Forms of Energy

As we discussed different forms of energy, (we focused on Mechanical, Sound, Electrical, Light/Solar, and Heat/Thermal) we decided to make a foldable to hold all of our information. Inside we put the definition of the form of energy, and on the outside we added a picture example as well. Here is an example of our foldable - one picture is the outside view and the other picture is inside the flaps.

Fighting a Dragon with a Cannonball!

About to release marble from 4 cm

Yesterday we fought dragons with cannonballs! The children built ramps using a ruler and a Styrofoam cup. They placed a paper dragon in front of the ruler, and started their "cannonball" at differing spots on the ruler to see the results. They placed the cannonball at 4cm,8cm, 12cm, 16cm, 20cm, 24cm, and 28cm. The distance the dragon was pushed was documented, averaged, then graphed.

After the marble was released from 4cm

About to release marble from 12cm

Table of our results

Graph of our results

Force

Lately we've been working with three types of force: gravity, friction, and magnetism. We started an investigation in which we made three pendulums of different lengths. We timed how long each pendulum took to make 10 swings, then looked at our pattern. For our pendulum with a string 10cm long, it took 5 seconds to swing 10 times. For our pendulum with a string of 20cm long, it took 6 seconds. Our pendulum with a string of 30cm long took 7 seconds to swing 10 times. We then predicted how long it would take a pendulum with strings of 40cm and 50cm to swing 10 times.

We discussed the forces involved in our experiment. We talked about the gravitational pull, which was responsible for making our pendulum fall. We also discussed the friction of the air rubbing against the string, which was responsible for slowing down the pendulum to an eventual stop. There is also friction found in the string rubbing against the pencil. This, too, helps slow our pendulum's swing.

Insulators vs. Conductors

Our journal sheet for this activity

Using a door hinge as a conductor

Today we explored insulators and conductors. The kids were given a baggy of 7 items - a binder clip, a dime, a penny, a Popsicle stick, an eraser, a pen, and a brad. They were also given the circuit supplies of a battery, wire, and a wire with a light bulb attached.

They were to test the items to determine if they were insulators or conductors. They did this by adding them to their circuits and observing whether or not they light came on. When they finished, they were to go around the room and find other things to test. Here are some pictures of the items they tested.

Using a metal letter as a conductor

Using a metal desk leg as a conductor

Figuring out the eraser is an insulator

Electrical Circuits

In science we've begun to explore electrical circuits, and what they must have in order to be complete. The kids were handed a battery, wire, and another wire with a light bulb attached, then they were told to make the bulb turn on. That's the most direction they were given.

All groups were eventually successful in turning on the light. It's always fun to hear their conversations as they make their cases for why their way will be successful. Most groups figured out they didn't even need the extra wire!

 After they finished, we discussed what parts an electrical circuit needs to be complete. It must have a power source, conductor, something that needs the power, then finally the circuit must be closed. We also discussed the idea that while circuits don't have to have an insulator on the wires, it's probably a great idea. ;) 

Circuit Journal Entry

Right Angles

As we begin to explore right angles, we first discuss the degrees involved. From our prior knowledge regarding quadrilaterals, we know they are made up of 360 degrees. We further the discussion by looking at a quadrilateral that is made up of four right angles. If there are four, and they're all equal, they must measure 90 degrees.

After this discussion, we decide how we might find right angles within a shape. This leads us to using the edge of an index card. I find this helps those kiddos who struggle a bit more with spatial concepts.

After lots of playing around with shapes and labeling their angles, we move on to combining polygons to make right angles. This is a bit more challenging. This always leads to great discussion about what size angles might we pick when trying to make a right angles. The kids can see they need to be looking for angles smaller than 90 degrees, otherwise their angles are going to be too large. As the kids found angle combinations that worked, they recorded them in their journals.

Separating Mixtures and Solutions...Again

Today we separated mixtures of sand and water, sugar and water, and salt and water. We first mixed the materials, then predicted what would happen when we evaporated the water. As a class, we decided the sugar and water would all evaporate because the sugar had dissolved into the water. We hypothesized the sand would remain from the sand and water mixture, and the salt would remain from the salt and water mixture. After the water had all evaporated, we examined what was left. The students were pretty surprised by the results from the sugar. The sugar had not evaporated. In fact, the sugar and water had created a thick syrup. Sugar crystals actually started to form on the sides and top of the beaker after the syrup sat for a while.