Cooperative Learning & the Introverted Student - Presentation
International Presentation of Research - Mystery Box
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International Presentation of Research
March 3, 2013
Research Team:
Dr. Carl Mahlmann
Dr. Karen L. Alley
http://johnclarkeonline.com/wp-content/uploads/2012/09/300px-BH_LMC.png
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Research Team:
Dr. Carl Mahlmann – University of Alexandria
Dr. Karen L. Alley – University of Cairo
6. Part 1: Abstract
1) Motivation / Problem Statement:
• Further scientific understanding.
• Practical applications for humanity.
• Reveal ways in which we may
conduct similar research in the future.
8. Part 1: Abstract
3) Results / Findings / Product:
• Ideas generated for better ways of
conducting future research.
9. Part 1: Abstract
4) Conclusions / Implications:
• Getting closer to successful discovery
through process of elimination.
• Building scientific community through
collaboration.
10. 2
Part 2: Methodology
Participants: Dr. Carl Mahlmann / Dr. Karen L. Alley
Procedures: Container manipulation.
Instruments: Personal senses of touch / hearing.
1
Container rotated anticipating that object inside would move along bottom of width.
Photos: Dr. Mahlmann manipulating box, taken by Dr. Alley
11. 2
Part 2: Methodology
1
Container rotated anticipating that object inside would move along bottom of length.
Photos: Dr. Mahlmann manipulating box, taken by Dr. Alley
Participants: Dr. Carl Mahlmann / Dr. Karen L. Alley
Procedures: Container manipulation.
Instruments: Personal senses of touch / hearing.
12. 2
Part 2: Methodology
1
Container rotated anticipating that object inside would move along bottom of depth.
Photos: Dr. Mahlmann manipulating box, taken by Dr. Alley
Participants: Dr. Carl Mahlmann / Dr. Karen L. Alley
Procedures: Container manipulation.
Instruments: Personal senses of touch / hearing.
13. Part 2: Methodology
Participants: Dr. Carl Mahlmann / Dr. Karen L. Alley
Procedures: Container manipulation.
Instruments: Ruler. (US Customary Measurement System.)
1
Measuring Length, Width & Depth of container.
Photos: Dr. Mahlmann measuring box, taken by Dr. Alley
3
2
14. Part 3: Data Researcher: Dr. Carl Mahlmann / U of A
Observations Conclusions
1) Item in box is heavier than box itself. 1) Item is made of dense material – e.g. wood / heavy plastic.
2) Item slides in every direction (as opposed to rolling.) 2) Item is flat.
3) Item size: Box measures ≈ 8” x 10 ½” x 2”. Based on
the amount of time it takes the item to slide in the box:
a) across 8” width’
b) across 10 ½” length
c) across 2” depth – item doesn’t slide much at all
across bottom of depth, but impact is felt near middle
of box – like item is tilting.
3) Item measures:
a) a little over ½ the width (≈ 5”)
b) about ½ the length (≈ 5”)
c) is about ½ the depth (≈ 1”)
Based on above, item’s total size ≈ 5” x 5” x 1”.
4) When box is turned / shaken, it feels like only 1 item is
sliding.
4) There is 1 item in the box.
5) When box is turned, though, multiple impacts are felt /
heard – like 1 person “double-stepping” (“ka-thunk, ka-
thunk.”)
5) While there is only 1 item in the box, it contains multiple
moving parts.
6) As I continue to turn / rattle box, I’m hearing more than 2
“ka-thunks”; more like 3: “thunk-thunk-thunk…” – like I’ve
rattled something else loose since I first began shaking
the box.
6) Based on my observations, I’m concluding that the item is
either:
a) a small wooden or heavy plastic box with 2 drawers, or;
b) 3 rectangular pieces of wood or heavy plastic joined
together at a corner with something acting as a fulcrum
upon which the pieces pivot.
15. Part 3: Data Researcher: Dr. Karen L. Alley / U of C
Observations Conclusions
Based on the dimensions of the box and the amount of
“slide” room I hear inside, I think the object is about 6
inches long, and 4-5 wide.
By tipping the box back and forth, listening for the
object to bump back and forth, I think it is maybe about
1.5” inches thick.
Perhaps it could be a book, based on these
observations
I need to tilt the box to a fairly steep angle to make it
slide.
Therefore, I infer the surface is not extremely
smooth.
Sounds like it is wooden, or maybe a heavy plastic.
Does not sound like metal or glass.
Could it be blocks?
I clearly hear a double bump as it moves about in the
box. Ba-bump. But they consistently move with the
same pattern and speed. Never Baaaaaa- bump.
Always: ba-bump. So I think it is one object with a part
that can move, rather than multiple objects.
A child’s toy?
As a slide from corner to corner, I can hear three
distinct bumps.
This makes me think that the item has three
parts but at least two are lying side by side in
the box, but I do not know what it could be.
16. Part 3: Data Analysis
Reasons for Conclusions
• Sounds / Sensations / Measurements,
lead us to believe that object is:
1) heavier than container.
2) flat.
3) composed of dense material.
4) singular, but composed of multiple parts.
5) ≈ 5” x 5” x 1”.
19. Part 4: Extensions
Ideas for other types of experiments to
gather more data:
• Weighing using precision instrument.
• X-Ray / MRI.
• Puncturing / inserting.
• Micro-camera.
20. Part 5: Appendix
Ways to use Mystery Box activity with students:
• Math:
1) Measurement:
Weight / Length / Volume.
(Both US Customary & Metric Systems.
2) Estimation
21. Part 5: Appendix
Ways to use Mystery Box activity with students:
• Language Arts:
1) Descriptive writing:
Use precise / vivid language to describe
observations.
2) Predicting:
Make predictions based on observations.
23. References
Slide 1:
[Black Hole - Photo]. Retrieved March 3, 2013, from: URL (http://johnclarkeonline.com/wp-
content/uploads/2012/09/300px-BH_LMC.png)
Slide 2:
[Giant Statues at Abu-Simbel, Egypt - Photo]. Retrieved March 2, 2013, from: URL
(http://www.123rf.com/photo_2825677_giant-statues-at-abu-simbel-egypt.html)
1. Canadian Museum of Civilization
(http://www.civilization.ca/cmc/exhibitions/civil/egypt/egintroe.shtml)
Slide 3:
[Sphinx- Photo].
Retrieved March 2, 2013, from: URL (http://gotowall.com/show_wallpaper.php?id=203)
Slide 4:
[Pyramids of Giza - Photo].
Retrieved March 2, 2013, from: URL (http://goldenegypttours.net/just-the-pyramids/.html)
2. Canadian Museum of Civilization
(http://www.civilization.ca/cmc/exhibitions/civil/egypt/egcivile.shtml)
24. References
Slide 5 : Original photograph taken by Dr. Carl Mahlmann, March 2, 2013
Slides 10 – 13: Original photographs taken by Dr. Karen L. Alley, March 2, 2013
Slide 11: 3. http://www.brainyquote.com/quotes/quotes/t/thomasaed132683.html
Slide 18:
[Dollar Sign - Clipart]. Retrieved March 2, 2013,
from: URL (http://georgetownlistings.ca/images/shiny-gold-dollar-sign.png)
[Hour Glass - Clipart]. Retrieved March 2, 2013, from: URL
(http://3.bp.blogspot.com/_taArODKjZAQ/TOs5PGasgwI/AAAAAAAAA20/u0BperY04ik/s200/
j0435235.png)
[Baby / Plant - Photo]. Retrieved March 2, 2013, from: URL (http://jandsbabysupplies.org.uk/)
Slide 21: 4. Common Core State Standards Initiative (www.corestandard.org)
Editor's Notes
Greetings, Ladies & Gentlemen, esteemed colleagues, fellow knowledge-seekers.
Thank you for joining us today in beautiful downtown Cairo. I’m glad to see you all arrived here safely.
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[Black Hole - Photo]. Retrieved March 3, 2013, from: URL (http://johnclarkeonline.com/wp-content/uploads/2012/09/300px-BH_LMC.png)
As you’re aware, Egypt is known throughout the world as the “Land of Mystery.” For centuries – ever “…since the Greek historian Herodotus first wrote about his travels through Egypt in the fifth century B.C.,”1 people have marvelled at its ancient monuments and wondered as to their purposes and origins. As the Canadian Museum of Civilization states on their website:
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[Giant Statues at Abu-Simbel, Egypt - Photo]. Retrieved March 2, 2013, from: URL (http://www.123rf.com/photo_2825677_giant-statues-at-abu-simbel-egypt.html)
1. Canadian Museum of Civilization (http://www.civilization.ca/cmc/exhibitions/civil/egypt/egintroe.shtml)
“No other civilization has so captured the imagination of scholars and lay people alike. Mystery surrounds its origins, its religion and its monumental architecture: colossal temples, pyramids and the enormous Sphinx.
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[Sphinx- Photo]. Retrieved March 2, 2013, from: URL (http://gotowall.com/show_wallpaper.php?id=203)
The Egyptian pyramids are the most famous of all the ancient monuments, the only remaining wonder of the seven wonders of the ancient world.”2
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[Pyramids of Giza - Photo]. Retrieved March 2, 2013, from: URL (http://goldenegypttours.net/just-the-pyramids/.html)
2. Canadian Museum of Civilization (http://www.civilization.ca/cmc/exhibitions/civil/egypt/egcivile.shtml)
Note: The exhibition Mysteries of Egypt at the Canadian Museum of Civilization ran until February 21, 1999.
Therefore, it is fitting that we are gathered here today to review our research regarding another mystery -- the phenomenon we have dubbed: “The Mystery-Box Activity.”
I am Dr. Carl Mahlmann, on the faculty of and representing the University of Alexandria.
Representing the University of Cairo in this government-sponsored joint-research project between our two universities is my partner, Dr. Karen L. Alley.
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Original photograph taken by Dr. Carl Mahlmann, March 2, 2013
Our “Mystery-Box” investigation is -- as implied in the title – a mystery.
The entire purpose of science is to further our understanding of the universe in which we live. So, as scientists, when presented with a mystery, it is our province to investigate it, so as to further our understanding.
Furthermore, if we are successful in discovering what is inside the box, it could lead to practical applications for the betterment of humanity. (E.G., might we discover within the box a cure for cancer?)
Even if we are not successful in our efforts to discover what is actually in the box, the process itself could teach us better ways to conduct research of this type in the future.
To obtain our results, we applied the scientific processes of Observing, Measuring, Interpreting and Predicting.
We also communicated our findings with colleagues conducting similar experiments throughout the world. (Many of whom I see here today.) They (you), in turn, shared their findings with us. This collaborative approach led us to ask questions which we might otherwise have overlooked, and encouraged us to probe further. It also helped us to ensure thorough, objective, and consistent practices.
Based on our observations, our final conclusion is that our analysis is inconclusive. However, although our findings are inconclusive, the process of conducting this research has provided us with ideas for better ways to conduct this type of research in the future.
As our scientific forefather, Thomas Edison said:
“I have not failed. I've just found 10,000 ways that won't work.”3
Similarly, we have found 12 ways that just don’t work. So, by following in the footsteps of a scientific giant such as Mr. Edison, we feel confident that we are on the right track.
Also, conducting this research has led us to find, communicate and collaborate with others conducting similar research. Therefore, the implications are that we are building a scientific community dedicated to unlocking the mysteries of the “Mystery Box.” Once we have fully explored this mystery, who knows what further scientific ventures we may embark on together?
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3. http://www.brainyquote.com/quotes/quotes/t/thomasaed132683.html
Our methods for obtaining our results included the following:
Observing: In dual trials, we manipulated the box (as detailed below).
Measuring: We measured the length, width and depth of the container.
Interpreting: We primarily used our senses of touch and hearing to interpret what was inside.
Manipulations:
a) Hefting; b) Rotating; c) Shaking
First, we hefted the box to feel the weight.
Next, we rotated the box about each axis (width, length and depth). Here we see a rotation about the width.
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Original photographs taken by Dr. Karen L. Alley, March 2, 2013
Here we see a rotation about the length.
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Original photographs taken by Dr. Karen L. Alley, March 2, 2013
Here we see a rotation about the depth.
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Original photographs taken by Dr. Karen L. Alley, March 2, 2013
Measuring:
We used a ruler (US Customary Measurement System) to find the length, width and depth of the box.
We also measured when we estimated the weight of the object (when hefting), and the size of the object (by gauging the time it took the object to move across each dimension of the box when the box was rotated).
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Original photographs taken by Dr. Karen L. Alley, March 2, 2013
Here we see the recordings we made of our observations and conclusions in trial #1. (Conducted by Dr. Mahlmann.)
And here we see the recordings we made of our observations and conclusions in trial #2. (Conducted by Dr. Alley.)
As stated earlier, our methods for obtaining our results consisted of the following:
1) Observing: In dual trials, we manipulated the box (e.g., hefting, rotating, shaking), primarily using our senses of touch and hearing to interpret what was inside.
First, we hefted the box to feel the weight. Based on this, we concluded that the object inside was heavier than the container itself.
Next, we rotated the box about each axis (width, length and depth).
We heard and felt the object(s) inside moving. Based on the sounds and sensations resulting from the impacts of the object(s) on the sides of the box, as well as those resulting from friction as the object moved along the insides of the box – we interpreted that the object might be:
a) be composed of a material such as wood or heavy plastic. (As opposed to something metallic.)
b) be flat. (As opposed to something round or cylindrical.
c) belong to 1 item. (As opposed to multiple items.)
d) belong to 1 item composed of multiple parts.
Measuring. Dr. Mahlmann also measured the length, width and depth of the box, using a ruler. (US Customary Measurement System.)
Judging the amount of time it took the object to slide in the box, and the sensations we heard and felt as the object impacted the sides, we have concluded that the object is rectangular in shape, and measures ≈ 5” x 5” x 1”.
Based on our limited observations, we are 100% certain that we are uncertain as to what is in the box.
We are in agreement regarding the general nature of the object (weight, size, material, number, number of parts), but we also agree that we lack sufficient information to make an inference about its function or purpose. It might be something esoteric – like a child’s toy, or tool.
Confidence level: At this point in our research, our findings are not yet statistically noteworthy. Further study is required before our confidence level may reach a point where we feel ready to publish our research.
However, by sharing our findings with you here today, it is our intention to open channels of communication between our respective teams so that synergies may be developed. We believe that by working collectively – sharing data, generating ideas – our opportunities for success are better than by working independently.
Particular challenges we faced that may have affected our research, include:
Funding. The mystery-box phenomenon came upon us suddenly. Research of this type and magnitude had not been included in our universities’ budgets for the year. This is why we sought governmental grants. While we received some funding, it was not sufficient to cover the costs for materials and instruments as new ideas for experiments came to us during our ongoing investigation. (We will discuss this further in just a moment.)
Time. Knowing that successful discovery of what may be inside the box may lead to untold advancements for mankind, we were given a deadline by the Egyptian government. This is one of the reasons you were invited here today. It is imperative we discover what is inside the box!
While our research has been slow, and our findings so far inconclusive, we have no doubt, that with your help, and working collectively (and with more funding), our research will accelerate.
Inexperience: Despite our universities’ wealth of experience in the area of scientific research, we have never before encountered a phenomenon such as this “Mystery-Box Activity.” Having no prior frame of reference, therefore, we started “from scratch.” It was only after conducting several observations and experiments that ideas for other types of experiments that could be done to collect more data occurred to us.
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[Dollar Sign - Clipart]. Retrieved March 2, 2013, from: URL (http://georgetownlistings.ca/images/shiny-gold-dollar-sign.png)
[Hour Glass - Clipart]. Retrieved March 2, 2013, from: URL (http://3.bp.blogspot.com/_taArODKjZAQ/TOs5PGasgwI/AAAAAAAAA20/u0BperY04ik/s200/j0435235.png)
[Baby / Plant - Photo]. Retrieved March 2, 2013, from: URL (http://jandsbabysupplies.org.uk/ )
These ideas include:
In the future, we will also measure the weight of the box / object. In this recent activity, we lacked a precision light-weight (i.e., ounces) scale. If we had one, we could have found a similar box, weighed that, and subtracted that weight from the total weight of the box + object to determine the object’s weight. (But we lacked both a light-weight scale and a similar box.)
We could also measure the dimensions of the object in the box more accurately if we were to puncture the box and insert a thin rod of some type (e.g., an awl, straw). We could then measure the depth of the insertion rod as it touches the object inside the box and subtract that measure from the measure of the corresponding dimension of the box into which it was inserted in order to determine the size of the object inside.
Of course, this would have to be done with utmost care -- under the most controlled conditions. Puncturing the box could lead to the release of unknown energies within the box, as well as damage to the object itself. So, given the potential hazards that accompany this type of experiment, we would hesitate to use it until all other options have been exhausted, or until we have learned enough about the contents of the box through other means (e.g., MRI, X-Ray) that we feel confident about the safety of the experiment.
If we deem puncturing of the box prudent, we might then also consider inserting a micro-camera, to extend our sense of sight.
Ways that occur to me to use the Mystery Boxes activity with students include:
Math:
The 6th grade math curriculum in the state in which I teach (Mississippi) includes measurement of length, weight and volume, using both US Customary and Metric measurement systems. The curriculum also includes estimation in both number computations and geometry (i.e., angles).
This Mystery Box activity may be an ideal way to engage students; the fact that there’s a mystery to solve would peak their interest, and they would be applying what they are learning about measurement and estimation to a real-life situation. They would have to use these mathematical skills in order to solve the mystery.
It might also lead them to make connections between mathematics and science.
Language Arts:
Although I don’t teach Language Arts per se, it is nonetheless a part of my math teaching, because test questions in the curriculum are usually presented within the context of word problems.
Prediction – used in Language Arts classes -- is also a skill I teach in math class, as a way to get students on the path to self-teaching.
Although it is not my primary teaching role, I also teach an independent reading block one period per day.
The Mystery Box activity would seem to be ideal for applying the skill of descriptive writing – part of the middle school Language Arts curriculum – involving observation, grouping information logically, use of details and precise language, and making concluding statements. (See objective description below.)
The Mystery Box activity would also lend itself to applying the skill of predicting without involving the necessity to comprehend text, which can be a barrier to readers struggling with text comprehension.
CCSS Objective Description:
W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section related to the information or explanation presented.4
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4. Common Core State Standards Initiative (www.corestandard.org)
A hardcopy of today’s presentation, including source references, is included in your handout packet.
Thank you for coming.
Now, we’ll open the floor for questions…
