Grade 4 Engineers
Posted by Karen EngelkeStudents in Grade 4 have been learning about Engineering and Technology in science. After examining the Engineering Design process, students were tasked with exploring a design problem. They learned how to ask questions and define problems to design a hearing-enhancing device. By examining the engineering process, students came to understand the influence of Engineering, Technology, and Science on Society and the Natural World. After they were given constraints and criteria for a hearing-enhancing device, they utilized various materials to create a prototype. Once their prototypes were complete, they presented them to Mr. Casey and the rest of the class and spoke about any problems or further enhancements they would make to their models.
Recycling Matters!
Posted by Stephanie SatonickThis week in second grade, students have been learning about matter. They learned that objects can be built up from smaller pieces, different objects can be built from the same set of pieces, and pieces can be taken apart from other objects. We started by studying art pieces and projects that showed different ways that people used different objects to create a brand new piece. For example, we took a look at an elephant made out of plastic water bottles and jugs, a house made from steel panels and rope, and a swing set made from recycled rubber. This inspired students to create their own piece using everyday objects, materials, and recycled cans to create a unique robot!
Automation of Robots!
Posted by Lloyd MitchellRobotics is in full swing in the 6th grade! We began learning the basics that will eventually lead us to more complex programming and completing elaborate challenges! More to come as the 6th grade digs in!
Rollback Cans!
Posted by Joshua BartosiewiczThe 8th graders are continuing their exploration on different types of energies (Potential Energy, Kinetic Energy, Elastic Potential Energy, Gravitational Potential Energy, Thermal Energy, Sound Energy and much more!) and how these energy types either transfer or transform in systems. Students learned that Energy Transfer is when the energy is moved from one part of a system (or object) to another but stays as the same type of energy, and that Energy Transformation is when a specific type of energy is converted into another type of energy (i.e. Kinetic Energy -> Thermal Energy).
In our rollback can lab, students constructed their own versions of a can design, that when rolled forward, the can will return back to its starting position almost like a boomerang. In order for the students to build their experiments they were given the following materials: tape, coffee can, 2 paper clips, a washer(s) or screw-nut, a rubber band and string. Each student built their own rollback can with the guidance of a lab procedure as well as their teacher. Once students were done building, they put their designs to the test! If it was successful, when the student rolls the can forward, the weight inside of the can tied to the rubber-band holds the center of the rubber-band still however, the rubber-band on either side of the weight will twist as the can rolls. As the rubber-band twists it is gaining Elastic Potential Energy that was converted from Kinetic Energy (energy associated with movement). Once all of the Kinetic Energy has been transformed into Elastic Potential Energy, the can stops moving forward but then proceeds to move backwards! The reason the can is now rolling backwards is because the built up Elastic Potential Energy in the rubber-band is now being released (as the rubber-band unwinds) and transformed back into Kinetic Energy, allowing the can to roll back to its original starting position.
By the end of the lab, students had such a great time building their designs and they even had friendly competition to see whose design worked the best! Students gained a much clearer understanding of energies in systems and how they interact.
Third Graders have a Need for Speed!
Posted by Wendy KerrGrade 3 students are studying force and motion in science class. Third graders were tasked with recording the speed and distance that their cars traveled on a flat surface. Next, students were asked to create ramps to increase the speed of their cars. Finally, students observed and recorded how different surface materials and the variation in the ramp’s incline impacted the speed times.
Rockin’ Roller Coaster!
Posted by Joshua BartosiewiczTo kick off this school year, the 8th graders have begun their academic adventure through the physical science realm and learned about the basics behind energy (i.e. Potential Energy, Kinetic Energy, Sound Energy, Thermal Energy, etc.) and energy transfer & transformation (i.e. Potential Energy -> Kinetic Energy, Kinetic Energy -> Sound Energy, Kinetic Energy -> Thermal Energy, etc.).
Our first lab involved the students creating a roller coaster design. Many of the first run designs were not operational, however, the students figured out where the most kinetic energy [as well as other energies] was happening and would adjust their designs until they had a functional ride. Once their designs were completed and worked properly, students copied their blueprints onto their lab sheet and answered a few lab questions. Some of these questions were simply labeling their diagram/blueprints with the types of energy present while others asked the students for a deeper understanding; for example, what causes the transformation of energy or where does the source of the energy come from?
At the end of the activity, the students were able to explain all of the types of energy at work, why they are present, and had a great time building incredible roller coasters!