Guided Inquiry - Swinging Pendulums

As part of the Second Application, we were asked to create a guided inquiry activity based on a question.  The question that I choose was

Which pendulum will come to rest more quickly – a lighter pendulum or heavier pendulum?



So, how did I answer this question.  Here's the process -

1.  Research - I investigated the washers that I was using.  By investigating, I mean I weighed and measured them.  I assigned them with labels - Washer A (2g), Washer B (20g), and Washer C (35g). 

2.  Hypothesize - I created a hypothesis, which states that the heavier washer, Washer C (35g) would take longer to come to rest, as compared to the other two washers, Washer A (2g) and Washer B (20g).

3.  Design and Carry Out the Experiment - To swing the washers and create a pendulum, I found an elevated flat surface.  I taped a pointer (long cylindrical tube) to the top of the flat surface.  I looped a string through Washer A.  Then I hung the washer from the tube.  I pulled the washer ninety degrees (level to the surface).  Then I dropped the washer, which began to swing.  I timed the washer using an online stopwatch.  I repeated the process for the other two washers.

4.  Record and Analyze - I recorded the data on a table.  I used the information to analyze the results.  Only parts of my hypothesis was correct.  From the information, I determined that part of the experiment is flawed.  (The larger the object, the longer it should swing.)

5.  Communicate the Results - I am communicating the results.  :)  Also, I am attaching a copy of my data sheet with the information from my experiment.  I am hoping to attach small videos of the process as soon as possible.

To modify the results, I could change the length of the string, as well as use more sizes of washers.  Also, I could use a pole that is shaped differently (as opposed to a cylinder).

My students could participate in a modified version of this guided inquiry activity based on my state's standards.  They are always interested in experimenting.  My greatest challenge will be to actively engage the students in the process before and after the experiment. 

This activity leads into discussion about momentum.  This also includes the momentum and inertia of moving vehicles.  My students are in the process of studying for their driver's licenses.  The activity creates an opportunity for students to learn about the impact of mass and velocity on momentum, such as the momentum of a moving vehicle.