ORIGINAL PHYSICS EXPERIMENTS
Project Info
School
Grade Levels
Format
Disciplines
Santa Fe School for the Arts & Sciences
1, 2
Report: Science
Mathematics, Science and Technology
Project Overview
This book of experiments shows the work of 1st and 2nd graders from the Santa Fe School for the Arts and
Sciences, in Santa Fe, New Mexico and was part of a learning expedition on physics and forces. Included here are a
few sample student experiments from a larger collection that included all students in the classroom.
Each student designed and executed an original physics experiment based on something a question he or she had
about why things move the way the do. After deciding upon a question, each student came up with his or her own
hypothesis, designed an experiment to test his or her hypothesis, collected and analyzed his or her data, and then
drew conclusions.
Students learned first hand about the scientific method and means for designing good experiments, including the
need for controlling variables, executing a number of trials, and other issues that impact the validity of one’s study.
Students demonstrated important scientific values in reporting the results of their experiment – if their hypothesis
didn’t pan out, they didn’t try to fudge the data or make excuses – they acknowledged that their experiment data
didn’t suggest that their hypothesis was valid.
This book is a collection of students’ experiments and their conclusions. Each student’s entry starts with a statement
about “what made me wonder what I wondered” as a way of not just stating the questions but why each student
had that question. Entries also include the hypothesis, the materials used, the procedures used, data collected and
conclusions.
Alicia’s experiment was about whether smaller things spin longer than larger ones. She used a penny and a quarter
to test her hypothesis. See procedures on page 4. She concluded that they both spun about the same amount of
time. But, ultimately she believed that the amount of force she gave each spin – and because she could not
regulate this – was the most direct explanation of how long each coin spun: a variable she had not considered when
planning her experiment.
How This Project Can Be Useful
• Exemplifies young students engaged in authentic research on topics that mattered to them – they chose questions
to explore that interested them
• Shows how scientific inquiry can be built on “wonder”.
• Students engaged in genuine scientific inquiry and thinking – at a very young age; these students are considering
issues of control and variables, of validity, and not just making assumptions
• Highlights student perseverance and sticking with a question. Notice the complicated steps that John goes
through in his experiment. His first trial is inhibited by the design of his ramp – see how many times his data
says, “fell off.” He redesigned the ramp and was then able to collect useful data
• Product format is very simple and yet is intriguing to read.
Associated Standards
Standard
Standard
RI.1.3
RI.2.3
W.1.2
W.1.3
W.1.7
W.1.8
W.2.2
Long-term Learning Targets
Long-term Learning Targets
I can describe how two people, events, and/or ideas are connected in informational texts.
I can describe the connection between events, ideas or concepts in an informational text.
I can write an informational text that has a clear topic.
I can include supporting facts about a topic in an informational text.
I can include an ending to my informational text.
I can sequence at least two events in a story.
I can include details that tell what happened in my story.
I can use transitional words and expressions in my story.
I can include an ending for my story.
I can participate in shared research projects.
With support from adults, I can answer questions about things I’ve done or learned about.
I can write an informative/explanatory text that has a clear topic.
W.2.3
W.2.7
W.2.8
I
I
I
I
I
I
I
I
can
can
can
can
can
can
can
can
include supporting facts about a topic in an informative/explanatory text.
construct a closure on the topic of an informative/explanatory text.
write a story that has a clear sequence of events.
include details that tell what happened in my story.
use transitional words and expressions in my story.
close my story.
participate in shared research projects.
answer questions about things I’ve done or learned about.
Content Areas & 21st Century Skills
1.Core subjects and themes – Science: In-depth understanding of the scientific method, data collection, data
analysis; Writing: Conveying results of scientific experiment; Math: Tabulation of results, graphing
2.Learning and innovation – Creatively designing a research project; effective reasoning; problem solving
3.Information, media, and technology skills – N/A
4.Life and career skills – Working independently; follow through and persistence