By Jack 5th Class
Hi! Did you know that we are damaging our planet because of cars and air pollution? Well keep reading because I will tell you what we can do to help.
5th class at St. Clare’s did a project on Air Pollution. We put test tubes around our school to measure NO2 levels. After one month we sent the test tubes to be analysed in a laboratory in England.
We found out that the air pollution levels decreased compared to last year’s levels. We think this is because of Covid-19 travel restrictions and less traffic on the road.
So let’s try and keep these levels low. How can we do this? Here are some ideas:
-Use the car less.
-Try walk, school or scoot.
-Plant flowers and trees.
St. Clare’s will run this test again in 2021. We know that the levels of air pollution will reduce again because clean air is really important to us.
Together we can all make a big difference.
Check out the video of the amazing science experiments carried out at home by our pupils. Well done everyone!
This week Sixth Class had to put their engineering caps on and complete the EGG DROP CHALLENGE!!
The objective was to design a landing craft that would protect an egg from cracking or breaking from a high fall. Each student had to design, build and test their landing craft for homework. They made them using a variety of materials, such as, show boxes, pillows, plastic bags and popcorn. Many students also made parachutes and wings to help their landing craft.
We had great fun testing them and checking to see whether our eggs ‘survived’ the drop. In the end, we only broke three eggs!
Have a look at some of our EGG-CELLENT landing crafts!
This year in 6th class for the RDS Science Blast we decided to investigate pulley systems. First we made a single fixed pulley system but discovered that it made no difference to the weight. Then we made a multiple fixed pulley system. We calculated that there was a mechanical advantage of 1.8 with this method. Next we made a multiple pulley system using a movable pulley and a fixed pulley. This had the biggest mechanical advantage 3. Finally we wanted make a structure used in everyday life so we decided on a crane. We made the crane out of modelling wood and used 3 fixed pulleys and 1 moveable pulley. We also made a handle out of an old pencil which attaches to the pulleys and makes the crane work when you wind it. We really enjoyed doing this project.
This year our class entered the Intel Mini Scientist Competition and our group was lucky enough to be selected to go to the Regional Finals. Our group’s topic was hydraulics, more specifically hydraulic bridges. We chose this topic because last year two people from our
group went to the previous regional final and three other groups did hydraulic arms and we had an interest in the science behind hydraulics. We decided to investigate hydraulic bridges.
At first we found it very difficult to construct the bridge and came across quite a few problems but after a while we figured it out. In November three judges from Intel came in and judged all the classes’ projects. Our group was lucky enough to be selected to go to the Regional Final! In preparation for the Regional Final we decided to make another bridge out of balsa wood. In December our group went to Blanchardstown IT and after a long day of presenting we made it to the National Finals in Maynooth. We were delighted when we found out we were in the top 1% in Ireland. Then the awards were announced but unfortunately we didn’t we win anything but were still extremely proud of ourselves.
Sound is an energy, caused by vibrations that makes sound waves.
We completed a dancing rice experiment to see sound vibrations. We made ‘String telephones’ to hear sound waves.
We investigated which material would be the best sound insulator. We measured how far away from the sound we needed to walk before the sound disappeared when blocked by each material. We predicted that the cardboard box would be the best sound insulator and we were right!
Some materials allow sound to pass through them easily. Other materials absorb sound.
STEM Activity: To programme a Bee-bot to move in the shape of a circle
- Investigating and experimenting
- Recording and communicating
- Rubber bands
What we did:
- We watched a fun video about the circle with a catchy song.
- Lorchán wrote the word ‘circle’ on the whiteboard.
- Each of us had a turn at drawing a circle on the whiteboard.
- We did a hunt around the classroom to find circular objects. We really enjoyed this.
- We sat at the group work table and read through our Bee-bot social story.
- Thomas ordered sandpaper numerals from 1-4 on the table and we looked at the 4 pieces of equipment which we needed for the experiment.
- We each took a turn at programming the Bee-bot to move in the shape of a circle by pressing the right arrow 4 times.
- Ciarán cleverly pointed out that we could also press the left arrow and it would still move in the shape of a circle.
- We watched the video about the circle again.
- We recapped Lesson 1 by looking at photographs on the interactive whiteboard which were taken during the lesson.
- We discussed how we could confirm our observations and prove that the Bee-bot can move in the shape of a circle.
- We observed Ms. Groarke attaching the marker to the Bee-bot with an elastic band.
- Each of us took a turn at programming the Bee-bot to move in the shape of a circle with the marker attached. We pressed the right arrow 4 times and ‘Go.’ Then we pressed the left arrow 4 times and ‘Go.’
- Sometimes we had to press ‘Go’ more than once and adjust the marker so that it left a more visible circle on paper.
- We labelled our work with lots of care as you can see.
- We watched the video about the circle one more time.
- We recapped Lessons 1 and 2 using photographs.
- We discussed if 2 or more Bee-bots could move in the shape of a circle at the same time.
- We agreed that that they could once we press the right/left arrow the same number of times and ‘Go’ at the same time.
- We prepared 2 Bee-bots by turning them on.
- We pressed the right arrow 4 times on both Bee-bots.
- We practiced pressing ‘Go’ on the 2 Bee-bots at the same time and observed them mostly moving in unison.
- After a few trials, we did it one last time and video recorded our results.
We hope you enjoy reading about our contribution to this year’s Science Exhibition!
Lorchán, Thomas, Ciarán, Seán and Akshay
We have been experimenting and testing the force of water on objects by investigating things that float and sink.
To begin we collected a variety of items from around the classroom to investigate. As a class we predicted which items would sink and float in water. Next, in our groups, we took turns to test the items to see if they would sink or float. Lastly we sorted the items into two groups; sink or float and we recorded our results.
The second activity we completed was ‘Design a Boat’. Firstly we experimented with a ball of plasticine to see if it would sink or float and if changing its shape would make a difference. Then in our groups we tried to use the plasticine to design a boat that would float. If we were successful we tested our boat to see how many ‘passengers’ (dried peas) it could carry. After a few attempts some groups were successful! 🙂
The last activity we completed was an experiment called ‘Dancing Raisins’. We predicted what would happen to the raisins in water and in soda water and then observed the differences between the two types of water. We were amazed to watch the raisins begin to ‘dance’ in the soda water! Why do you think this happened?! 🙂