Category Archives: Myself

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.

Run a Mile in Junior Infants

We have been doing ‘Run a Mile’ this year in Junior Infants. We have been running on Friday mornings and have been doing a great job remembering to bring our boot bags. We have great fun and Ms Shaughnessy and Ms O’Leary said we are definitely getting fitter! Here are some pictures of us doing ‘Run a Mile’ and PE.

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Heart Rate Before and After Exercise

Today in our class we monitored some children’s heart rates before exercise and then we monitored it after exercise. We found out that your heart rate increases after you complete exercise. These are the results

Name Before exercise After exercise
Anais 106bpm 178bpm to 160bpm
Ronan 86bpm 178bpm to 99bpm
Brandon 93bpm 170bpm to 108bpm
Molly 95bpm 128bpm to 95bpm

Click on the following links to see the graphs

Brandon’s Heart Rate Before & After Exercise

Molly’s Heart Rate Before & After Exercise

Ronan’s Heart Rate Before & After Exercise

Anais’ Heart Rate Before & After Exercise

6th Class Reaction Testing.

We decided to test reactions for our latest Science project. How fast our reaction speeds are and if there are differences with age, gender etc?

We marked a ruler using  a template between 0.01  up to 0.25 seconds.

One person held the ruler on top while the person being tested had the 0.00 mark between their thumb and forefinger.

The person holding  the ruler drops and the the person being tested has to try to catch it.

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We recorded the scores as a time in seconds

Class Average

The very first part was to test everybody and get a class average.

We found that  our class average was 0.22sec

class average

 

We also looked to see how many were faster or slower than the class average we found

that

56% were Faster than average

36% were slower than average

8% were exactly average

Gender differences/Gender Averages

For the boys (15 of them) their average speed was 0.24sec.

40% were faster than average

53% were slower than average

7% were exactly average

Boys avg

For the girls (10 of them) the average speed was 0.20 sec

30% were faster than average

50% were slower than average

20%  were exactly average.

Girls average

 

Reaction Times across the school.

We looked at reaction times for boys and girls from age 5 to 13 across the school.
From the data we have collected we have found out that as you get older your reaction times get faster. In our graph it shows that the eleven year olds had a faster time then the twelve year olds. We collected information from the ages of of 4 years olds to 12 year olds. We tested them five times each then found the average times for each age group.

 

age

Senior Infants: Room 3 investigated the quantity of sugar in cereals.

Method 

Over one week we recorded the cereals eaten by each child each day.

Then we correlated the data and listed the cereals used.

Experiment 

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Using a balancing scales we checked how many spoons of sugar in a

bowl of each of the cereals.

Results

We were shocked at the results!!!!

Some children were eating 11 spoons of sugar each morning.

Coco Pops had the most spoons of sugar per bowl at 11 spoons, while Weetabix and Porridge had the least spoons of sugar at 1/2 a spoon per bowl.

Recommendations 

We think that cereal boxes should show the number of spoons of sugar

per bowl rather than grams per 100 mls.

Then we would not eat the cereals with so much spoons of sugar in the morning.

Heart Rate (bpm)

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Today in second class we all monitored our heart rate with the heart rate monitor.

Our hearts are pumping at a regular rate. This pumping can be felt by placing fingers across the pulse point at the wrist or the neck, and the rate can be counted. An adult’s heart rate is around 70 beats per minute, and a child’s is a bit higher. Heart rate increases with exercise so that more of the oxygen carried in the blood can reach the muscles. The fitter you are, the quicker your heart rate returns to normal.

BPM stands for beats per minute.

Click on the link and you can see a graph showing Jakub’s Heart Rate

This link shows Jakub and Ava’s Heart Rate. Ava’s heart rate was around 92 bpm and Jakub’s was around 73bpm.

We hope to do some exercise tomorrow and monitor our heart rates after. They should be higher than they were today!

This week in 5th Class, we have been investigating materials and their properties.

Experiment 1: Does it Conduct or Insulate?

Equipment: 2 Crocodile clips, 1 bulb, 1 bulb holder, 2 batteries, a battery holder, a match stick, a metal spoon, a pair scissors, a piece of tinfoil, a plastic spoon, a piece of paper, a shoe lace, a rubber.

Method:

Step 1: Set up a circuit using the crocodile clips, a bulb, a bulb holder, batteries and a battery holder. Check that the circuit is working (the bulb will light up).

Step 2: Make a prediction as to whether the objects are conductors (let the electrons through to the light bulb) or insulators (stop the electrons from passing through to the light bulb).

Step 3: Test whether the various objects are insulators or conductors by connecting them to the circuit.

Results from Group 1:

Matchstick: Insulator

Metal spoon: Conductor

Scissors: Conductor

Tinfoil: Conductor

Plastic spoon: Insulator

Paper: Insulator

Shoe lace: Insulator

Rubber: Insulator

What we learned:

An insulator is an object made from a material that electricity cannot flow through. A conductor is an object made from a material that electricity can flow through. If the bulb does not light up when you place an object across the gap in the circuit, then the object is an insulator. If the bulb does light up then the object you are testing is a conductor.

Experiment 2: How Quickly Does it Fall?

Equipment: Maple syrup, honey, oil, vinegar, 4 clear plastic cups of the same size, 4 balls of play doh (they must be the same size to make it a fair experiment).

Method:

Step 1: Fill up each cup with a different liquid. Ensure that they are all even to make it a fair experiment.

Step 2: Drop a ball of play doh into the first liquid. Time how long it takes to get to the bottom of the cup. Record your result. Do this with all of the liquids.

Results from Group 2:

The vinegar let the ball fall the quickest (1 second) with the oil coming in at a close second (1.5 seconds). Unfortunately, the play doh was too light and so it floated in the maple syrup and honey.

What we learned:

Liquid resistance slows moving objects. Also, we should have used a heavier substance to drop into the liquids such as modelling clay. This would have ensured the object went to the bottom.

Experiment 3: How Quickly Does a Gas Move?

Equipment: Perfume, vanilla essence, vinegar, stopwatch

A (The Smeller)

B (The Opener)

Method:

Step 1: Predict which smell you think will travel the quickest.

Step 2: A sits 1 meter away from B.

Step 3: B opens the solution (e.g. the perfume) and starts the stopwatch. When A smells the solution, B stops the watch and records the time it took to travel through the air. Repeat the procedure with the same solution and work out the average time taken.

Step 4: Repeat step 3 with all the other solutions, testing each smell twice.

Results from Group 3:

Solution Time Taken (a) Time Taken (b) Average Time Taken
Vanilla essence 35 seconds 20 seconds 27.5 seconds
Perfume 12 seconds 15 seconds 13.5 seconds
Vinegar 14 seconds 11 seconds 12.5 seconds 

What we learned:

We learned that gases have different properties.

Experiment 4: How much salt will dissolve?

Equipment: Salt, a plastic teaspoon, warm/cold water, a jar, a thermometer

Method:

Step 1: With the help of an adult, mix hot and cold water in a jar so that it reads 20 degrees on the thermometer.

Step 2: Stir in the salt one teaspoon at a time. Ensure you wait for one teaspoon to fully dissolve before you add the next one. Record how many teaspoons of salt you have added into the jar before it stops dissolving.

Step 3: Repeat this at 30 degrees, 40 degrees and 50 degrees. Record your results.

Results from Group 4:

Temperature of Water How much salt could be stirred in (teaspoons)
20 degrees 4
30 degrees 4
40 degrees 6
50 degrees 6

What we learned:

When the water is hotter, it dissolves more easily. Also, when a solid is added to a liquid eventually no more will dissolve.

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Intel Mini-scientist – Fifth Class – E-Cigarettes

12th December 2014

This is our information booklet on e-cigarettes and the respiratory system.

INTRODUCTION
For our initial project, we examined the respiratory system as a whole. Within this, we investigated the effects of smoking on the lungs. While doing this we became interested into the effects of electronic cigarettes (e-cigarettes) on the lungs. During science week the Intel judges were very impressed with our project and encouraged us to do more research on e-cigarettes since they are so popular at the moment.e-cigarettes 7

e-cigarettes 8
So the project question now changed to “What are the Effects of E-cigarettes on our lungs?” Despite searching for information in our local library and on the internet into the effects of them on our lungs we only found one article into the effects of them. For this reason, we decided to complete our own research. We created our own questionnaire and had two e-cigarette smokers to complete it. It was interesting to see their responses. We hope you enjoy our project.

SOME FACTS ABOUT THE LUNGS
 The lungs are an important organ in your body.
 The lungs are red and are like sponges that help you breathe.
 The left lung is smaller than the right lung.
 In the left lung there are two lobes while in the right lung there are three lobes.
 When you breathe in, the lungs tighten.
 When you breathe out, they relax.
 The diaphragm is a muscle that also helps you breathe.
 The ribcage protects the lungs.
 Some people have only one lung and they still can breathe.
 Exercise helps your lung capacity increase which means that your lungs will have more space to let in air.
 When resting, the average an adult breathes is around twelve to twenty times a minute.
 People who have a large lung capacity can get oxygen around their bodies faster.
 When you inhale (breathe in) you get oxygen from plants and trees and when you exhale (breathe out) you breathe out carbon dioxide.
WHAT HAPPENS WHEN WE BREATHE
 We breathe in through our nose and out through our mouth.
 When we breathe in, it is called inhaling and when we breathe out it is called exhaling.
 When we breathe in, oxygen goes down our trachea, through the bronchus and into our lungs. It then travels through our bronchioles and finally to our alveoli.
 Alveoli are attached to the end of our bronchioles. They collect oxygen and release carbon dioxide.
 When we inhale, our lungs and our ribs get bigger. Our ribs get bigger using our intercostal muscles.
 When we exhale they go back to their normal size and the alveoli releases the carbon dioxide. It goes through our bronchioles, back through the bronchus, up through our trachea and out our mouth.

EBKids: Respiration inhale/ exhale jrespir021j4 390 by 300 pixels by Katherine D. Burgess 23rdof March 2006
KNOWN DISEASES FROM SMOKING
These are some of the known diseases from smoking, COPD, lung cancer and bronchitis. They are all very dangerous.

e-cigarettes 3

CHRONIC OBSTRUCTIVE PULMONARY DISEASE (COPD)
COPD is a disease caused by smoking. It can also be called Emphysema. It causes coughing which produces large amounts of mucus (a slimy substance in our body). It can also cause wheezing, chest tightness and shortness of breath.

BRONCHITIS
Bronchitis is a disease that is caused by smoking. There are two different types of Bronchitis; Acute (short term) and Chronic (long term). Bronchitis causes the bronchioles to become inflamed. Sometimes bacteria can cause it. The disease affects the nose and throat.

e-cigarettes 4

LUNG CANCER
Lung cancer is a dangerous disease of the lung. It is mostly caused by smoking. The longer a person smokes, the bigger their risk of getting lung cancer. Some of the effects of lung cancer are; a nagging cough, shortness of breath, coughing up blood, chest pain and a hoarse voice. Lung cancer happens when cancer cells go out of control and kill the normal cells.

e-cigarettes 5
ABOUT THE ELECTRONIC CIGARETTE
What is an Electronic Cigarette (E-cigarette)?
The e-cigarette (also known as a smokeless cigarette) was invented in the 1960s. However, they did not become popular until a decade ago. They have become increasingly popular with smokers who are concerned about their health or are trying to quit smoking. Although an electronic cigarette looks and tastes very much like a regular cigarette, the small battery powered device contains tobacco, tar or carbon monoxide (a harmful chemical). However, in contrast to the tobacco cigarette, it does not give off unhealthy or unpleasant second hand smoke.
How do they work?
E- cigarettes are battery operated nicotine inhalers. They use a rechargeable lithium battery, a cartridge called a cartomiser and an LED that lights up at the end. The cartomiser is built with e-liquid that typically contains the chemicals along with nicotine, flavouring and other additives. The LED light simulates the burn of a tobacco cigarette. On some e-cigarettes, inhalation activates the battery-powered cartomiser. Other types are manually switched on. Different brands of e-cigarettes contain different chemical concentrations.
Dangerous flavours
Some e-cigarette users think that e-cigarettes are completely harmless but according to recent studies, that is not the case. E-cigarettes have a range of different flavours that might be tempting for children.
It is thought that fruit and sweet flavours should be prohibited while the sales of electronic cigarettes from vending machines should be heavily restricted.
An interesting article on the effects of e-cigarettes
We read an interesting article on e-cigarettes by Lisa Winter. We are summarising the article. According to her, there is no such thing as a safe cigarette. That is not just for tobacco cigarettes, it is also for e-cigarettes and other related products. According to recent studies, e-cigarettes are actually quite harmful. They have shown that they still contain tiny particles that can irritate lung tissue. Unlike cigarettes, e-cigarettes don’t burn tobacco leaves. Some e-cigarettes use an electric cartridge called a cartomiser and more expensive models use e-liquid by vapourising it. Some of the particles found in e-cigarettes are quite big and can travel down in the lungs and become embedded in the alveoli. Though some early studies say that e-cigarettes may be an improvement, they could still be dangerous. Vaping pollutes lungs with toxic chemicals and may even make antibiotic bacteria harder to kill (resistant). Crotty Alexander allowed mice to breathe in air containing MRSA that had been exposed to e-cigarette vapour. One day later, the mice getting vapour-exposed germs had three times as many bacteria growing in their lungs as opposed to the mice that were not exposed.

OUR OWN RESEARCH
Because there is not a large amount of research completed on e-cigarettes, we took it upon ourselves to do our own research. We created our own questions and had two people who used to smoke tobacco cigarettes but have changed to e-cigarettes to complete it.
QUESTIONNAIRES ON E-CIGERETTES
Respondent number 1:

Are you a male or a female? Male.
How old are you? 37
Did you smoke tobacco cigarettes? Yes.
Did you find smoking addictive? Yes, very.
Have you ever tried quitting before? Yes.
How long have you been using e-cigarettes?
I have been using e-cigarettes for 8 months.
Do you prefer e-cigarettes when compared to tobacco cigarettes?
Yes, there is no bad taste. It does not make me tired and you feel cleaner on the inside and out.
Do you think there are any downsides in using e-cigarettes?
Yes, nicotine is addictive.
Would you rather go back to cigarettes or stay with e-cigarettes?
I would stay with e-cigarettes.
Do you think smoking had affected your activity levels?
Yes, I felt very lethargic.
Do you think vaping affected your activity levels?
Yes, definitely. However, in my opinion, about a quarter of what cigarettes do.
How long are you planning on using e-cigarettes?
I would stay using a zero milligram liquid e-cigarette because it just contains water vapour. Not having an e-cigarette is like missing a cup of coffee, you do not feel withdrawal symptoms like with a cigarette.
Respondent number 2:

Are you a male or a female? Female
How old are you?
Did you smoke tobacco cigarettes? 49
Yes, I did.
Did you find smoking addictive? Yes, I did.
Have you ever tried quitting before? Yes, I have.
How long have you been using an e-cigarette? 4 months.

Do you prefer e-cigarettes when compared a tobacco cigarettes? Yes, I do.

Do you think there are any downsides in using e-cigarettes? No, I do not.
Would you rather go back to cigarettes or stay with e-cigarettes?
Stay with e-cigarettes.
Do you think smoking has affected your activity levels?
Yes, I do.
Do you think vaping affected your activity levels?
No, I don’t think so.
How long are you planning on using e-cigarettes?
I’m not sure yet.
CONCLUSION
What we have learned and further research
 We need our respiratory system to live.
 We have learned that the diaphragm moves down when we inhale to make room for air in the lungs.
 The diaphragm moves up when we breathe out pushing out the air.
 Smoking causes major diseases such as bronchitis, lung cancer and COPD.
 There is a cartridge called a cartomiser in the e-cigarette.
 E-cigarettes might be more harmful than you think.
 E-cigarettes were invented in 1960s.
 E-cigarettes were re-launched by a Chinese man after his dad had died from cancer in 2003.
 A downside of E-cigarettes is that they can be very attractive for children due to nice fruity flavours and their easy availability in vending machines in America.
 We intend to extend our research by sending the questionnaire out to all of the parents in the school and ask them to fill it in if they use e-cigarettes.
What we enjoyed most:
We enjoyed learning new facts about e-cigarettes, including finding out when and who they were invented by. We also enjoyed working in our group and putting the booklet and poster together.

ACKNOWLEDGEMENTS
We would like to thank all of our classmates for helping us collect some information. We also would like to thank our teacher, Ms. O’Connor, for helping us in making sure our project was the best it could be. We would like to give a special thanks to the judges for encouraging us to base our project on e-cigarettes. We also would like to thank the people we interviewed for giving us their opinion on the e-cigarettes.
REFERENCES
For our references, we used a lot of internet sites. These contained the most amount of information on e-cigarettes and diseases.
http://www.nhlbi.nih.gov/health/health-topics/topics/copd
http://Kids.Net.Au

http://kidshealth.org/teen/diseases_conditions/respiratory/bronchitis.html

http://En.wikipedia.org/wiki/electronic-cigarette

http://En.wikipedia.org/wiki/cigarette

Are E-Cigarettes Safer Than Regular Cigarettes?

http://abcnews.go.com/health/things-cigaretes/story?id+22782568

http://www.bbc.com/news/health-28937610

http://www.independent.ie/life/health-wellbeing/health-features/vaping-6-facts-you-need-to-know-about-ecigarettes-30600477.html

Book: Human Beings A-L World Book

What we did when we arrived at Intel:

When we arrived, we looked at all the other projects there. They were all very interesting. After that we presented our project to the judges and they were very impressed. Then we watched a very exiting science show and we really enjoyed it.

Intel mini scientist

Four pupils from fifth class  have been chosen to participate in the Intel mini scientist competition in Leixlip on the 12th and our very exited. We can not wait to see the other projects and present ours. There was a lot of great projects in our own school so the projects there will probably be great. We will be posting live from the competition so you will know about the other presentations. We will be explaining about the effects of e-cigarette on the lungs. We were mainly basing our project on the effects of cigarettes on the lungs but since the judges said that the e-cigarette were very new and interesting we are doing are project on them.

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