Lego Club ~ ASD Class

Over the last few weeks we worked together at building this Lego set and today we completed it! Each of us played an important role as Engineer, Supplier and Builder. We look forward to building a new Lego set very soon. Below are the following phrases we practiced using during Lego Club:

We need the…

How many do we need?

Good job _______!

Thank you _______.

Do you need some help?

That goes there.

We did it!

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The Globe Project – 5th Class Room 7

This year, as part of the GLOBE initiative, our class has been examining the weather in the school environment. We have been analysing clouds and measuring the amount of Particulate Matter (PM) in the air using our cloud charts and the Calitoo instrument. We have also been measuring the amount of rainfall using our rain gauge and examining the temperature and barometric pressure using a thermometer and a barometer. Every time we completed our analysis, we recorded the data onto the GLOBE website.

Some students in our class made a homemade thermometer and barometer to see if they could be used as an accurate way of reading the temperature and the barometric pressure. We compared our results to the actual readings on the thermometer and barometer in our instrument shelter.

This year, we were given special test tubes which measured the amount of nitrogen dioxide (NO2) in the school environment. Nitrogen dioxide is generated when nitrogen from the car engine mixes with oxygen in the air. We chose to place these test tubes in three locations around the school. These locations were; the school gate, the staff car park and the school garden. We made predictions about which location we felt would have the most and least amount of NO2.

Results:

School gate: 26. 85 (µg/m3)

Staff car park: 24.85 (µg/m3)

School garden: 20.92 (µg/m3)

Our predictions were correct!

NO2 concentration (µg/m3) Description
50 + Extremely bad
45 – 50 Very bad
40 to 45 Bad
35 – 40 Substandard
30 – 35 Mediocre
25 – 30 Average
20 – 25 Pretty good
15 to 20 Good
10 to 15 Very good
0-10 Excellent

From there, we decided to complete a project on acid rain as our research told us that nitrogen oxides are present in acid rain. We completed 3 experiments.

Acid Attack: This involved us placing 5 bean seeds on damp cotton wool which were on two jam jar lids. Each day, a student from our class sprinkled both lids with  water and poured lemon juice on just one of the lids (labelled acid rain). This was used to show how acid rain affects vegetation.

We also took a piece of cement and placed it in a jar of vinegar to show the affect of acid rain on buildings.

Acid Rain Indicator:  This involved us making an acid indicator from red cabbage. We tested the rainwater in our school environment. We compared our results to a jam jar with baking soda and a jam jar with vinegar. This enabled us to identify whether the rain water was acidic.

The Water Cycle: We placed a food bag with some water out on the window sill in the sunshine which demonstrated how acid rain is made and falls.

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Results: 

Acid Attack: The beans on the lid labelled acid rain were more eroded than the beans which had no lemon juice on them.

Acid Rain Indicator:  The acid jar turned a pink colour and the base jar turned a light purple. The rainwater in our environment was neutral as the colour of the indicator did not change.

The Water Cycle: This demonstrated how acid rain is made and falls to the ground through the water cycle.

 

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.

 

 

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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