Home > Iowa Academy of Science > Journals & Newsletters > Iowa Science Teachers Journal > Volume 37 > Number 1 (2010)
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