Helicopters

Helicopters

Big Idea: Rotor Blades, spinning, in air, force of gravity, weights

Focus Questions:

How does the force of gravity affect the flight of the helicopter?

Hypothesis/Prediction: 

The more weights on the paper (blade), the quicker it will fall to the ground. We know this because of gravity. If we do not put any weights on the blade then it will take the longest amount of time to fall because it is lightest. I believe the more weights that we put on the blade, the quicker it will spin. The fewer weights on the blade, the fewer spins.

Materials:

Paper

Gym Clips (used as weights)

Planning:

First, we will hold the blade above out head and drop it using no weights. We will observe and record if how fast it falls and if it spins fast. Next, we will add weight to it and observe and record the same. We will then add more weights and do the same. Lastly, we will apply force to the rotor blade by almost throwing it down. We will do this with and without weights.

Data:

Rotor blade with no weights	Falls slow and does not spin much
Rotor blade with one weight	Falls quicker and spins more
Rotor blade with three weights	Falls fastest and spins the most
Rotor blade with no weights – force applied	Falls fast and spins at a medium speed
Rotor blade with one weight – force applied	Falls fast and spins at a slow speed
Rotor blade with three weights – force applied	Falls fast and spins at a very slow speed

Claims and Evidence:

We noticed that when no force was applied to the rotor blade and no weights were added then the slower it would fall to the ground and the fewer spins it would have. As we added weight to the rotor blade, it began to fall quicker because it was heavier and it spun more (the more weight). However, when we applied force, the rotor blade with weights spun at a slow speed and basically just fell to the ground. Therefore, we conclude that when there is no force applied to the rotor blade, the rotor blade will fall the fastest and have the most spins

Conclusions/Reflections:

Therefore, we conclude that when there is no force applied to the rotor blade, the rotor blade will fall the fastest and have the most spins. Likewise, when force is applied, the rotor blade with weights falls faster then the rotor blade without weights and the rotor blade with weights do not spin as fast as the rotor blade without weights. We believe this is true because the rotor blade with weights is heavier and gravity is pulling it down. I wonder if we placed the weights in different places on the rotor blade, if our results would still be the same. I would think that the weight distribution does matter. I wonder if the size of the rotor blade matters. I would conclude that helicopters must be very balanced and the weight must also be distributed equally.

Liquid Testing

Liquid Testing

Focus Question: Which unknown will have a reaction?

Hypothesis/Prediction:

I believe that most of the substances will change colors or even the texture of the substances will change. If the chemical reacts with the substance than that means that either the color and or texture of the substances will change. Some substances may dissolve because the chemical that is added has broken down the substance.

Materials:

Iodine

Vinegar

Cabbage Juice

Petri dishes (5 per group)

Droppers to add liquid

Stir sticks to mix the liquid with the chemical

Planning: We started by pouring each chemical in small amounts onto the substances one at a time. We gave each chemical a little time to react with the unknown. We will conduct this experiment with each unknown, repeating the same process of adding a little of the chemical to each substance one at a time. Over time we would watch how the chemicals reacted with the substance.

Data:

Predictions in are written in RED/ results are written in black

Colors:	Iodine	Vinegar:	Cabbage Juice:
Red	The chemical will change colors because of the iodine. The unknown substance texture remained the same but the color of the unknown changed into a dark or burnt orange. The sugar changed quickly after being mixed.	Vinegar may also change the texture as well as the smell. Red is not dissolving, red turns into a smooth texture that is almost like a bubble.  The two mix and you can no longer tell well the vinegar was mixed. Clear and Crystal	Cabbage Juice will change the consistency of the substance and possibly make it more liquefied. The cabbage juice liquefied the substance as we stated in our prediction but the color did not change. Odor Change
Yellow	I think iodine will change the color of the chemical because of the color of iodine The yellow substance soaked up the Iodine fast and quickly. The bottom of the unknown which was the most saturated changed to black while the top or lease saturated only changed to the burnt orange like the Red substance.	Vinegar may change the texture as well as the smell. Vinegar may also change the thickness. Yellow is more of paste and it almost turns into a paste type texture or something that is something  that is like glue. The substance Foamed and Gritty.	Cabbage juice will change the texture and cause the substance to be more liquefied because cabbage juice is a thinner substance. The substance liquefied for this one as well but the actually color did not change for this one either. Certain pieces clumped but still liquefied. Sticky and Odor Change.
Green	Iodine will change the color because of the color of iodine. Iodine is colored therefore the substance may change colors. The green substance changed quickly with the Iodine; and the texture of the substance changed once it became saturated. As the substance became saturated, the more texture of the substance begin to clump together.	Vinegar may change the texture as well as the smell of course. Vinegar may also thicken the substance more than water did, depending on the type of vinegar. Green is almost like a pancake batter; and it doesn’t seem fully mixed; and I am not sure if enough liquid was not added or if the substance just don’t not mix together. However no color change with the green.	Cabbage Juice will change the texture because Cabbage Juice is  a thin substance. The green turned into somewhat of a paint like substance and the two objects dissolved together well and the green dissolved together with the cabbage juice./ should have turned a deep purple.
Blue	This chemical will change the color of the substance because iodine can dye substances. The blue reacted to the iodine by soaking up the color and turning into a light orange or even a dark yellow; but the actually texture of the substance did not change. Certain pieces of the blue seemed to separate from one another. While the colored pieces begin to seat on top of the rest of the unkown.	Vinegar may also thicken the substance based on the type of vinegar because some vinegars are thicker than others. Blue turns into a thicker substance but at the same time the unknown seems to be sitting on top of the vinegar but yet not mixing thoroughly. The vinegar seems to be sitting on the bottom of the unknown.	Cabbage Juice may change the texture and also make the substance thinner. The texture of the substance changed, color remained the same, because of the introduction of the unknown, the texture changed and certain parts of the substance became more liquefied./ should of turned somewhat green.
Orange	The chemical will change the color of the substance because iodine can dye substances. Orange was the only substance that turned into black fully from the introduction of the Iodine. The substance didn’t seem to texture; but it did change color. Note the longer it set the more the texture begin to change.	Vinegar may also thicken the substance based on the type of vinegar because some vinegars are thicker than others. Orange seems to be clumpy and the substance did not mix well with the unknown. The vinegar was added and even extra but the unknown seemed to soak up the vinegar within itself instead of mixing with the substance well.	Cabbage Juice may change the texture and also make the substance thinner. The substance became thinner while certain pieces of the unknown however clumped together instead of changing.

Claim/ Evidence: We found that liquid chemicals can cause our unknowns to change color, shape, and texture. We also found that some chemicals seemed not to react at all. We claimed that some substance may dissolve due to the reaction; but we found that not to be true. We claimed that that the texture of the unknown may affect the way in which it reacts. That statement was true because some of the unknowns clumped together, while others did not. We also claimed that time would change the texture even more. That statement was true because by the end of testing, some of the previous unknowns looked different from the start of the experiment.

Conclusion/Reflection: This experiment leaves me to wonder if time is the most important factor in testing reactions. I say this because I wonder if the unknowns and the chemicals were left over night, would they take on a different form? I also wonder if human error effects the reaction? The reason I say this is because some unknowns received more of a chemical than others. Does human error manipulate the experiment? Also I wonder if heat and light have something to do with the experiment. Could the temperature in the room affect what reactions take place? 

Marshmallow Challenge

Spaghetti Challenge

Focus Question:
How can we build a tall tower that can hold up to normal weather conditions?
How do engineers build buildings that are tall and sturdy and support weight?

Prediction/Hypothesis:
The stronger the base of our structure, the more likely the structure will stand and not fall. We think that a square shaped base will be best because it will be balanced. If we use more pasta at the bottom and build the structure up from there, adding weight (more pasta) as we go, then the structure will be sturdier and more likely to stand. Also, what we use to join the pasta must be sturdy and not too heavy. If the bond is too heavy, then the structure will be weighed down. Likewise, if the bonds are too loose then the structure will fall.

Materials:
Science Journal
Pasta Noodles
Mini marshmallows

Planning:
Each group is given marshmallows and pasta noodles. The only direction that we are given is that we can only use the materials that we are given. First, we will build a square structure, ensuring that the bonds are tight and not too heavy. Next, we will connect the pasta with the bonds and build up from there. As we build up, we will begin to shorten/break the pasta to ensure proper balance of the structure. Lastly, we make sure that the sides are balanced with both the pasta and the bonds (mini marshmallows).

Data:
BLACK writing in chart is what we did and RED is the result.

Building One:	Used about 20 sticks; and started by using over half at the bottom of the structure. Use less of the bond throughout the structure to properly distribute weight.  The structure fell immediately. Too much weight at top and the structure was not sturdy enough at the bottom.
Building Two:	Used about 30 sticks this time, with half at the bottom, using more of the bond at the bottom and decreasing the amount of sticks and the amount of bond as we worked our way up.  The structure stood for a short time; but still fell due to the fact that too much pressure was used in applying the bond to the sticks which caused some of the sticks to break.
Building Three:	Used about 30 sticks, applying over half to the bottom of the structure, carefully applied the bond so that the sturdiness of the sticks would not be affected. Slowly decreased the amount of sticks used as we reached the top of the building. Used less of the bonded material as we reached the top of the building.  The structure stood as well as was able to be moved around. Applying less of the bond as we moved up caused the weight of the substance to be evenly distributed.

Using the hypothesis of starting from the bottom and diminishing the amount of pasta as we went up, we came to find that the bond holding the pasta together had to be heavier at the bottom. We initially wanted to keep the bond small to ensure that their wasn’t much weight used; but we quickly learned that the bond must be strong at the bottom to support the rest of the structure and then we can diminish the amount of bond used as we work our way up.

Claims/Evidence:
The more pasta we used at the bottom, the more likely the structure is to stand. If the weight is not evenly distributed as you build upward than the structure will not stand. If you forcedly apply the bond to the building, than the sticks will become more fragile and possibly break in the process.  The foundation is the most important element in building the structure. If the foundation is not sturdy than the building will likely not be sturdy and will fall. Yes, more sticks are needed at the bottom; but the sticks must be evenly distributed throughout the entire structure for stability.

Conclusion/Reflection:
To build a tall tower that will hold up to normal weather conditions, you need to add a lot of support to the bottom. I learned a lot form this experiment about weight and proper weight distribution. I wonder if the weight of the bond was greater than the weight of the sticks. If a builder builds a building the cement would not be greater in size than the brick. The bond caused the pasta to be un-sturdy, meaning that the weight of the bond was greater than that of the sticks. If I were to use a different substance to join the sticks together, would the outcome be different? Or if I used a sturdier material to build the structure and used the same bond would the structure of my building be different?

Worms

Worms

Unit: Life Science

1^st Grade

Big Idea: Characteristics of living and non-living things

Focus Question: What are the characteristics that differentiate non-living things from living things? How do we know something is living?

Launch/Hypothesis/Prediction:

The students will be handed a series of pictures, and will work in groups of five. These pictures will contain living things as well as things that are non-living. In their groups they are to decide which things are living and which things are not living and why. After the ten minutes is up within their groups, we will come back together as a whole class and create a chart:

Item One:	Living:	Non-Living:	Why?
Item Two:	Living:	Non-Living:	Why?
Item Three:	Living:	Non-Living:	Why?
Item Four:	Living:	Non- Living:	Why?
Item Five:	Living:	Non-Living:	Why?

The chart will be created on the board like the one above and we fill out the chart as a class. This chart is our prediction chart since we have not yet explored living and non-living things. The class will mark living if we think the item is a living organism; and then we will write in the chart the reason why we think the item from the picture is living. Ask students if we are living things. This will be a personal connection that will help them better understand the characteristics.

 Predictions may include but are not limited to: I think a living thing has to eat and drink to stay alive because I know I am a living thing and that is what I have to do to stay alive. I think a non-living thing can survive anywhere because it doesn’t need food or water to stay alive. I think living things will grow because I grow.

Materials:

-       Gummy worms

-       Real worms

-       Paper plate

-       Paper clips

Planning:

            After we have made our predictions as a whole class using the pictures on what non-living things are and living things are as a class, we will pass out the paper plates, gummy worms, paper clips and real worms. Students will be instructed to observe and use their senses (not taste) to discover the characteristics of the earthworm and gummy worm. Instruct students not to eat the gummy worms. Have students copy the following chart in their science notebooks

Data:

Type of Worm	What does it feel like?	What does it smell like?	What does it look like?	How many paper clips long is it?	Living or non-living? Why?
Earthworm
Gummy Worm

Claims/Evidence:

            I claim that living things have to have oxygen to survive because earthworms come out of the dirt. I claim that living things will grow because the earthworms were different sizes. I claim that all living things need some form of food and water to survive because the gummy worms do not need food or water to survive.

Conclusion:

            As the students fill in their chart in groups the teacher will prepare a chart on the board that represents what we predicted about living and non-living things and our new ideas based on what we observed during our investigation.

-          What is the difference between earthworms and gummy worms?

-          How are they similar? Different?

-          Who has longest earthworm? Why are they different sizes?

-          Do you think the earthworms and gummy worms eat and drink? Why or why not?

Allow the students to eat their gummy worm if they want to.

The Respiratory System

The Respiratory System

Unit: Life Science

Focus Question: What is the function of the respiratory system?

Prediction/Hypothesis:

-       If you’re moving a lot, then you will take more breaths.

-       If you don’t move a lot, then you will take fewer breaths.

-       If you take more breaths, then you are getting more oxygen.

Materials:

-       Stopwatch

-       Smartboard

-       Students

Planning:

            First count resting breaths and record what’s happening on inhale and exhale (with diaphragm and chest). Then count breaths after walking and record what’s happening on inhale and exhale (diaphragm and chest). Last count breaths after running and record what’s happening (diaphragm and chest).

Data:

	At Rest	Walking	Running
Number of Breaths

	Diaphragm (up and down)	Chest (in or out)
Inhale
Exhale

Claims/Evidence:

            You take more breaths when increase activity, because when we ran we took more breaths. We had claimed that when you breathe more then your body gets more oxygen because you inhale more oxygen. We know this to be true because we observed after we had ran in place we took more breaths and our diaphragms went up and we took more breaths. We found that when you move less, you breath less more. We found this to be true because the number of resting breaths was less than the number of walking or running breaths.

Conclusion/Reflection:

            The function of the respiratory system is to deliver oxygen to your body. In this investigation we discovered that the more you move the more breaths you take and the more oxygen your body receives. This reminds me of the investigation we did about the circulatory system, because when we increased our level of activity our heart rate increased. What happens if you hold your breath while you run? Why can’t you breathe under water, if there is oxygen in the water? Can you breathe without your lungs?

Solutions

Solutions

Focus question: What is the difference between a solution and a suspension? How can we separate the unknowns from the water mixture?

Hypothesis/ Prediction: What will happen if we add a lot of water to our unknowns?  Will we be able to see the parts? If the water mixture is dissolved, we think we will be able to see the parts in some of our unknowns.

Planning:

You mix a small amount of unknown with water. Then you use a coffee filter to strain it to see if you can see any unknown left after it dries. First, you mix the unknown with water. Then you use the coffee filter to strain the unknown over a container. Observe to see if there is anything left after being strained or if it was completely dissolved.

Materials:
- Coffee filter
- petri containers
- unknowns
- water
- toothpick/stirrers
- dot stickers
- tray

Data:

Red before	solution, like sugar water, some settled on bottom, suspension
Yellow before	did not dissolve, cloudy, suspension
Blue before	sitting on bottom suspended did not dissolve, suspension
Green before	looks like pepto, milk, dissolved, left in filter, solution
Orange before	solution looks like milk, left in filter

Red after	it came out clear and filtered the unknown
Yellow after	it was a little cloudy, some unknown dissolved
Blue after	it came out mixed, some unknown did not mix but would not filter
Green after	it came out mixed, some did not filter
Orange after	it came out cloudy, some unknown dissolved

Claims/Evidence:

In the pictures below you can see what the filter looked like when we put the solutions through it. LIkewise, you can see what came out of the filters in the dish.

Conclusion/Reflection:

Not all of the unknown will filter if it is partly dissolved. If the solution dissolved, we can not determine the unknown from the solution.  If the unknown settles on the bottom, it is likely to filter the majority of the unknown. If the solution dissolves, will it filter any at all? Can you see any of the parts? Will the mixture be a suspension or a solution if it has more of the unknown and less water?