Lung Experiment- 4th Class Room 8

Lung Experiment

Equipment- 3 balloons, 3 straws, plastic bottle, scissors, glue and sellotape. (Rubber Glove)

Method

  1. Cut plastic bottle in half using scissors.
  2. Cut straws and glue together.
  3. Secure balloon to end of each straw with tape.
  4. Make hole in lid and put straw through and secure.
  5. Cut other balloon in half and tape to the bottom of bottle.

Result- When we pulled the balloon at the bottom of the bottle it did not work. We replaced it with a rubber glove. When we pulled the glove down the balloons expanded.

Conclusion- When we breathe (inhale) the diaphragm pulls down making the chest expand. This causes air to be sucked into the lungs. When the diaphragm relaxes the air is pushed out of the lungs (exhale).

Junior Infant Engineers

The teddy bears in Junior Infants were delighted that a team of architects and engineers designed and built them some lovely new homes. Watch out Dermot Bannon!

Do Pulley Systems Make Things Lighter?

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.

 

 

 

Engineering Week 2019- 4th Class Room 12

For ‘Engineering Week 2019’, we have been learning about different types of engineers and their various roles.

After discovering some really interesting facts, we were tasked with an engineering challenge of our own!

We had to work as an engineer to design and construct a rubber band powered car.

We began by exploring our materials (cardboard, axles, wheels, elastic band, paper clip) and planning our design.

Then we moved onto the construction stage. This involved folding the cardboard into a box shape (also known as a chassis) and fitting the axles through the front and rear holes on the chassis. Next, we had to fit wheels to the end of each axel. Finally, we had to wrap the rubber band around the rear axle and then attach the rubber band to a fixed position on the front axle of the car.

Although we found it rather difficult to fit the rubber bands, we eventually managed to complete the design.

The final part of our challenge required us to test the rubber band car.

To do so ,we hand to wind up the real axle that was attached to the rubber band and then let it go. This caused the car to move forward.

Our conclusion:

When you wind up the car’s axle you stretch the rubber band and store potential energy. When you release it the rubber band starts to unwind, and the potential energy is converted to kinetic energy as the car is propelled forward.

 

 

Hydraulic Bridge

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.

Senior Infants Spring Hunt!

We have been learning all about the signs of Spring and the changes that happen at this time of year. We loved going on a ‘Spring Hunt’ around the school grounds in search of signs of Spring. We found lots of new things growing, such as seedlings, buds, blossoms and flowers. We saw new leaves growing on the trees. We saw lots of birds flying around but did not come across any nests, so we will keep an eye out for that and more signs of Spring over the next couple of months!

 

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Designing parachutes in 3rd class

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We had great fun creating and testing our own parachutes in 3rd Class! Each group in the class decided to test a different material when making their parachutes to see which material worked the best. The materials used included tissue, paper, tracing paper, plastic, cardboard and fabric. We discovered that plastic worked the best and gave our pencil passenger the safest, steadiest landing! We also decided to test parachutes of different sizes. We discovered that the larger the surface area of the parachute, the more air resistance it will encounter. This means that larger parachutes will fall more slowly than smaller parachutes.

Sound in 2nd Class

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.

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Science Exhibition ~ ASD Class

STEM Activity: To programme a Bee-bot to move in the shape of a circle

Skills Development

Working Scientifically

  • Predicting
  • Observing
  • Investigating and experimenting
  • Recording and communicating

Equipment:

  • Bee-bots
  • Markers
  • Rubber bands
  • Paper

What we did:

Lesson 1

  • 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.

Lesson 2

  • 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.

Lesson 3

  • 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

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