We made our catapults today and then measured the distance that the Pom Pom was launched in metres. The steps are listed below.
NEWTON’S THREE LAWS Feb 3rd experiment-introduction
The students independently made their own shooters. Next they went into the hall and used the shooters. They measured the distance differences between using a large Pom Pom and a small Pom Pom. We used cups not the paper rolls and skipped step #2. Some had time to complete the popsicle stick catapult. That will be posted later.
THERE IS A SPELLING MISTAKE IN THE PASSAGE BELOW…CAN YOU SEE IT? The word is technically spelled correctly but the wrong spelling of the word has been used…no editor??????
IN CLASS DISCUSSION
NEWTON'S THREE LAWS
In order to prepare the students for their work on gravity cars, they will be learning about the laws of motion to support their inventing and adaptions to be made to their creation.
After the students have read the information and answered the questions they can check their answers. Just send me an email for the answer key…happy to share.
Answer key available upon request.
GRAVITY CAR PROJECT
Click on the image above to go directly to the skills Canada site and see the video on how to build a gravity car. We are making them in class.
Below is a unit we have not completed in
class…have fun!
While reading, please consider as always, whose perspective is missing...why? Whose interpretations of the stars are not mentioned...why?
Here are some constellations you can look for in the night sky as our days get shorter our viewing of the stars is easier.
While reading, please consider as always, whose perspective is missing...why? Whose interpretations of the stars are not mentioned...why?
TODAY’S TASK: Choose two of the constellations above. Please answer the following questions about the constellations you chose.
1) Draw the constellations with dots/lines to show the figure. Include the official name and nickname.
2) For each constellation list 3 interesting facts about it.
3) Which groups of people refer to this constellation? (Example: Romans, Greeks, Indigenous, etc.). Please list what each group called the constellations.
4) Why did you choose these two constellations?
Please practise writing an hypothesis. Read the notes first then try writing your own. Answers available upon request.
PLEASE NOW WATCH THE VIDEO BELOW. CAN YOU WRITE AN HYPOTHESIS FOR THIS CHALLENGE? Try.
Please click on the image above to see the video on how to construct a gravity car.
Please review the scientific method
How can you design the most efficient gravity car?
IF more nails (weight) are added to the back of the car THEN the car should go farther. (Weak hypothesis) Can you develop a better hypothesis?
Choose a scavenger hunt from below. Answers for the first one are available upon request.
VIU SCIENCE CONTEST. watch the videos to figure out the coded message. Tap the picture below for video #1 in the challenge. These are from last year but are still fun to do.
Tap the picture below to watch video #2 of the VIU Science Challenge.
Tap the picture below for video #3 in the VIU Science Challenge.
Click the picture below for video #4 of the VIU Extreme Science challenge
Click the picture below for video #5 in the VIU Extreme Science Challenge
Tap the image below to watch video #6
Click the picture below to watch video #7
Tap the picture below to see video #8
Click the picture below to watch video #9
Click the picture below to see video #10
RUBE GOLDBERG MACHINES BY ENGINEERS
“Pass the Salt”
Click the picture above to watch how engineers use simple machines to pass the salt.
Which simple machines were used in the Rube Goldberg machine above? Make a list as they appear in the video clip. You can record your notes in your journal duotang.
Click on the picture above to see a behind the scene video of how the machine was built.
Which of Newton’s three laws are being used in the Rube Goldberg machine in the video clip. Try making a basic Rube Goldberg machine of your own. We will be making one in class as a group. You are just to try making a few parts or sections to see how it goes.
SPACE UNIT
Canadian astronaut Chris Hadfield shows us what it looks like to use Canadarm2 in space. Click the picture to see him at the controls.
Canadarm2 and Canadarm Creations Experimenting when trying to solve a problem.
problem: we made great individual models and while many of the arms have 3-6 joints most only have an “elbow” back and forth movement (0-180 degrees).
Goal: we want our Canadarm to be functional and also have as many joints and 360 degree rotations as possible so it can maneuver better.
1) Draft individual models came first. 2) Next we created a “claw” two fingers and thumb that operates with a lever as a class.
3) Finally we added our own adaptations and improvements and created a more functional arm with more joints and higher rotational abilities.
Next steps
Asking questions and exploring our options.
How do we apply our knowledge of coding with Root Robots to our creations of the Canadarm? Is it useful for a piece of technology to function following a code, as well as having a human at the controls maneuvering or performing an additional task to maximize efficiency and accuracy?
TECHNOLOGY IN SPACE
Students are not expected to make a Canadarm on their own unless they wish (optional task using lego etc. that should not take any more than 1 hour max.).
Students are to complete the research and then fill out the template that follows as best they can. We will work on one class model TOGETHER with additional supports.
The students have been working on a planet report over the past few days. Some students are using the iMovie “trailer” feature to present their findings. While this is NOT homework (as I do not assign homework), some students may ask to work on their report once they are finished their math, journal, reading, Duolingo or family chores.
The students are to follow the science report template to ensure they are adding scientific information in their trailer. They can use the template as a checklist. They do not have to fill in the paperwork but need to include the important details.
Click on the image of Jupiter to hear music from The Planets.
Between Holst’s “The Planets” and other movie soundtracks.
Please read the information below. Once you’ve read the passage please complete Let’s Explain section below.
Please use the chart below to record your observations from each section. Example: number one would be obtaining air. Please list the remaining sections beside the number. Below please compare and contrast one sentence with what it is like in space as compared to earth. For example: how was sleeping in space different than on earth.
Click on the picture above to hear Chris Hadfield talk about how the human body responds to weightlessness in space.
Thank you to students who found this video. Click on the picture above to be taken to the link. You will learn about the largest star in the universe.
Thank you to the students who found this video for us to learn about the planets in our solar system. Great song!
Click on the image above to be taken to a link which helps us get our mind around the scale of the universe. Thank you to the student who found this link.
Click on the image above to see a flash mob of The Planets. So fun! Music is so powerful.