Amazing Triangles
Aim: The aim of this is to see which shape is stronger the
square-based pyramid or the triangular-based pyramid (tetrahedron).
Materials: We used a box of cocktail sticks and a bag of mini
marshmallows.
Method: We put marshmallows on each side of the cocktail sticks
to make 2-D and 3-D shapes - we made squares, triangles and pyramids. We made
squares with the Junior and Senior Infants and we made pyramids with First,
Second and Third classes. We had some triangular and square-based pyramids
already made for the Infants to try out. The older classes made their own.
Result: When we put our hands on the 3-D shapes and pushed down
on them the square-based pyramid was the first shape to fall down so the
triangular based pyramid was stronger.
Conclusion: I liked this project because it was fun and all the
younger children liked it because they thought it was interesting and they liked
building all of the shapes. Although some of the marshmallows were
eaten!
We were using maths because we used all the different shapes such as
triangular-pyramids, square-based pyramids, squares and triangles. We challenged
ourselves too to see what type of structures we could make!
The
Amazing Acrobatic Clown
The aim of our project was to show the children an example of centre of
gravity.
Our materials were paper, scissors, selotape and money.
The method was to cut out the clown out from the template. We
tried to balance the clown on our finger…..you can’t!
Then we got some coins and selotaped it to the clowns hands now you can balance
it!
The result was when you lower the centre of gravity when selotaping the coins onto
the clown, you could balance the clown .The conclusion was that it was a
successful experiment and the children loved it.
We used various coins as weights. We always matched similar coins so that they were the same weight. We also found that we put the coins on opposite sides to ensure the even distribution of
weight.
By:Luke Maher, Ricky Houlihan and Kenneth O’Donnell
Balancing
On the 6th of May our class did a science day. Our title was
“Balancing”. The younger classes came up to see all of our different
experiments. They had a lot of fun going around looking at all the different
experiments.
Aim:
To see if the younger children could do the balancing tasks and have
fun.
Materials:
Chair, ruler, rubbers and the wall.
Method:
1. We each took a ruler and we tried to balance it on our fingers. We started on the end points of the ruler and moved our fingers in a centimetre at a time.
2. We stood back with our shoulders, head and heels against the wall. We tried and tried to pick up a rubber from the ground but we couldn’t!
3. We put our leg, shoulder and head against the wall and tried to lift our opposite foot without holding on or moving away from the wall. We couldn’t do it either!
4. We sat on a chair and try to stand up without using your hands or leaning forwards.
Result: We all had a good time but we discovered they are all impossible as we had to move
our body forwards to alter our centre of balance.
Conclusion: They were all fun and all of them were hard.
Maths:
We used centimetres to determine balancing the ruler.
By Cara, Denise, Shania and Wayne
Friction
Aim: to get children to understand friction.
Materials: soap, towel, marbles, goalie gloves, tin and a book.
Method:
1. Rub hands together, which creates heat this shows friction
2. Rub hands together with soap which helps to prevent friction.
3. Rub your hands together with goalie gloves this is very hard
due to the friction.
4. Rub book of a tin and a book which creates friction, then rub
it but with marbles on the tin this gets rid of the
friction.
Result: the result is that they know what friction
is.
Conclusion: We now can use different objects to prevent
friction.
By Eoin Smith, Jack Dillon and Kenneth Coleman.
Mirror Writing
Aim: How reflection works.
Materials: Mirror, paper, pencil.
Method:
1. First we got our mirror.
2. We put a sheet of paper beside the mirror.
3. We used the pencil to write words on a page and try to get them backwards so they
will come out written correctly in the reflection of the mirror.
Result:
The kids found it very hard to get the writing correct in the
mirror.
Conclusion:
I liked it and the kids found it very
enjoyable.
By
Seán Moore and Chantelle O’Dea
Paper Helicopters
Aim:
To see the effect of air pressure on different sized paper
helicopters.
Materials:
Paper, scissors, paper clips, selotape and a chair.
Method:
1. We cut out the outline for the paper helicopter.
2. We folded it along the dotted lines and added selotape and
paper clips to the helicopters.
3. We crumpled up an A4 sheet of paper and kept another one flat.
We dropped these from the top of the chair for the children to see that they
crumpled piece of paper fell faster than the flat paper as it had less air
pressure to push it up.
4. We asked children to drop the different sized helicopters from
the top of chairs.
Result:
The smaller one fell faster than the bigger one because more air
pressure pushed up against the bigger one.
Conclusion:
I had fun and it was very interesting plus, the little kids enjoyed
it.
By David Blackwell, Dean Sweeny, Jean-Lou and Thomas Hayes.
Surface Water Tension
Aim: To show people that water has surface water tension that can bring the water
over the edge of a cup without it spilling.
Materials: A measuring jug of water, a plastic cup, 15-20 coins and a tea towel to clean up
the mess after.
Method:
1. We fill the cup up with water to the very top so no more can be poured in. This
was about 230 ml.
2. Then I asked one of the people I was working with to put the coins in the water
but they have to slide the coins along the edge of the cup. The water should come
above the edge of the cup when you have all the coins at the bottom.
3. Then at the end, I asked someone to put a coin through the middle to break the
skin. Then the water splashed up and then I used the tea towel to wipe up the
mess!
Result: It did work because the skin was holding the water in it and because of that the
water came above the edge of the cup without spilling. So water does have a
skin.
Conclusion: I really liked doing surface water tension and I hope all of you enjoyed
it.
We used maths when we measured the amount of water in the cup. We
also used 5 cents ,1 cents , 2 cents and 10 cents.
By Kate Manjor Georgewill
Aim: The aim of this is to see which shape is stronger the
square-based pyramid or the triangular-based pyramid (tetrahedron).
Materials: We used a box of cocktail sticks and a bag of mini
marshmallows.
Method: We put marshmallows on each side of the cocktail sticks
to make 2-D and 3-D shapes - we made squares, triangles and pyramids. We made
squares with the Junior and Senior Infants and we made pyramids with First,
Second and Third classes. We had some triangular and square-based pyramids
already made for the Infants to try out. The older classes made their own.
Result: When we put our hands on the 3-D shapes and pushed down
on them the square-based pyramid was the first shape to fall down so the
triangular based pyramid was stronger.
Conclusion: I liked this project because it was fun and all the
younger children liked it because they thought it was interesting and they liked
building all of the shapes. Although some of the marshmallows were
eaten!
We were using maths because we used all the different shapes such as
triangular-pyramids, square-based pyramids, squares and triangles. We challenged
ourselves too to see what type of structures we could make!
The
Amazing Acrobatic Clown
The aim of our project was to show the children an example of centre of
gravity.
Our materials were paper, scissors, selotape and money.
The method was to cut out the clown out from the template. We
tried to balance the clown on our finger…..you can’t!
Then we got some coins and selotaped it to the clowns hands now you can balance
it!
The result was when you lower the centre of gravity when selotaping the coins onto
the clown, you could balance the clown .The conclusion was that it was a
successful experiment and the children loved it.
We used various coins as weights. We always matched similar coins so that they were the same weight. We also found that we put the coins on opposite sides to ensure the even distribution of
weight.
By:Luke Maher, Ricky Houlihan and Kenneth O’Donnell
Balancing
On the 6th of May our class did a science day. Our title was
“Balancing”. The younger classes came up to see all of our different
experiments. They had a lot of fun going around looking at all the different
experiments.
Aim:
To see if the younger children could do the balancing tasks and have
fun.
Materials:
Chair, ruler, rubbers and the wall.
Method:
1. We each took a ruler and we tried to balance it on our fingers. We started on the end points of the ruler and moved our fingers in a centimetre at a time.
2. We stood back with our shoulders, head and heels against the wall. We tried and tried to pick up a rubber from the ground but we couldn’t!
3. We put our leg, shoulder and head against the wall and tried to lift our opposite foot without holding on or moving away from the wall. We couldn’t do it either!
4. We sat on a chair and try to stand up without using your hands or leaning forwards.
Result: We all had a good time but we discovered they are all impossible as we had to move
our body forwards to alter our centre of balance.
Conclusion: They were all fun and all of them were hard.
Maths:
We used centimetres to determine balancing the ruler.
By Cara, Denise, Shania and Wayne
Friction
Aim: to get children to understand friction.
Materials: soap, towel, marbles, goalie gloves, tin and a book.
Method:
1. Rub hands together, which creates heat this shows friction
2. Rub hands together with soap which helps to prevent friction.
3. Rub your hands together with goalie gloves this is very hard
due to the friction.
4. Rub book of a tin and a book which creates friction, then rub
it but with marbles on the tin this gets rid of the
friction.
Result: the result is that they know what friction
is.
Conclusion: We now can use different objects to prevent
friction.
By Eoin Smith, Jack Dillon and Kenneth Coleman.
Mirror Writing
Aim: How reflection works.
Materials: Mirror, paper, pencil.
Method:
1. First we got our mirror.
2. We put a sheet of paper beside the mirror.
3. We used the pencil to write words on a page and try to get them backwards so they
will come out written correctly in the reflection of the mirror.
Result:
The kids found it very hard to get the writing correct in the
mirror.
Conclusion:
I liked it and the kids found it very
enjoyable.
By
Seán Moore and Chantelle O’Dea
Paper Helicopters
Aim:
To see the effect of air pressure on different sized paper
helicopters.
Materials:
Paper, scissors, paper clips, selotape and a chair.
Method:
1. We cut out the outline for the paper helicopter.
2. We folded it along the dotted lines and added selotape and
paper clips to the helicopters.
3. We crumpled up an A4 sheet of paper and kept another one flat.
We dropped these from the top of the chair for the children to see that they
crumpled piece of paper fell faster than the flat paper as it had less air
pressure to push it up.
4. We asked children to drop the different sized helicopters from
the top of chairs.
Result:
The smaller one fell faster than the bigger one because more air
pressure pushed up against the bigger one.
Conclusion:
I had fun and it was very interesting plus, the little kids enjoyed
it.
By David Blackwell, Dean Sweeny, Jean-Lou and Thomas Hayes.
Surface Water Tension
Aim: To show people that water has surface water tension that can bring the water
over the edge of a cup without it spilling.
Materials: A measuring jug of water, a plastic cup, 15-20 coins and a tea towel to clean up
the mess after.
Method:
1. We fill the cup up with water to the very top so no more can be poured in. This
was about 230 ml.
2. Then I asked one of the people I was working with to put the coins in the water
but they have to slide the coins along the edge of the cup. The water should come
above the edge of the cup when you have all the coins at the bottom.
3. Then at the end, I asked someone to put a coin through the middle to break the
skin. Then the water splashed up and then I used the tea towel to wipe up the
mess!
Result: It did work because the skin was holding the water in it and because of that the
water came above the edge of the cup without spilling. So water does have a
skin.
Conclusion: I really liked doing surface water tension and I hope all of you enjoyed
it.
We used maths when we measured the amount of water in the cup. We
also used 5 cents ,1 cents , 2 cents and 10 cents.
By Kate Manjor Georgewill
