Engaging in Guided Inquiry

I conducted the experiment on marbles and surface area. The design of the experiment was to roll marbles of different sizes over three different surfaces and record the distances on a table.  The surfaces that the marbles were rolled over included hardwood, concrete and carpeting. The marbles were rolled from the same starting point and then measured with a ruler to determine the farthest distance. The findings were recorded and analyzed.
 My initial hypothesis was that the heavier marble would travel the shortest distance over all surfaces. I was surprised to see that the heavier marble traveled further over the rougher surface areas.  I concluded that the larger mass made it easier to roll over a surface that was more rough.
The experiment went well overall. It was uncomplicated, but if I were to modify it in any way I would include an instrument that maybe provided the same force for each roll.   I also had an issue with my floors not being even and having balls roll in opposite directions.
I could very easily provide this very lab with my students as an introduction to a unit on motion. This simple experiment is a gateway for many other skills. I would ask the students why is knowing about motion important. I would make them explain themselves upon completion of the lesson. I would also set up a lab with different weighted marbles and surfaces. Maybe have the students compete in s motion competition.
I would like my students to know how and why objects move at different rates and be able to explain the concepts. I would like this knowledge to spark the interests in design or engineering. The ability to test and trial is the basis of investigation and innovation. I believe that I met this goal.