Summer SAVY, Session 6 Day 2, Creative Contraptions (1st – 2nd)
Another great day! It was amazing to investigate today! With our hypothesis in hand, we completed our experiment by observing the steepness of inclined planes with surfaces of various degrees of smoothness and roughness and the resulting speed of two identical cars. We considered the data and understood that while rough surfaces inhibit motion, the steepness of the inclined planes usually at some point overcame the most inhibiting surfaces. Generally, friction is the opposite of motion, and Ms. Hannah and I enjoyed racing. 🙂
Additionally, we expanded our understanding of the inventive process by examining a happy accident story of innovation. We learned about Levi Strauss and his tents to jeans journey in 1853. The prospectors needed sturdy pants more than tents, and his innovations of fabrics, double stitching, and rivets were revolutionary (though we now find them simply stylish). Look closely at the logo and it says it all. Check out the story below.
We enjoyed a couple of texts that will help us to understand the difference between scientists, inventors, and discoverers. What do these have in common? How are they different? What did they do when they failed or could not come up with a solution?
In the afternoon, students were more than ready to investigate and explore the characteristics of six simple machines in smaller groups: screws, inclined planes, wedges, levers, wheels and axles, and pulleys. This added opportunity to hypothesize and gain hands-on understanding with each of the simple machines will equip students to finally design their own compound machines to solve a problem in their own world. Was it problem-free? No or somewhat. We should explain. As young scientist-inventors, we are tasked to learn processes for observing and systematically solving problems with inventions, but identifying problems for our young children is… problematic. Hmm… Do we not have any problems in our own physical world? (We are fortunate for sure.) Are problems solved for us before we get a chance to engage them? (We are cared for.) Do we have/cause problems that only result in difficulty for others and not ourselves? (We are not paying attention to our impact on our spaces and environments.) Work with your student to identify a small problem at home to analyze and apply their scientific processes on. They will present their creative contraptions in class on Friday. Maybe you have a loud door that bangs. What about those cans that roll around in the refrigerator? All problems of the natural or physical world are welcome for consideration!