Science journal

Thursday, 29 June 2017

Science journal week 6

SCIENCE JOURNAL WEEK NINE
This week we have been working on 3 different types of projectiles.The first one is angle launchers, then slingshot rocket and the final one is flipping frogs.

Slingshot rocket 
For one of the activities we made slingshot rockets out of masking tape, paddle pop sticks, elastic bands, 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. 

Angle launchers
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 goes 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 to where it rolls to 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 were 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.


Flipping frogs
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 stay 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? 





Thursday, 22 June 2017

Science journal week 5

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. That was the strongest thing we had access to. Both also have a sling, a place for the projectile to sit, a ball most of the time but sometimes something similar to shotput.

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 4

In week four we observed what forces acted on a trebuchet. First we found out if adding more weight made the projectile go further, I predicted that adding more weights made it go fervor and I was correct. I think that was because adding more weight was increasing the force going down to make it more powerful so that made it so the force going down was so strong that when the force going up was ready the weight and force going down made the arm on the trebuchet go up so fast it made the projectile go further and faster. I think that I am relational because I gather data demonstrating that adding weight makes the arm go faster with force. I think my learning for inferring is relational because I made an inference that the arm of the trebuchet is probably forced up by the amount of weight from the fishing weights.

Science journal week 3

On the third week we did the balloon experiment again but this time we had fish wire. We used the fish wire to change the amount of friction acting on the balloon. We had the wire going from the monkey bars to the rope climbing wall, we had the balloon going up to see if it changed the speed but for some strange reason the balloon kept looping around the wire. I think that was because the wire was loose but no matter how much I tightened it still spun maybe it was to steep. That is probably the most because with the acting air plus the force and air resistance on the balloon would make it spin. likely the angle or gradient would change the experiment most likely the amount of force acting for it to go up.I think I am relasonal on the rubric because I thought of what could be making the balloon loop and slowing it down.

Science journal 2

On the second week we did experiments with balloons so we made balloon rockets. On the first time we had a string going up on an angle for some strange reason the balloon went up a lot faster and easier than other times. We also had a straw we tapped the balloon on for force more on that later, later on that week everyone taped a piece of paper somewhere on the balloon. On the second week we had know straws but my group was smart we used part of a pen like the part where the grip is. I think we did this experiment to learn about force if you don't know force is it can be a push or a pull and force is keeping us on the earth and standing up in this experiment we had the air pushing with Air Force and not the plane type the air is making force and later on in the experiment adding the paper made it have extra force pushing it the other way, something like gravity is a force, everything on earth has some type of force acting on it. I think my group was relational because we thought of ways could make it go fervour.

Sunday, 18 June 2017

Science journal week 1

On week one of the term we made slime and covered mr Anderson with it. All of the school made it but some of the slime was runny and some of the slime was thick, it was good because Mr Anderson had a spare pair of clothes. I think that point of the experiment was to change liquid into a solid. In any case we made the slime out of water, corn flour and food colouring adding the flour probably made it into a solid because flour is mostly solid I'm saying mostly because it can be taken apart easily. Another part of the experiment was seeing if the hot water worked better than cold water I don't really know because we mixed them together. Overall I think that I am relational on the rubric because I know of how we might have changed liquid into solid and I made all these observations without actually making slime before or ever

Monday, 27 March 2017

Football

When we're on the bus on the way to the game, I'm just getting more and more hyped. The thought of scoring the winning goal makes me motivated. The team is with me all the way. When we get to the field I put my gear on and the games on, kicking, running, playing, hot, sweaty, tired, sprinting for the winning goal. I was sad because I missed, but the game was fun and I went hard on the football field.