: Task Description
• Conduct during Term 3 of 2nd Semester • 12 periods of Science lessons • 2.5 weeks
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Implementation: Task Description
Day 1: Venue: Computer Lab Duration: 2 periods (1 hour) Problem Posing • Case Analysis • What I Know & What I Need to Know • Information Gathering based on resources provided and own search
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Implementation: Task Description
Day 2: Venue: Classroom Duration: 1 period (30 minutes) Problem Solving – Investigating the Case • Aim, Question & Hypothesis • Variables – Independent & Controlled • Different groups explore different Hypothesis
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Implementation: Task Description
Day 3: Venue: Science Lab Duration: 2 periods (1 hour) Designing the Experiment • Planning & Design • Materials & Equipment • Procedures & Methods
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Implementation: Task Description
Day 4: Venue: Science Lab Duration: 2 periods (1 hour) Conducting the Experiment • Carry out the Experiment • Record Results – tables, graphs, etc • Result Explanation • Conclusion – Answer to the Question
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Implementation: Task Description
Day 5: Venue: Classroom Duration: 2 periods (1 hour) Poster Creation • An artefact of the Experiment Results, Explanation, Conclusion
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Implementation: Task Description
Day 6 & 7: Venue: Classroom Duration: 3 periods (1.5 hour) Presentation & Reflection • Showcase of Posters • Sharing ICBL journeys • Outcomes of experiments • Reflections
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Case Scenario: Tony’s Broken Arm
Tony Implementation
Case Scenario & Analysis
Mom Learning Goals
Student Resources
Samantha Investigation (Hypothesis 1 & 2)
Rubrics
Case Scenario: Tony’s Broken Arm
• Tony had gone to the Skate Park at Somerset this afternoon with his friends.
• He was dared by his friends to perform a stunt where he had to skate up to the top of one of the ramp and skate back down to the ground. • Tony took up the challenge, and was successful initially in skating to the top. • However, he lost his balance at the top, and skidded down the ramp, resulting in a broken arm that will take months to recover. Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Case Scenario: Tony’s Broken Arm
“Ouch! That hurts!”
“Serves you right! Who told you to be so careless when you’re playing with your skateboard? You should have known better than to try to perform such dangerous stunts!”
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Case Scenario: Tony’s Broken Arm
“I didn’t want this to happen either, Mom! But, there’s something that is so strange!”
“What is strange?”
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Case Scenario: Tony’s Broken Arm
My classmate, Samantha, had went skating at Skate Park last weekend. She told us that she too, had lost her balance at the top of a ramp, and skidded down to the ground. But… she didn’t end up with a broken arm like me!”
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Case Scenario: Tony’s Broken Arm
“Well, then what happened to her?” “She only suffered some bruises and cuts on her right arm! Isn’t she lucky?
“Why is it that both of us performed the same skating stunt, both fell from the top of a ramp, but I ended up with a broken arm while she only suffered some cuts?” Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Case Scenario: Tony’s Broken Arm
“Well, there’re many reasons to that, I guess. But right now, you need to go back into your room and rest that hand of yours well!”
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Case Analysis: Know/Want to Know chart
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Case Analysis: Know/Want to Know chart
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Key Ideas
Learning Goals
Higher Initial Gravitational Potential Energy
Higher Resulting Kinetic Energy
affects Greater Mass
Higher Height
Implementation
Friction
Case Scenario & Analysis
Greater Force of Impact
affects Slope
Learning Goals
Hardness of landing ground Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Learning Goals
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Student Resources
What is Mass? http://auto.howstuffworks.com/autoparts/towing/towingcapacity/information/fpte1.htm What is Force? http://auto.howstuffworks.com/autoparts/towing/towingcapacity/information/fpte2.htm What is Energy? http://auto.howstuffworks.com/autoparts/towing/towingcapacity/information/fpte8.htm Kinetic Energy http://auto.howstuffworks.com/autoparts/towing/towingcapacity/information/fpte9.htm Simulation of Forces in action http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml Simulation of Friction in action http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml Force Energy, Work and Power http://www.youtube.com/watch?v=ynDq_lP5E7U
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Student Resources (videos) Video of a person falling while skate boarding http://www.youtube.com/watch?v=SAZYbqgg5c
Conversion of potential energy to kinectic energy (Roller coaster example) http://youtu.be/Ehx1P4adv6I?t=43s Conversion of potential energy to kinectic energy (Cartoon by Eureka) http://www.youtube.com/watch?v=7K4V0NvUxRg Conversion of potential energy to kinectic energy (penduluml) http://youtu.be/0ASLLiuejAo?t=11s Inclined plane (slope) http://youtu.be/pG_kT565XQ?t=42s Friction http://youtu.be/oWiZ_5qvs7I?t=3m36s Kinectic energy http://youtu.be/zhX01toLjZs?t=44s Hardness of surface http://www.monkeysee.com/play/21015playgroundsafetyfallsurfacing Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Investigations & Activities Aim To investigate how the different factors affect the impact of a fall. (Each group will investigate on a chosen factor.)
2 Possible Hypotheses 1. The greater the height an object falls, the greater the impact of the fall. 2. The greater the mass of the object, the greater the impact of the fall. Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Design of Experiment
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Design Rationale and Considerations
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Testing Hypothesis 1: The greater the height from where an object falls, the greater the impact of the fall.
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Testing Hypothesis 1
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Results for Hypothesis 1 experiment
D istance/cm H eight/cm 1st r eading
2nd r eading
3r d r eading
Aver age
5
7.0
5.8
6.5
6.43
10
9.0
10.5
10.0
9.83
15
15.5
17.0
16.5
16.33
20
23.5
24.5
24.0
24.00
25
37.5
38.0
40.0
38.50
Implementation
Case Scenario
Learning Goals
Student
Investigation
Rubrics
Inferences and Explanation of Results
Increasing the height from which the box is released during the experiment models the increase in the height along the ramp where the victim might have slipped and fallen. The gravitational potential energy is converted to kinetic energy as it travels down the slope. From the results, it can be inferred that at the greatest height, the resulting amount of kinetic energy is largest and hence potential energy is also greatest. Incidentally, the force upon impact would correspond to the extend of an injury as the harder a part of the body is hit, the more serious would be the damage to it.
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Testing Hypothesis 2: The greater the mass of the object, the greater the impact of the fall.
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Testing Hypothesis 2
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Results for Hypothesis 2 experiment
Distance/ cm no. of steel balls
Implementation
1st reading
2nd reading
3rd reading
Average
0
4.0
4.0
3.5
3.8
5
14.0
12.0
13.0
13.0
10
14.5
17.0
16.0
15.8
15
18.0
20.0
21.0
19.7
20
39.0
38.0
38.5
38.5
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Inferences and Explanation of Results
Increasing the number of steel balls in the box models the increase in the mass A larger mass gravitational potential energy. Gravitational potential energy is converted to kinetic energy as it travels down the slope. A larger mass will have a larger kinetic energy, which is used to push the block. The larger the kinetic energy, the larger the force and thus the further the block moves.
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
In conclusion… It is safer to skate from a lower ramp than to play on the higher ramp. Also, the characters in the case studies probably suffered from different extend of injuries due to a difference in their mass if they had fallen from the same height and ramp.
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Assessment Rubrics
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Students’ Products Students are to create a poster that documents the Aim, Hypothesis, Experimental design, Results and Conclusion
Implementation
Case Scenario & Analysis
Learning Goals
Student Resources
Investigation (Hypothesis 1 & 2)
Rubrics
Poster layout is clear and easy to read. Aim and Hypothesis is clearly stated Experimental design is clearly stated and a photo of it is shown
Results are shown clearly in a table. A graph is drawn to show the relationship.
Conclusion is given and the relationship of dependent variable and independent variable is explained.