Science is best learned when students are allowed to investigate the laws of science using quality materials.
I teach 8th grade Earth Science to the advanced students and General Science to the remaining population in a suburban school.
I teach a class where special education students are mixed with the general education population alongside a special education teacher.
My Project
For my Physics unit which has to deal with Newton's Laws of Motion, students perform many experiments that deal with moving objects. Since there is not enough funding for science supplies, science classes in my school tend to have enough equipment for either 8 groups of students. In the past, we settled for windup cars that you buy at the local dollar store that would break time and time again in the middle of an experiment. Accuracy was also lost since the windup cars did not travel at constant motion needed to understand Newton’s Laws of Motion. When using less than adequate materials, there is more likelihood that students will have less opportunity to be engaged on accurate hands-on learning.
The constant motion cars would be a popular way to introduce the ideas of velocity and acceleration.
The cars would be able to do what wind-up cars can’t: it can be powered in either direction, has a stable platform for carrying objects to increase mass, and has a hook for towing. It is a dream car that any science teacher would love to have when teaching the laws of motion because of it versatility to be used in more than one way.
More than half of students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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