This year, I wanted the course to begin with a lab that would catch my students’ interest. I entered the room carrying a blueprint for an argument-driven inquiry and five bowling balls. Before I continue, let me say that I am aware that this is a common question that other science instructors use, so I cannot claim originality. Where credit is due, I wish to give it. Just who originally used it is a mystery to me. When I first heard about this concept, I didn’t think bowling balls could ever float. So I made the decision to run some tests to verify the allegation. (It might have originated from Michigan’s Pam Scott. While working with the Grand Valley State University Target Inquiry(link is external) program, she created an exercise titled “Get into the Game with Team Density.” There was also a J.Chem. Ed. essay by Kathleen Holley, Diana Mason, and Kirk Hunter titled Bowling for Density(link is external).
Do bowling balls sink or float in water? was the question that divided the class into teams. The query was actually created by the class as a whole. The groups agreed that each team would have to determine the “density” of their bowling ball. Most people had trouble understanding what density meant. Using the book we use, (Ck12(link is external)), I was able to introduce it. The mass and volume were almost always measured in pounds and inches cubed. That was fine with me. It still counts as density technically. The densities of each bowling ball were calculated. On four out of five bowling balls, the majority of classes were able to properly anticipate which balls would float and which would sink. Great discussions concerning measurement methods resulted from this prediction. One youngster claimed to be able to anticipate which would float and calculate which would, but she claimed to be unaware of the “why” of floating. We paused to consider the idea of buoyancy. One student inquired as to the outcome of adding additional holes to the bowling balls. Then, wouldn’t it sink? Why not, if not?
Overall, it was a successful but difficult way to start the year. With the scientific technique, the pupils had some success. Rich debates about measurement, data, forecasts, and how to respond to the question “why” when attempting to develop concepts resulted from this. Additionally, pupils were subjected to informal formative assessments in this manner. How well do they function as a group? How do they collect data and observe things? The ability to manipulate data Where do they stand in terms of math skills? I believe it is worthwhile to attempt this. Additionally, you can nearly always find a few nearby bowling alleys that will give you some used bowling balls.
