Bee-Bots ~ASD Class

Siluan, Lorchán and Thomas spent Friday afternoon playing with Bee-Bots. They each had a Bee-Bot and a different activity mat. Siluan used the busy street map, Lorchán used the 2D shapes mat and Thomas used the letters mat. They are learning how to programme a Bee-Bot to move from one location to another using the directional arrows. They had lots of fun and are looking forward to using them again.

 

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The Respiratory System – 5th Class Room 7

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We investigated the respiratory system for the science exhibition.

First of all we learned how we breathe and the parts involved in the respiratory system.

We then carried out two experiments: How to Make a Model Set of Lungs and How to Measure Your Lung Capacity.

How To Make a Model Set of Lungs

Equipment needed:

A 2 litre bottle, 2 balloons, blue tack, a rubber glove, sellotape.

Method:

Step 1: First, cut a 2 litre bottle in half.

Step 2: Next, place a straw into a balloon and use sellotape to stick it on. Ensure that there is no air getting through. This will represent our trachea and our lung.

Step 3: Repeat step 2 as we have 2 lungs.

Step 4: Then, place the two lungs through the top of the bottle and secure using blue tack. Again, make sure that there is no air getting through.

Step 5: After that, place a rubber glove on the bottom part of the bottle.

Step 6: Finally, pull down on the rubber glove to show the air coming into the lungs and going out of the lungs.

What We Have Learned:

  • The diaphragm moves down when we breathe in to make room for air in the lungs.
  • The diaphragm moves up when we breathe out pushing out the air.
  • The diaphragm is an important muscle in our breathing system.

How to Measure Your Lung Capacity

Equipment needed:

Permanent marker, 5 litre bottle, basin, plastic tubing

Method:

Step 1: First, using a permanent marker, mark off a 5 litre bottle into 250 millimeter intervals.

Step 2: Next, fill the bottle up with water.

Step 3: Then, place a piece of tubing into the bottle.

Step 4: Ask your friend for some help in placing the bottle into a half filled basin of water. Ensure it is placed in the sink in case there is an over spillage of water.

Step 5: After that, place the tubing in your mouth. Taking an ordinary breath, blow out as much water as you can.

Step 6: Record, in millimeters, how much water you have blown out of the bottle.

Step 7: Then, fill up the bottle again. This time take a deep breath and blow into the bottle.

Step 8: Record, in millimeters, how much water you have blown out of the bottle.

Step 9: Do 15 minutes exercise a day for two and a half weeks.

Step 10: Finally, repeat Steps 2-8 after two and a half weeks.

What We Have Learned:

  • Two people from our class measured their lung capacity before and after 15 minutes of exercise over two and a half weeks
  • The results showed that their lung capacity had increased after two and a half weeks

We also carried out our own research about the respiratory system. This included information about; Smoking and the Lungs, How the Respiratory Works with Other Systems in the Body and Asthma.

Exercise and your Heart

 

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In fourth class we have been busy testing our heart rates. Before exercise we tested children’s heart rates using the heart rate monitor. After the exercise we tested them again to see if there was any change in their heart rates. The heart rate monitor told us how many times their heart beat per minute (bpm). Here are some of the results we collected.

Results

Kalya                Before exercise 96bpm

                          After exercise 120bpm

Oliver                Before exercise 90bpm

                           After exercise 130bpm

Declan              Before exercise 78bpm

                          After exercise 135bpm

Oscar               Before exercise 150bpm

                          After exercise 200bpm

 Conclusion

We found out that your heart rate changes after exercise. It beats faster. Oscar had a high heart rate before exercise and we know this was because he was nervous and excited about using the heart rate monitor. He was also doing a lot of talking at the beginning!!

For the next few weeks we are hoping to use the heart rate monitor before and after P.E every week.

Butter v Margarine 5th Class Room 6

 

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Which should we use butter or margarine and why?

  1. First we conducted a survey of the butters and margarines used in Fifth class room 6.
    Then we made a tally chart and bar chart displaying our findings.

  2. Then we identified the ingredients each of these contained. We made a stacked bar chart of these ingredients.     
    Some margarines contained 9 /10 ingredients including preservatives, colouring, Emulsifiers, acidity regulator 
    Findings:   
    We were shocked to discover that Flora and Benecol contained the exact same ingredients as stock margarine even though they were over 4 times the price.

  3. Then we investigated which butter or margarine would go off first. Findings:
    a) Pure butter went mouldy after 10 days.
    b) However, after 3 months none of the margarines have gone off.

  4. Finally we made pure butter by shaking double cream. 
    Try this at home.    It is so tasty!

Magnets – ASD Class

For this year’s Science Exhibition we combined sensory play, maths and science into one fun activity! We each took turns to find hidden objects in a tray filled with pasta and tested them to see if they were magnetic or non-magnetic. We sorted the objects into two sets and recorded our results on a data chart. We all had great fun using the horseshoe magnet and investigating what is attracted to it. Lorchán did a fantastic job presenting our work to parents in the hall.

 

 

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