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environment-based education, Espanola, experiential learning, GATE, inexpensive science, northern New Mexico, place-based learning, Rio Chama, river classroom, water

Measuring Velocity… Using WHAT!?

With the rapidly approaching spring melt, we are getting our classrooms out into the river as much as possible. Last Wednesday our 4th-6th graders from Española braved chilly temperatures to collect some data on the Rio Chama below Abiquiu Dam.

In our last session our students learned a new equation:

D=RT

(distance = rate × time)

Our goal for this session was to find the rate/velocity of the Rio Chama. We began by reviewing this equation and talking about different units. This discussion helped us determine which units of measure would be appropriate for measuring the speed of the river. We settled on meters per second, but our tape measures didn’t have metric units, so we had to measure in feet and convert to meters.

Our clever students were able to puzzle out how we could measure the speed of the river with this equation- we could lay out a distance and measure the speed of a floating object! We decided to use an orange. They float well, and they’re so bright that they’re easily visible for catching.

Fortunately, we had a data sheet ready to collect this very data.

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We began by taking GPS coordinates of the locations where we wanted to measure the river’s speed.

Students used rocks to delineate the beginning and end of their river segments.

We had two data collection teams. Each team had 5 jobs. One person released the orange into the river, one person timed it with a stopwatch and recorded the data, one person was responsible for catching the orange with a net, and two people were responsible for making sure the orange was released and caught at precisely the right spot.

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Double checking the measurement of our length of river.

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In some cases students had to evaluate whether it was safe to continue the measurements in the middle of the river.

We also talked about possible sources of error. Students were concerned about the exact way in which the orange was released. We tried to standardize the way we did this.

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Students enjoying cheering on the oranges as they floated down the river.

Catching the orange was not always an easy task, but our students did a great job!

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At the end of class, one of our favorite game wardens dropped by! The students were excited to show off their data and explain what they were measuring and why.

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We’re so proud of our students for braving cold water temperatures to collect this data. Everybody seemed to have a great time. The next time we meet, we’ll plot this data and compare it with the measurements we took a few years ago.

 

Discussion

One thought on “Measuring Velocity… Using WHAT!?

  1. Great project..fun and facts for future scientists..great involvement..

    Like

    Posted by Marcia Maurycy | March 7, 2017, 4:36 pm

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