Re: physics
Jeff & Diane Gwirtz
> As I am new to unschooling, I am wondering...is it good to point out whatI think it depends on their age. If they're older and need the
> type of "educational" things they are learning in their play? Should I step
> in and identify or wait until they ask questions? This is a whole new concept
> for me!
>
reassurance that they are learning, then it might be a good idea. Otherwise, I feel like
it detracts from the fact that everything is educational and
classifies activities as good or bad. That doesn't mean that you
shouldn't be excited right along with them about the new things that
they learn, just that you don't need to point out specifically
"educational" things. As far as your second question, I think it
depends on the child. Some welcome suggestions - others want you to
wait until they ask for help. You might ask your chidren which they
prefer.
Diane from KS
jagwirtz@...
[email protected]
Over the past week or two my son (age 4-1/2) has been discovering a
surprising number of physics principles in his play. Running round and round
in a big empty room, he noticed that he can keep his feet toward the outside
of the circle and tilt his upper body way toward the center without falling
over...centrifugal force, right? He could spend hours blowing up balloons
and watching them wiggle away as the air comes out, switching to balloon
powered lego car, and balloon attached to straws on a string so it jets from
one end of the string to the other...equal and opposite reaction? Now he's
fully into making ramps and rolling a variety of things down them from
different heights, different angles.
He was really into the centrifugal force thing yesterday, so we put water in
a container, suspended it from a string, and were able to spin it like a
lasso overhead without the water falling out. He thought this was absolutely
hysterical and amazing....and he enjoyed getting wet when he didn't spin it
fast enough! I also mentioned the clothes against the washing machine drum
after it's done spinning, so of course we had to go and peek in during a load.
I know there are amusement park physics type books, and this previously
physics-phobic mom would like to check out an introductory physics
book/website for background info and possibly some fun activity ideas.
(Please correct me if I'm wrong and these phenomena don't actually fall into
*physics* category....I'm guessing!) Suggestions please?
Peace -- Debbie
surprising number of physics principles in his play. Running round and round
in a big empty room, he noticed that he can keep his feet toward the outside
of the circle and tilt his upper body way toward the center without falling
over...centrifugal force, right? He could spend hours blowing up balloons
and watching them wiggle away as the air comes out, switching to balloon
powered lego car, and balloon attached to straws on a string so it jets from
one end of the string to the other...equal and opposite reaction? Now he's
fully into making ramps and rolling a variety of things down them from
different heights, different angles.
He was really into the centrifugal force thing yesterday, so we put water in
a container, suspended it from a string, and were able to spin it like a
lasso overhead without the water falling out. He thought this was absolutely
hysterical and amazing....and he enjoyed getting wet when he didn't spin it
fast enough! I also mentioned the clothes against the washing machine drum
after it's done spinning, so of course we had to go and peek in during a load.
I know there are amusement park physics type books, and this previously
physics-phobic mom would like to check out an introductory physics
book/website for background info and possibly some fun activity ideas.
(Please correct me if I'm wrong and these phenomena don't actually fall into
*physics* category....I'm guessing!) Suggestions please?
Peace -- Debbie
Maura Seger
-----Original Message-----
From: LivnLetLrn@... <LivnLetLrn@...>
To: [email protected] <[email protected]>
Date: Thursday, August 12, 1999 5:58 AM
Subject: [Unschooling-dotcom] physics
K-9 -- Beverley A.P. Taylor, et al; and
Toying Around With Science : The Physics Behind Toys and Gags -- Robert
Friedhoffer, et al. Both are available through Amazon and elsewhere.
There's a neat piece of software, Virtual Physics, but it's pegged for kids
from about 12 and up so it might be a stretch at this point. However, there
used to be others because I remember using them when my kids were 8 and 9.
Gizmos and Gadgets was a favorite; it doesn't directly teach physics
concepts but it provides lots of hands-on experience with them.
You can do a lot of really good physics experiences with ordinary materials.
One thing you might want to look around for is one of those toy pool tables.
Great for getting to know Newton.
Have fun--
Maura
From: LivnLetLrn@... <LivnLetLrn@...>
To: [email protected] <[email protected]>
Date: Thursday, August 12, 1999 5:58 AM
Subject: [Unschooling-dotcom] physics
>From: LivnLetLrn@...into
>
>
>I know there are amusement park physics type books, and this previously
>physics-phobic mom would like to check out an introductory physics
>book/website for background info and possibly some fun activity ideas.
>(Please correct me if I'm wrong and these phenomena don't actually fall
>*physics* category....I'm guessing!) Suggestions please?I suggest two books: Teaching Physics With Toys : Activities for Grades
>Peace -- Debbie
K-9 -- Beverley A.P. Taylor, et al; and
Toying Around With Science : The Physics Behind Toys and Gags -- Robert
Friedhoffer, et al. Both are available through Amazon and elsewhere.
There's a neat piece of software, Virtual Physics, but it's pegged for kids
from about 12 and up so it might be a stretch at this point. However, there
used to be others because I remember using them when my kids were 8 and 9.
Gizmos and Gadgets was a favorite; it doesn't directly teach physics
concepts but it provides lots of hands-on experience with them.
You can do a lot of really good physics experiences with ordinary materials.
One thing you might want to look around for is one of those toy pool tables.
Great for getting to know Newton.
Have fun--
Maura
[email protected]
As I am new to unschooling, I am wondering...is it good to point out what
type of "educational" things they are learning in their play? Should I step
in and identify or wait until they ask questions? This is a whole new concept
for me!
Blessings, Lori in TX
type of "educational" things they are learning in their play? Should I step
in and identify or wait until they ask questions? This is a whole new concept
for me!
Blessings, Lori in TX
[email protected]
In a message dated 8/12/99 6:06:31 AM Pacific Daylight Time, RRAINENJ@...
writes:
<< is it good to point out what
type of "educational" things they are learning in their play? Should I step
in and identify or wait until they ask questions? >>
I think it depends on the child AND on the way the info is given. For
instance, a couple of days when my son was running in circles, tilted inward,
and noted that he wasn't falling down, I said, "Hey, that's really cool. I
wonder why that happens."
When he continued to be interested in the same phenomenon the next day and
the day after that, I said, "Hmmm...that reminds me of an experiment I saw,
where you can spin a bucket of water over your head and the water won't fall
out. Wanna try it?" (Still no official terms, just fun exploration.) He
responded with great enthusiasm, and when we were reading the experiment
instructions together, I said, "Oh, it says here that's called centrifugal
force. Neat!" He said the word a few times and we used it in conversation
more while watching the clothes spin in the washing machine.
I think it's okay to put a name with the __whatever__ if the interest is
there, as long as it doesn't serve to separate the "educational aspect" from
the fact that it's a neat thing to mess around with. Of course, I also don't
think it's inappropriate to leave the official terms out of the play. He has
been playing Logical Journey of the Zoombinis for almost a year now and has
no idea about x-axis and y-axis, graphing, probability, and all the other
algebraic (algebra, right?) functions encompassed by that program. I figure
those terms can come later and he'll have great experiences on which to tack
the terms for REAL knowledge and understanding.
Also I think it's important to beware of jumping on an interest and turning
it into a unit study, thus scaring the kid away from expressing future
interests. Like, I want to find out more about basic physics so I can pull
out that information when and *if* it fits into our lives and HIS interest.
If it does, that's cool. If it doesn't, now or in the future, then at least
I will have likely learned something new about physics in the process --
assuming that the recommended books are fun and interesting! ;-)
Peace -- Debbie in CT, mom to Jesse 11/94 and Leah 5/98
writes:
<< is it good to point out what
type of "educational" things they are learning in their play? Should I step
in and identify or wait until they ask questions? >>
I think it depends on the child AND on the way the info is given. For
instance, a couple of days when my son was running in circles, tilted inward,
and noted that he wasn't falling down, I said, "Hey, that's really cool. I
wonder why that happens."
When he continued to be interested in the same phenomenon the next day and
the day after that, I said, "Hmmm...that reminds me of an experiment I saw,
where you can spin a bucket of water over your head and the water won't fall
out. Wanna try it?" (Still no official terms, just fun exploration.) He
responded with great enthusiasm, and when we were reading the experiment
instructions together, I said, "Oh, it says here that's called centrifugal
force. Neat!" He said the word a few times and we used it in conversation
more while watching the clothes spin in the washing machine.
I think it's okay to put a name with the __whatever__ if the interest is
there, as long as it doesn't serve to separate the "educational aspect" from
the fact that it's a neat thing to mess around with. Of course, I also don't
think it's inappropriate to leave the official terms out of the play. He has
been playing Logical Journey of the Zoombinis for almost a year now and has
no idea about x-axis and y-axis, graphing, probability, and all the other
algebraic (algebra, right?) functions encompassed by that program. I figure
those terms can come later and he'll have great experiences on which to tack
the terms for REAL knowledge and understanding.
Also I think it's important to beware of jumping on an interest and turning
it into a unit study, thus scaring the kid away from expressing future
interests. Like, I want to find out more about basic physics so I can pull
out that information when and *if* it fits into our lives and HIS interest.
If it does, that's cool. If it doesn't, now or in the future, then at least
I will have likely learned something new about physics in the process --
assuming that the recommended books are fun and interesting! ;-)
Peace -- Debbie in CT, mom to Jesse 11/94 and Leah 5/98
Andi Kaufman
>From: RRAINENJ@...hi lori,
>
>As I am new to unschooling, I am wondering...is it good to point out what
>type of "educational" things they are learning in their play? Should I step
>in and identify or wait until they ask questions? This is a whole new concept
>for me!
it depends. sometimes i do and soemtimes i dont. i might say, wow that is
an interesting idea a man named frankin experimented with electricity too.
if he looked okayw ith it i might tell him fmore or ask him if we should
find out more.
Andi...domestic goddess and active volunteer
mom to Isaac
tl2b@...
Never Underestimate the Power of This Woman!
Joel Hawthorne
Jeff & Diane Gwirtz wrote:
As I am new to unschooling, I am wondering...is it good to point out what
unschooling. Pointing out the educational aspects of something is confused to begin with as is
pointed out below i.e. everything is educational. The setting of "educational" priorities is
something that the learner and the world, interacting together establish. Being able to
recognize what I need to know, need to learn, am interested in learning are the most important
skills. A person doesn't ever really get them if someone is overtly or covertly directing
their learning. It is of course very hard to avoid because most of us have been "schooled" half
to death and hardly know what it looks like or feels like to be self-directed in one's
activities. This self-direction is never in a void... it is in the context of one's family,
friends and community which is different for everyone.
Self-direction is (contrary to lots of propaganda) at odds with our culture insofar as
obedience to authority is one of the main underpinnings of our consumer /consuming society.
There I feel better getting that off my chest. JH
best wishes
Joel
All children behave as well as they are treated. The Natural Child
Project http://naturalchild.com/home/
Work together to reinvent justice using methods that are fair; which conserve, restore and even
create harmony, equity and good will in society i.e. restorative justice.
We are the prisoners of the prisoners we have taken - J. Clegg
http://www.cerj.org
As I am new to unschooling, I am wondering...is it good to point out what
> type of "educational" things they are learning in their play? Should I stepI think it is a potential way of extinguishing the love of learning which is at the heart of
> in and identify or wait until they ask questions? This is a whole new concept
> for me!
>
unschooling. Pointing out the educational aspects of something is confused to begin with as is
pointed out below i.e. everything is educational. The setting of "educational" priorities is
something that the learner and the world, interacting together establish. Being able to
recognize what I need to know, need to learn, am interested in learning are the most important
skills. A person doesn't ever really get them if someone is overtly or covertly directing
their learning. It is of course very hard to avoid because most of us have been "schooled" half
to death and hardly know what it looks like or feels like to be self-directed in one's
activities. This self-direction is never in a void... it is in the context of one's family,
friends and community which is different for everyone.
Self-direction is (contrary to lots of propaganda) at odds with our culture insofar as
obedience to authority is one of the main underpinnings of our consumer /consuming society.
There I feel better getting that off my chest. JH
> Diane from KS responded:--
>
> >
> I think it depends on their age. If they're older and need the
> reassurance that they are learning, then it might be a good idea. Otherwise, I feel like
> it detracts from the fact that everything is educational and
> classifies activities as good or bad. That doesn't mean that you
> shouldn't be excited right along with them about the new things that
> they learn, just that you don't need to point out specifically
> "educational" things. As far as your second question, I think it
> depends on the child. Some welcome suggestions - others want you to
> wait until they ask for help. You might ask your chidren which they
> prefer.
>
> Diane from KS
> jagwirtz@...
best wishes
Joel
All children behave as well as they are treated. The Natural Child
Project http://naturalchild.com/home/
Work together to reinvent justice using methods that are fair; which conserve, restore and even
create harmony, equity and good will in society i.e. restorative justice.
We are the prisoners of the prisoners we have taken - J. Clegg
http://www.cerj.org
[email protected]
In a message dated 08/12/1999 10:00:12 AM Eastern Daylight Time,
LivnLetLrn@... writes:
<< Like, I want to find out more about basic physics so I can pull
out that information when and *if* it fits into our lives and HIS interest.
If it does, that's cool. If it doesn't, now or in the future, then at least
I will have likely learned something new about physics in the process --
assuming that the recommended books are fun and interesting! ;-) >>
That's how I look at things also...as a learning opportunity for ME!! If my
dd learns too, great; if not, OK too!!
Sam
LivnLetLrn@... writes:
<< Like, I want to find out more about basic physics so I can pull
out that information when and *if* it fits into our lives and HIS interest.
If it does, that's cool. If it doesn't, now or in the future, then at least
I will have likely learned something new about physics in the process --
assuming that the recommended books are fun and interesting! ;-) >>
That's how I look at things also...as a learning opportunity for ME!! If my
dd learns too, great; if not, OK too!!
Sam