Yesterday afternoon, we explored a range of materials to investigate which were magnetic or non magnetic. We sorted our materials into 2 groups. We also discovered that that attraction was stronger with some items. To help us understand why some metal materials are magnetic we watched a video that explained for an item to be magnetic, it just contain cobalt, iron or nickel.
Today, we completed our case study reflection for Case Study 2. We reflected on all our learning over the case study and answered some questions based on our learning. I was blown away by the amount of knowledge the children had remembered.
In Crew Shields this afternoon, we have been sketching images based around global warming which will be used towards our final product.
In science we were looking at magnets and finding out which items were magnetic and which ones wont . We also looked at what happens when you put 2 magnets together. If you put N and N together they would repel , same for S and S but if you put S and N together they would attract. Here are our findings
We set up our science experiment by measuring 200ml of water to put in each of the jugs. We then placed these into the freezer for 24 hours. After they had frozen, we placed one in the freezer, one on the radiator and one on the table. We then measure the amount of water (ice melted) every half an hour and recorded the results. We then plotted a graph to show our results. We wrote all this up in a scientific report including: a title, prediction, equipment list, method, results and conclusion.
Yesterday afternoon, we explored how magnets work and discovered that when 2 poles are the same they repel each other and when 2 poles are opposites then they attract each other.
Today, Crew Hamill completed their science experiment in which we investigated the impact of temperature on ice. We used the ice we had created in our last lesson and put them in three different places – on the radiator, on the table and in the freezer. We’d predicted that the ice that was left at a higher temperature would melt quicker and we were correct! We checked each block of ice at 30 minute intervals throughout this afternoon and measured how much of it had melted each time. There was almost double the amount of water in the cup that had been on the radiator as there was in the cup that was left at room temperature on the table. The cup in the freezer remained solid! This showed us that the temperature really does impact on the speed at which ice melts so the rising temperatures are a huge factor on climate change.
In chemistry we have been recapping the states of matter as well as reversible and irreversible changes. We’ve then used this knowledge to investigate the rate a solute dissolves in a solvent.
Today in expedition, we started thinking about how we could help the Gingerbread Man to cross the river. We began by looking at different types of materials and describing them, before looking at the words, ‘float’ and ‘sink’. We decided that the best materials to help the gingerbread man get across the river would be the ones that float! Next, we predicted which materials would float and which would sink before testing them. We can’t wait to plan our designs tomorrow and make our creations with our grow ups on Thursday!
Yesterday, Crew Hamill prepared their next science experiment titled: “How does the temperature affect the rate at which ice melts?” We had a recap of what we already know about the ice caps and discussed how the ice is melting in Svalbard which is leading to problems in Svalbard and the UK. To understand the impact temperature has on ice, we have started an experiment in which we have prepared three blocks of ice that we will be exposing to three different environments – one in the freezer, one on a table at room temperature and one on a radiator, exposed to a higher temperature. We made a prediction that the ice at a higher temperature will melt at a faster rate than the ice in the freezer. We cannot wait to complete our experiment to see if we are right!
