lee's classroom

(another MPPS global2.vic.edu.au weblog)

May 29, 2018
by leesclassroom
0 comments

Save The Egg Challenge

Today we begin working on our science project. Our challenge is – Can you design a bike or football helmet to withstand impact and reduce the likelihood of a brain injury? 

 

Students will be using their knowledge of forces acting on an object in a crash or fall, and apply a design process to develop a safe container for an egg that is dropped from a set height.

The design must:

  • Stay on the head.
  • Keep the skull from cracking.
  • Allow for the user to see through an opening at the front.
  • The helmet will be made from recycled materials.

Students will:

  • work in teams
  • solve design problems
  • make modifications, change ideas and maybe make
  • mistakes
  • use peer feedback to improve their designs using a design process like engineers and designers experiment, test, refine and try again

Throughout this process students will develop a folio of work that demonstrates their learning.

 

The two videos we looked at to help us understand why this is such an important issue were:

http://www.abc.net.au/btn/story/s2986284.htm

http://www.abc.net.au/btn/story/s4716349.htm

(Two points to note:

  • Even if helmets are worn, they don’t completely eliminate the risk. They could give the player a false sense of security and they could put their body on the line even more.
  • This is why it is important to follow MPPS’ no tackling rule)

May 14, 2018
by leesclassroom
0 comments

Forces: Gravity

The force that pulls things to the ground on Earth (and other planets) is called gravity.

Gravity also holds Earth and the other planets in their orbits around the Sun.

Gravity is a very useful force – It keeps us on the Earth, and keeps the Earth and the other planets revolving around the Sun. It holds everything together, which is why it has been called  ‘The Universal Glue’.

Although the force of gravity also exists on the Moon  it is not as strong as it is here on Earth. This is because the Moon is much smaller than the Earth it is not as heavy as the Earth, and so gravity is much weaker there.

In the past people thought that heavier things fell faster than light things. Galileo, an Italian scientist from the 1600’s, conducted some experiments and found that things with different weight fell at approximately the same speed.

 

 

 

 

 

 

 

 

 

 

Below are the videos we looked at in class:

Defining Gravity: Crash Course Kids #4.1 

Down to Earth: Crash Course Kids #4.2 

The Spinning Ball experiment

 

Another resource is:

http://www.bbc.co.uk/schools/gcsebitesize/science/edexcel_pre_2011/space/gravityforceandweightrev3.shtml (just this page) 

 

Some extension links:

Danger! Falling Objects: Crash Course Kids #32.1

Over (to) The Moon: Crash Course Kids #13.2

May 9, 2018
by leesclassroom
0 comments

Forces: Friction

Friction is a force between two surfaces when they are moving or sliding across each other. For example, when you try to push your hand across a table. Friction will make this difficult.

Friction works in the opposite direction to which the object is moving. Friction always slows a moving object down, and may even stop an object from moving.

The amount of friction depends the two surfaces.. The rougher the surface, the more friction, the smoother the surface, less friction.

Friction also produces heat. If you rub your hands together quickly, can you feel them get warmer?

The ways friction can help include:

  • preventing our shoes from slipping on the footpath when we walk
  • stopping car tyres from skidding on the road
  • allowing bicycle brakes to grip and slow or stop a turning wheel

Sometimes we want to reduce friction. For example, we use oil to reduce the friction between the moving parts inside a car engine. The oil holds the surfaces apart and can flow between them. The reduced friction means there is less wear on the car’s moving parts and less heat produced.

Ice causes very little friction, which is why it is easy to slip over on an icy day.

However, this is a good thing for ice skating and sledging.

 

 

 

Below are the videos we looked at in class:

Friction is a Force

https://www.youtube.com/watch?v=n2gQs1mcZHA

https://www.youtube.com/watch?v=ybpFEB6Mt88

Floating Rice Bottle — How to Float Rice in a Bottle Science Experiment !!

 

Another resource is:

http://www.bbc.co.uk/bitesize/ks2/science/physical_processes/friction/read/1/

 

April 30, 2018
by leesclassroom
0 comments

Forces: Movement, Direction and Shape

What makes our bikes go? what makes them stop when we brake? Why do apples fall from trees?

After our experiments today watch this video and read through the following information.

 

You have probably heard the word “force” before. Here are a few examples: “the rocket had a lot of force at blast off” or “the force of the storm blew the roof off the building.” What is force? Force is defined as a push or pull on an object.

 

When your foot pushes against the pedal of your bike the push makes the wheels of the bike move. When an apple falls from a tree, it is pulled to the ground by gravity.

Forces affect how objects move. They may cause motion; they may also slow, stop, or change the direction of motion of an object that is already moving.

Force can change a number of things about an object. They include:

  • direction
  • speed
  • both direction and speed
  • shape

Some examples of force changing the direction of an object.

  • A good soccer player can control the motion of a soccer ball by applying a force that changes the ball’s direction but not its speed.
  • Swinging a ball on a string around your head.

Some examples of force changing the direction and speed of an object.

  • A tennis player returning a very fast serve.
  • Starting on a swing.

Some examples of force changing the shape of an object.

  • A hammer beating a piece of metal.
  • A trampoline as someone jumps on it.

 

August 7, 2017
by leesclassroom
0 comments

Science Week Task

Last week we looked at the pieces of an apple to understand the ‘land where people can live, but do not necessarily grow the food needed for life’. (If you want to show your family this exercise go to: http://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-31.pdf)

As we peeled away the skin we learnt how small the amount of the Earth’s land is that is suitable to grow food.

For the next step we want you to reflect on the activity and describe what we all can do to help conserve and improve soils. The following films highlight the importance of good soil and the role of a soil scientist.

http://splash.abc.net.au/home#!/media/104056/soil-healthy-dirt-makes-healthy-plants

https://open.abc.net.au/explore/44260

Schools can also play a part. Check out Darwin’s Girraween Primary School’s worm farm and how it has benefited their school. ‘How-to-Guide. Building a worm farm…it’s fun and easy!’.

For this year’s science week we want you to undertake some ‘scientific research’ in this important area of creating a more sustainable world. This means how do we use the Earth’s resources in a way that is fair, equal and will ensure they are there for future generations.

Think about Lucy’s world (https://www.youtube.com/watch?v=-aQVQbGDojo&feature=youtu.be)

What solutions could you come up to attain a sustainable ‘Future Earth’ for children who live in places like Uganda. Ask yourself ‘What’s the one thing you would do to change the world and make it more sustainable?

Discuss the question with your family and friends, go online see what ideas others have. You’ll probably notice the different actions and responses could be grouped in areas similar to the following examples:

  • soil conservation ideas
  • water conservation ideas
  • sustainable ways to grow food
  • ideas to improve people’s health and well-being
  • ideas to change lives and the Earth

Using these ideas try to visualise a sustainable ‘Future Earth’. What might it look like? What might it sound like? How might it feel like?

What possible solutions can you come up with for achieving a sustainable ‘Future Earth’.

Finally we want you to present your solutions using a pop up display method called a ‘triorama’. Use this to tell others how they might help others work towards a sustainable ‘Future Earth’. In the top of the triorama your model a model to demonstrate, while at the base you place your words.

(Note: A simple triorama could consist of one triangle which shows one of your solutions. While you can also join four together to make a larger one showing several suggested solutions. https://www.youtube.com/watch?v=GYpRO6q3rX8)

Skip to toolbar