Image source: (Phyphox, 2016a)
Introduction
The law of conservation of energy is a central piece to the British Columbia Science 10 curriculum as, in addition to being one of the Big Ideas, it also connects well with a variety of content within the course (British Columbia Ministry of Education, 2018a). While the theory of this concept can be explored in a more traditional pedagogical fashion, “understanding these abstract concepts can be aided by collecting, visualizing, and interpreting real-life data in the process of inquiry-based learning” (Milner-Bolotin & Milner, 2023, p. 179). While a description of types of energy and energy transformations can be provided to learners before hand, this experiment should make such concepts more tangible.
Phyphox’s built-in (In)elastic Collision experiment offers an opportunity to observe energy transformation in real time and with quantitative data which can subsequently be analyzed in a variety of ways at the educator’s discretion. While the app’s Acoustic Stopwatch experiment can also be utilized to approach the same concepts somewhat more abstractly, the (In)elastic Collision’s measurements may allow more immediate analysis for Grade 10 learners who may be less confident in the mathematic component while still providing a quantitative and qualitative investigation into the concepts involved. Moreover, the (In)elastic Collision experiment has settings which allow it to be tailored in a number of environments with a variety of materials, thus highlighting its versatility.
The experiment described here outlines a more guided inquiry into the nature of energy conservation and transformation, but opportunities for more open inquiry are certainly feasible. For instance, learners could play a larger role in the experimental design. By asking learners to identify the most appropriate built-in experiment within the phyphox app and to propose a procedure which can measure energy transformation either, directly or indirectly, adds almost limitless nuances to the inquiry incorporated into this experimental outline. As inquiry-based learning can be described as a process in which students propose questions or discover causal relations, formulate hypotheses, investigate and test experiments or observations (Pedaste et al., 2015), the various possible approaches to utilizing the phyphox's built-in experiments afford a number of opportunities for such scientific inquiry.
Formative assessment can occur during the use of the app and during data collection, with further formative and summative assessment occurring via a report on the experiment itself. An outline for learners and a rubric for assessment are included in the materials.
Phyphox’s built-in (In)elastic Collision experiment offers an opportunity to observe energy transformation in real time and with quantitative data which can subsequently be analyzed in a variety of ways at the educator’s discretion. While the app’s Acoustic Stopwatch experiment can also be utilized to approach the same concepts somewhat more abstractly, the (In)elastic Collision’s measurements may allow more immediate analysis for Grade 10 learners who may be less confident in the mathematic component while still providing a quantitative and qualitative investigation into the concepts involved. Moreover, the (In)elastic Collision experiment has settings which allow it to be tailored in a number of environments with a variety of materials, thus highlighting its versatility.
The experiment described here outlines a more guided inquiry into the nature of energy conservation and transformation, but opportunities for more open inquiry are certainly feasible. For instance, learners could play a larger role in the experimental design. By asking learners to identify the most appropriate built-in experiment within the phyphox app and to propose a procedure which can measure energy transformation either, directly or indirectly, adds almost limitless nuances to the inquiry incorporated into this experimental outline. As inquiry-based learning can be described as a process in which students propose questions or discover causal relations, formulate hypotheses, investigate and test experiments or observations (Pedaste et al., 2015), the various possible approaches to utilizing the phyphox's built-in experiments afford a number of opportunities for such scientific inquiry.
Formative assessment can occur during the use of the app and during data collection, with further formative and summative assessment occurring via a report on the experiment itself. An outline for learners and a rubric for assessment are included in the materials.
Pedagogical Objectives
-Formulate hypotheses around energy transformation
-Collaborate with one's peers to plan and execute an experiment which utilizes digital technologies to record
-Utilize digital technology to measure and record data of the heights of bounces from inelastic collisions involving a bouncing ball
-Analyze data to determine the amount of energy transformed by a bouncing ball
-Analyze variables which contribute to greater energy transformation
-Communicate one's understanding of the phenomenon of energy transformation with the use of graphs and diagrams
-Evaluate the validity of data and experimental procedure and identify sources of error therein
-Apply the results to real-world applications
-Collaborate with one's peers to plan and execute an experiment which utilizes digital technologies to record
-Utilize digital technology to measure and record data of the heights of bounces from inelastic collisions involving a bouncing ball
-Analyze data to determine the amount of energy transformed by a bouncing ball
-Analyze variables which contribute to greater energy transformation
-Communicate one's understanding of the phenomenon of energy transformation with the use of graphs and diagrams
-Evaluate the validity of data and experimental procedure and identify sources of error therein
-Apply the results to real-world applications
Materials
- a smartphone or tablet with phyphox installed
- a setting with minimal ambient noise
- different types of balls and different surfaces on which to drop the balls
- a Student Copy for the experiment
- a rubric to assess the report students write on the experiment
Procedure
1. Ensure learners have downloaded phyphox onto their device or have obtained a device with phyphox installed.
2. Provide an overview of the objectives of the experiment.
3. Provide an overview of how to use the "(In)elastic Collision" function within phyphox.
4. Allow learners to experiment with the inelastic collision data collection in order to refine the experiment's settings. This should include familiarization with the "(In)elastic Collision" function and its modifiable parameters such as the sound threshold and minimum recording delay options in the "settings" section. Learners can make the appropriate modifications to the such as ensuring the device is able to record the bounce of a ball
5. Ensure learners perform one or two test runs in order to ensure data is reliably recorded.
6. Perform three drops of each type of ball on each type of surface, recording the measured results for height, time, and energy percent for each bounce.
7. Complete follow-up questions and analyses as described on the Student Copy, or as desired.
2. Provide an overview of the objectives of the experiment.
3. Provide an overview of how to use the "(In)elastic Collision" function within phyphox.
4. Allow learners to experiment with the inelastic collision data collection in order to refine the experiment's settings. This should include familiarization with the "(In)elastic Collision" function and its modifiable parameters such as the sound threshold and minimum recording delay options in the "settings" section. Learners can make the appropriate modifications to the such as ensuring the device is able to record the bounce of a ball
5. Ensure learners perform one or two test runs in order to ensure data is reliably recorded.
6. Perform three drops of each type of ball on each type of surface, recording the measured results for height, time, and energy percent for each bounce.
7. Complete follow-up questions and analyses as described on the Student Copy, or as desired.
Possible Problems and Solutions Utilizing the (In)elastic Collision Experiment
(Phyphox, 2018)
(Phyphox, 2018)
- The measured time is too small. Unfortunately, this may happen if your phone cannot analyze the data as fast as it is recorded. At the moment, there is no solution to this except for using a faster phone.
- Each bounce registers multiple times. In this case the duration of your noise is too long. The experiment waits at least 100ms before accepting a second trigger, but if there is an echo or a ringing to the noise, this can be sufficient to stop the clock again. You can try increasing the minimum delay.
- Bounces are missed. In this case you probably need to decrease the threshold, so all your noises are above the threshold. You can use the audio oscilloscope experiment to check amplitudes.
- The experiment triggers without actual bounces. Increase the threshold above the background noise level. You can use the audio oscilloscope experiment to check amplitudes.
Connections to the British Columbia Science 10 curriculum
(British Columbia Ministry of Education, 2018a)
(British Columbia Ministry of Education, 2018a)
Big Ideas
-Energy is conserved, and its transformations can affect living things and the environment
Content
-law of conservation of energy
-potential and kinetic energy
-transformation of energy
Curricular Competencies
Questioning and predicting
-Formulate multiple hypotheses and predict multiple outcomes
Planning and Conducting
-Collaboratively and individually plant, select, and use appropriate invetigation methods, including field work and lab experiments, to collect reliable data(qualitatie nad quantitaive)
-Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data
Processing and Analyzing Data and Information
Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies
-Construct, analyze, and interpret graphs (including interpolation and extrapolation), models, and/or diagrams
-Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
analyze cause-and-effect relationships
Evaluating
-Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions
-Describe specific ways to improve their investigation methods and the quality of the data
-Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled
Applying and Innovating
-Transfer and apply learning to new situations
-Generate and introduce new or refined ideas when problem solving
Communicating
-Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based argument and using appropriate scientific language, conventions, and representations.
-Energy is conserved, and its transformations can affect living things and the environment
Content
-law of conservation of energy
-potential and kinetic energy
-transformation of energy
Curricular Competencies
Questioning and predicting
-Formulate multiple hypotheses and predict multiple outcomes
Planning and Conducting
-Collaboratively and individually plant, select, and use appropriate invetigation methods, including field work and lab experiments, to collect reliable data(qualitatie nad quantitaive)
-Select and use appropriate equipment, including digital technologies, to systematically and accurately collect and record data
Processing and Analyzing Data and Information
Seek and analyze patterns, trends, and connections in data, including describing relationships between variables (dependent and independent) and identifying inconsistencies
-Construct, analyze, and interpret graphs (including interpolation and extrapolation), models, and/or diagrams
-Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
analyze cause-and-effect relationships
Evaluating
-Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative explanations and conclusions
-Describe specific ways to improve their investigation methods and the quality of the data
-Evaluate the validity and limitations of a model or analogy in relation to the phenomenon modelled
Applying and Innovating
-Transfer and apply learning to new situations
-Generate and introduce new or refined ideas when problem solving
Communicating
-Communicate scientific ideas, claims, information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based argument and using appropriate scientific language, conventions, and representations.
Supplemental Resources
Phyphox wiki, Experiments - Inelastic Collision