The purpose of this application was to focus on the aspects of momentum, and to explore the use of guided inquiry inside the classroom. The question I decided to focus on for my guided inquiry experience was: How do different surfaces affect the momentum of a hockey puck? I decided to test my investigation on three different surfaces: carpet, concrete, and ice. At the conclusion of my investigation I was able to reflect on the results, and I was able to reflect on how I could use this guided inquiry investigation within my classroom.
For this guided inquiry investigation, I focused on the affects of momentum on a hockey puck due to changes in surface. I wanted to make sure that the hockey puck was applied with same amount of force on each surface otherwise I would not have been able to sufficiently answer my investigation question. I decided to use a thick rubber-band pulled back exactly six inches and then let the rubber-band go impacting the puck with the same amount of force on each surface. The first surface I tested was the carpeted surface. I was not expecting the puck to go very far, and it only went three feet. The next surface I tested was the concrete surface. I was expecting the hockey puck to go about the same distance as the carpeted surface, but I was surprised to see the puck go six feet and four inches. The last surface I tested, thanks to the snow and ice we have received in Tennessee this week, was an ice surface. I was excited to test this surface, because I knew this surface would provide the least amount of friction on the hockey puck. As I expected the puck went a distance of thirteen feet and two inches, more than doubling the distance of the concrete surface.
As I reflected on the results, I noticed that this guided inquiry investigation uses Newton’s laws especially Newton’s second law of motion. According to our text Integrated Science by Tillery, Enger, and Ross, they state, “According to Newton’s second law, there is always a relationship between the acceleration, a net force, and the mass of an object” (p40). This statement made me realize that I did not take into account the mass of the hockey puck during my investigation, which plays a huge role on the distances the puck traveled. I also wanted to focus more on each surface, and why so much momentum was lost on the first two surfaces. I was already expecting the first two surfaces to have the smallest distances, but the carpet distance was extremely small. I did use a shag carpet surface, which played a huge role in slowing down the momentum because it caused so much friction on the puck stopping it almost immediately. I was expecting the distance on the concrete to be closer to the distance of the carpet, but after looking at the concrete surface again, it was much smoother than I thought. The concrete surface certainly caused less friction on the puck than the shag carpet did. I also took into account that the measurements could have a small degree of error, since I had to carry the ruler over due to the fact that I only had a twelve-inch ruler to use for measurements.
As I was conducting this guided inquiry investigation, I kept thinking about how much my students would enjoy doing this type of investigation. This guided inquiry investigation is a hands-on activity, which always seems to make a lasting impression on my students. This investigation is also very appropriate for my eighth grade students. My students already have the capabilities to measure and work together in a group to complete this investigation so I think this would work well in my classroom. I would have to adjust the three types of surfaces. I have access to a concrete surface at school and I could bring in the shag carpet rug into my classroom, but the ice surface becomes an issue. I have an extremely smooth floor inside my classroom so I could apply wax or cleaner to the floor surface to create a surface similar to ice. I am looking forward to trying this guided inquiry investigation with my students, and I am interested in seeing if my students get a better understanding of momentum and Newton’s laws of motion.
