Impact!: Improving Student Learning through an Inquiry Crater Investigation

Authors

Blake J. Williams
Derek J. Hollingshead

Document Type

Article

Abstract

The fight against student compartmentalization of science concepts is an ongoing battle for all science educators. When an inquiry-based investigation of natural phenomena, like that presented here, is integrated into curricula new links between science concepts are created. These new connections promote a deep and robust understanding of science content. This cratering activity has students applying prior knowledge of gravitational forces, momentum, conservation of energy, and density while exploring the intricate relationships between these fundamental concepts. This activity also provides abundant opportunities for explicit connections to the nature of science. Impact cratering is a phenomena which can be easily modeled within a classroom, and deeply understanding it requires application of several fundamental science concepts. This article addresses National Science Education Standards A, B, D, and G and Iowa Teaching Standards 1, 2, 3, 4, and 5.

Publication Date

Winter 2010

Journal Title

Iowa Science Teachers Journal

Volume

37

Issue

1

First Page

25

Last Page

29

Copyright

© Copyright 2010 by the Iowa Academy of Science

Language

en

File Format

application/pdf

Recommended Citation

Williams, Blake J. and Hollingshead, Derek J. (2010) "Impact!: Improving Student Learning through an Inquiry Crater Investigation," Iowa Science Teachers Journal: Vol. 37: No. 1, Article 6.
Available at: https://scholarworks.uni.edu/istj/vol37/iss1/6