Methods 2: Week 2

 Methods 2 Week 2:

1.) The big question that we explored in the lab this week was, “How can we make a race exciting (where racers finish at the same time) when runners run at different speeds?” In order to answer this question, we set up a race in the conference room. Next, we had members of our group complete the race (5 meters) and time how long it took them to reach the finish marker. After we had the times for all members of our group, we compared the results. We discovered that in order to make any two members of our group finish at the same time, one of two things needed to happen. Either one racer would need to start later, or one would need to travel a short distance. We opted to make one of the runners start later. In order to figure out how much later the other runner needed to start, we subtracted the two runners times, and the difference was the amount of time that the faster runner needed to wait. For example, one of our runners finished in about 5 seconds, and another finished in about 4. So, the slower runner had to wait 1 second before starting. When we met up as a class for our final races, We noticed that the racer from our group completed 5 meters in about half as much time as the member from the other group. So for this race, we decided to start the slower runner at the halfway point. With this strategy, Gabby and I finished at about the same time. 

2.) In the lecture, we spent most of the time breaking down the racing activity and highlighting how it aligned with NGSS. For our SEP, we used models. We didn’t know how long our final race was going to be in lab, so we had to create a model that allowed us to predict how long one of our runners would take to complete a certain distance. We also made observations, measured time and distance, calulated speed, and planned and carried out an investigation. For our DCI, we measured, predicted, and described motion. Finally, we discussed that the CCC for the activity was using patterns to predict future locations. Next, we practiced using calculations to figure out what time or distance advantage would be needed in theoretical races to make them more excited. We were given how many meters per second the runners moved when running 10 meters. It was easy to figure out the time difference between the two runners, but it took me a second to use this to figure out a distance advantage. We then used a graph to represent the theoretical runners positions at various times during the race. Finally, we talked about position and motion. Position is useful to predict the location of something. However, it is only useful to predict location from a specific reference point. Motion, on the other hand, could tell you in what direction something is going. However, this doesn’t give you information about speed. Using both position and motion allows you to predict where something will be in the future. 

3. 1.) The reading dove into the concept of position within the context of motion. I feel like I better understand this concept and how it involves not only the physical distance of an object from a chosen reference point but also direction. Describing an objection’s location involves providing a specific distance from the reference point. Pairing the articulation of distance with direction from a reference point provides a specific location to reach an object. The analogy of latitute and longitute on Earth further elaborates the idea, emphasizing the importance of relating position to a previously agreed-upon reference point. Additionally, the reading discussed the necessity of using standardized units of measurement, such as inches, centimeters, feet, meters, miles, or kilometers. This is dependent on the context. This understanding of position also allows me to understand the other concepts that were discussed in great detail, like velocity and acceration, which has added to my understanding of motion. 

3.2) The section on position and the use of latitude and longitude as reference points was helpful. It provided me with an analogy that emphasized the importance of both distance and direction to describe an object's location. The explanation of speed, velocity, and acceleration was also beneficial to deepening my understanding of motion. I also liked the examples provided in the videos; they helped me better understand how to apply the material. 

3.3.) While the reading provided a fairly good foundation, I would appreciate even more practical examples and applications. Especially in the context of introducing these concepts to elementary students. These are complex topics, so it would be helpful to know what exactly elementary students should know about them. More real-life scenarios or experiences demonstrating these principles of motion would improve my ability to talk about these concepts with actual students. 

3.4) My only remaining questions are related to my last point. I wonder how I can make this content more applicable and engaging for elementary students so that they can build a solid understanding of these topics. At least for their age. Additionally, I am curious about how I can convey the difference between speed and velocity to elementary students. Specific strategies or activities would be nice. Also, I wonder how I can address any misconcepts that students might have about the topic and what challenges I may run into while leading instruction on this topic.