More on the scientific method

We are wrapping up our unit on forces.  We only have two more sessions. This week we theoretically were working of what makes different balls bounce differently.  It turned more in two a lesson on graphing and the scientific method.

The students were presented with a big piece of paper, a meter stick, some markers and a collection of balls. They passed the balls around squeezing and comparing them.  Then we gave each ball a color and a name.   We labeled the paper with the names in the designated color to show where to drop each ball. 

Before dropping the balls we predicted how high they would bounce. The predictions started out outrageous with the kids claiming the ball would bounce all the way up to the ceiling.  I tried to guide them reminding them we were only dropping the ball rather than throwing it down.  When they were unconvinced, they recorded their predictions as stated.Then we dropped the ball and recorded the actual results.

The balls came no where near their predictions obviously.  As we went through the series of balls, the predictions became slightly more realistic, at least from certain students.  One little guy was determined to keep his wild predictions.

After a round of prediction and results, we changed locations to a very different type of flooring to see what changes occurred.  We made new predictions and ran new tests and compared the results.  Everyone, grownups included, were very surprised with the results.  The change made remarkably little difference in the results. 

Finally we created a  bar graph to show the results and allowing for easier comparison.  The kids liked seeing the data in this form.