When I arrived at school in the morning I saw Miss Smith and Mrs Pageot with buckets, food colouring and cornflour. Miss Smith told us to come and sit on the floor, once we were all on the floor Miss Smith told some people to get some water in the buckets. We added the ingredients in the buckets to make slime. We put lots of water in one bucket and not as much in the other bucket. Then we mixed them together and tipped them over mr Anderson I wonder why mr Anderson wanted slime tipped on him. My learning for gathering data is multistructural. My inferring learning is unistructral because I don’t know a lot about what it is.
Science journal 2: balloon rocket
We went outside and found a spot to put up some wool for our balloon rocket. We attached a straw and taped the balloon to it, then we blew up the balloon and let it go. It didn't go forward but it spun around on the spot using the force of the air coming out of it. My group decided to move spots. In our new spot we went through the same steps but this time the balloon traveled to about halfway and then we had to pack up.
I think I am at multistructural on the rubric.
Science journal 3: balloon rocket again
The teachers explained why we were doing the balloon rocket again it, was because this time we were going to use fishing line instead of wool . We went outside but this time we tied the string on a slope and we recorded what the balloon did this time the balloon much further. I wonder why the balloon went further on the fishing wire. I think I am multistructural on the gathering data rubric. My learning is at multistructural for inferring.
Science journal 4: Trebuchet
This week we have been observing a catapult, it’s name is a Trebuchet. It has a bucket that holds fishing weights and it has a big arm and you pull down the arm and it is held down by a small nail and you pull the nail out to fire it.
I was surprised when the ball fired so far the first time. When we had all the weights in I was surprised that it went so much further than the first ball. I think my learning is relational.
Science journal 5: Trebuchet vs Onager
This week we have been studying the trebuchet and the onager and we have found out what is the same and different.
We found out that the onager is powered by torsion and the trebuchet is powered by gravity. The trebuchet is a lot bigger than onager and it fires a lot further than the trebuchet. The onager is faster and more powerful than the trebuchet. The trebuchet has a higher arch than the onager because it has a longer arm than the onager.
As there are differences we found out that they are both are designed to do some heavy damage. They both are made to smash through walls with stuff like boulders and occasionally objects that can be set on fire but the onager is made to take down walls while the trebuchet is made to go over walls. We used tennis balls and they both went for around 30 meters. Both also have a sling, a place for the projectile to sit.
In conclusion we found out that there were a lot of similarities and lots of differences. I wonder if the onager and trebuchet would be designed differently now days?
SCIENCE JOURNAL WEEK NINE
This week we have been working on 3 different types of projectiles.The 3 types of projectiles the first one is angle launchers, slingshot rocket and the final one is flipping frogs.
On one of the activities we made slingshot rockets we made them out of masking tape, paddle pop sticks, elastic bands paddle pop sticks, straws, paper clips, blue tack and cardboard. I found that it went a lot further when you flick your wrist as you fire it, because if you don’t flick your wrist it gets caught in the elastic band.
So this week and the previous weeks,we have been testing a projectile launcher called the angle launcher. The angle launcher like in its name,it has to have an angle and there is a mini firing stick. The angle launcher go up to 90 degrees as it's max angle which practically means if you put it on 90 degrees it will go straight up. My group has been recording its best length. My group decided that we shouldn't count of where it rolls so we decided that we should just measure of where it lands instead. To load it you would have to put the ball in the angle launcher and then there was a stick that you would have to push it in and there was 3 options, the first one was to push it into short distance, the second option was to put it into medium distance and the last option was to put it into long distance. The forces that were acting on it was a push force to load it and a push force to launch the projectile.
Another thing we did was making our own frogs powered by elastic potential energy they can made simply. There is a rubber that builds up elastic potential energy to make the frogs fly in the air, the elastic potential energy is builds up by the rubber band stretching, when let go the energy goes onto the cardboard making friction then gravity makes the frog fly up, I wonder why the drag does not make the frog on the ground? Other thoughts, does making the frog smaller make the frog go higher? does changing the cardboard, rubber band or strength make the frog go higher?