The HypothesisExperiment Method Class at Ueda High School.
Ueda High School located in Ueda city (population 120,000) has an enrollment of 1100 students. Almost all students aim to continue their education at university. Students enroll at age 15, and after three years of course work, graduate at age 18.
The Physics curriculum is elective. Students choosing this curriculum also have a choice between two courses. They may take Physics for two years as 11th and 12th graders, taking three 60 minute classes per week, or they may choose to take classes for one year, as 11th graders, taking 1.5 classes per week. The author uses the HypothesisExperiment Method in about 20 percent of his classes.
The "Collision" Lesson Assignment
The "Collision" Lesson Assignment was produced under the collaboration of Itakura and Koji Tsukamoto*1, and was evaluated and revised at a HypothesisExperiment Method Class seminar.
Aim of the Lesson Assignment
To develop a simple and understandable rule to the rather complicated phenomenon of collisions.
Record of Class Proceedings
This class took place on December 4th, 1996 during fifth period.
The 39 participating students were 11th graders of the Biology, Agriculture and Medicine stream and take Physics 1.5 times per week.
From part 2 of the Lesson Assignment.
Problem 1) Make a prediction of what will result when a 10 yen coin strikes a coffee can.
Predictions
A. The 10 yen coin will bounce back after collision.
B. The 10 yen coin won't bounce back after collision.
This type of prediction question is given at the outset of an HypothesisExperiment Method class. Students decide on a prediction of an outcome. The number of students predicting a particular outcome is determined by a show of hands.
The distribution of opinions concerning the outcome of the problem above was as follows:
24 students chose A
12 students chose B
There were some minor differences in the distribution of predictions among in other classes but in general, all classes showed similar inclinations. Thus, there is basis for reasoning that a general rule, or trend, exists in these classes.
Next, students are asked to state their reasons for making their predictions.
Reason for Prediction A
The 10 yen coin acts like a spring for an instant, changes shapeand therefore is repelled back by the coffee can.
Reason for prediction B
The coffee grounds in the can absorb the impact from the coin as vibrational energy and therefore the coin is not repelled.
At this stage students are allowed to state their ideas freely. It is not relevant for those who know the correct answer but for those who don't, it is natural that they have various ideas about it. Their freedom to state their ideas concerning the answer must be assured to the utmost.
The student whose turn it was to write in the class journal expressed the following:
I don't think that the 10 yen coin will break, so it will probably bounce back. But it is also possible that the coffee grounds in the can will absorb the energy through vibrations.
The Experiment
The coin bounced back after impact.
Many ideas about the outcome of the experiment were generated, but only one outcome resulted. In explaining the result, we must avoid statements such as "We determined such and such from the result of this experiment." Many interpretations of an outcome are possible and choosing which one of these is correct must be taken up in a separate experiment.
Students write the result of the experiment in the appropriate column of the Lesson Assignment.
