Week 12 Blogpost

 Week 12 Blogpost

Driving Question: How can we power clocks and other devices?

The big question addressed in the lab, and a description of what you did.

In the lab this week, we began our discussion by observing a video titled "What's happening inside the wind-up clock?" which featured a close-up view of a clear wind-up clock, showing us how it works and what happens after the alarm goes off. I then developed my own model, trying to explain "Why does the wind-up clock turn on and stay on?" I found that the winder tightens the springs, which store the energy in the spring. Then, that energy slowly releases from the spring, transferring to the gears, which then regulate the ticks of the clock, helping the hands move as the energy is being transferred to them. I realized that all components in the wind-up clock work together to store and transfer energy throughout the clock, keeping it running until the alarm goes off. The energy is stored within the spring and is activated when the spring is tightened; energy is then transferred as the spring starts to expand/unwind. After creating our model, I shared it with the rest of my table group, where we discussed and looked at each other's models, choosing which one best represented all of our ideas. Then our whole class had a discussion, sharing each group's model and then choosing one group's model as our consensus model. In a table group, we then looked at the similarities and differences between the wind-up clock and the plug-in clock, finding that the energy is stored within the wind-up clock(as it's winded/released), and the plug-in clock receives its energy from electricity (being plugged in). After finishing our work with the clocks as a group, we began discussing other objects that turn on and how we know the object is turned on. The big question addressed in the lab is, "How does a battery power a light bulb?"  Then created a model of how we can connect a light bulb to a battery and shared our ideas with our table group. We all decided that the battery needs to be touching the light bulb, transferring the electric energy to the light bulb, and powering the light. Then as a group, we took apart a flashlight and observed how the flashlight connects the battery to the light bulb. Then, as a group, we revised our initial diagram and drew a new diagram showing how the battery connects to a light bulb in a flashlight. Then, my favorite part of the lecture we were tasked with using Snap Circuits to light a light bulb. We were able to successfully accomplish making two bulbs light up at once and make two light bulbs light up with dimmer lights. What was challenging and I wasn't able to accomplish was lighting up three bulbs at once, where two are bright and one is dim. I was able to make two dim and one bright, but couldn't quite figure out how to make both lights bright and one dim. I enjoyed being able to work hands-on with the Snap Circuits and seeing firsthand how the circuits work to power the light bulbs. 

A Description of what you learned in Thursday's lecture.

Today, in the lecture, we began by going over the Investigation Activity plan assignment that is due next week. Dr. Jefferey helped me understand what needs to be included in this assignment and the different ways we can approach the assignment to help us through the process. This made me feel at ease and excited to create an anchoring activity. I learned that driving questions shouldn't be answered with a yes or no, that they need to relate to our students' lives and get them excited and wanting to learn. I learned that light bulbs have wires within the bulb, one going to the bottom of the light bulb, and the other goes through the side of the light bulb towards the bottom.