Tag Archives: observing

biology, Main building

How does your garden grow?

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allotment As spring has well and truly sprung, our visits to the allotment have resumed.

This presents an abundance of science opportunities for the children to experience.

20160509_102759[1]
Skippy helps us learn about plants and animals in the allotment.
Guiding us in our gardening is our friend Skippy (yes he is Australian). He looks after our allotment and helps us tend to the various plants and animals we find there.

"Skippy pointing to flowers and busy bees".
“Skippy pointing to flowers and busy bees”. By Owen

We were blessed with glorious sunshine on our visit on Monday, however our session started inside thinking about what seeds need to grow and how they change.

“They need soil” – Nathan

“They need the sun” – Patrick

“Water!” – Harmony

Skippy showed us the beans and peas that were planted by the last group.

They had grown into little plants.

We had a think about what the plants needed to grow and how this could happen inside the hut (which has no windows).

“You could use the lights!” – Patrick

Skippy showed us the propagator and let Nathan and Lara feel the heat mat that keeps the seedlings warm and gives them light because the sun can’t do either inside.

Nathan applied his previous learning to what Skippy had shown and told us…

“Maybe the beanstalk will grow and have a castle at the top!” – Nathan

Skippy assured us that he hadn’t used magic beans so a castle was very unlikely. Then we went outside to see what was in the allotment, and what was growing.

We saw an interesting green box at the end of a path…

It was the allotment’s beehive!

Bees live in hives.
Bees live in hives.

Skippy told us how bees are essential for plants to grow.

“Without bees, nothing could live!” – Patrick

The bees get the stuff that they use to make honey, out of flowers.
The bees get the stuff that they use to make honey, out of flowers.

We looked at some flowers to find the middle bit that the bees visit to collect nectar and get stuck with pollen. When the pollen from different flowers gets mixed up it allows new seeds to be formed – this is called pollination.

"The bees collect pollen from the flowers.
“The bees collect pollen from the flowers.

 

Some of the middle yellow bits were extra special…

The strawberries aren’t the only fruits growing in the allotment.

We had a lot of thinking about seeds and how they grow, finding pollen and seedlings that have started to grow. However we hadn’t thought about how weeds and wild plants spread. The gardeners didn’t plant the chives in the path or the dandelions. We had a think about what moved them.

“The wind did it!” – Harmony

Skippy showed us where  the seeds were formed in some plants and we helped spread some.

Blowing dandelion clocks are a fun way to help your child count, think about more or less and learn about time language! The Mary Queen of Scots dandelion head popping rhyme is wee science mea good fine motor exercise, helping your child strengthen their finger muscles in preparation to write! The latter is more popular with gardeners 😉

All to soon it was time to return to the nursery, smarter little biologists.

Our visits to the allotment will continue throughout the growing season. We endeavour to get as many children to experience this as possible so your child should get a turn at some point.

colour, physics, weather

Over the rainbow

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over the rainbowWell we finally got to try and make a rainbow!

We returned to our scientific method of predicting, experimenting and reporting in our logbooks.

The question I posed was what would happen to the light from a torch if we shone it through a glass of water?  I didn’t want to mention colour as I didn’t want to lead the children in their predictions. As a result the predictions showed that the children drew on their previous knowledge and experiences. (Applying knowledge is a higher order thought process – showing deep learning!)

“I don’t know………maybe a gas?” – Gabriel

(click on each picture to see whose is whose).

Charlie’s was the most poetic prediction however:

It will "get a bit gleamy"
It will “get a bit gleamy”

Fisrt we checked what the torchlight looked like normally:

There was some debate as to the colour of the light – silver, white, bluey or grey!

Then we took turns to shine the light through the glass of water…..

These photos don’t really capture what we noticed. So take it

"I made a rainbow"
“I made a rainbow”

from Caoimhe:

 

 

 

 

 

 

or Zach:

"It looked like a rocket!"
“It looked like a rocket!”

and others (again click on the pictures to see who said what)

Again Charlie described it well:

“It’s like 10 different shapes and colours!”

Or have a look for yourself – how would you describe it?

Rainbow light through the water

So why? Where did the colours come from?

“the water changed the light”! – Gabi

“It bends, it was pushing it away” – Innes

wee science meThe water bends the beam of light which has a affect on each different colour that makes up white light, all bending at a different angle. In other words the water seperates the colours that make white light. This is called refraction. It is what happens to sunlight reflected on raindrops which creates a rainbow in the sky.

The experiment didn’t impress everyone. Every session ends with a question:

“What could we do better?”

Normally I just get shrugs and “don’t know”s but today I got a couple of good replies:

“I prefer the spray experiment” – Charlie

“Maybe changing the colours a different way” – Gabi

So now we have evaluating to add to our skills that we practice with our science!

3 smart cookies

Smart cookies!

colour

Colour lab

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I thought we could ccolour sprayontinue to explore colour as the children were so entranced with the colours mixing rather than dancing during the magic milk experiment.

 

I had intended on using the squirty bottles to make a mist for us to attempt to reflect light on and make rainbows but our inquisitive and curious scientists were so taken with the squirty bottles it seemed wrong not to let them freely explore colours using the sprays as they wished. So I added red, yellow and blue water to the bottles as well as the test tubes.

Daniel had to coordinate his movements and use his hand muscles to fill the test tube using the squirty bottle. He mixed yellow and blue and made green!
Daniel had to coordinate his movements and use his hand muscles to fill the test tube using the squirty bottle. He mixed yellow and blue and made green!

 

It was hard to make out the colours that were being mixed in the test tubes however,

“I made black!” – Natalie

So I fetched a big bit of paper for us to spray the colours on to.

“It’s not black it’s a bluey green!” – Natalie

“I made it orange by doing 2 colours at the same time!” – Gabi

“Look it’s changing red – it’s mixing orange!” – Belle

But the paper got soggy and absorbed the spilled water in the tray making the colours tricky to make out. So we added a shelf from the drying rack and it worked a treat!

We had to use our hand muscles and coordination to spray the colour out of the bottles and on to the paper or the tray. We made a range of colours and talked about what we had created. We remembered which colours we had added and attempted to remake purples, oranges and greens although often ended up with browns.

Sophie's report

Patrick and An were sure they had created more than just colours…

” I made dynamic soda! It powers rockets!! – Patrick

“It’s a samurai  colour!” “It’s sacorizing! (It’s like a decorated surprize!)” – An

“Look I made Bicarbonate Soda!!!”

We had to take turns for the bottles and work together, developing our social skills.

“Yes! You CAN help me!” – An to Lauren

We also had to solve problems when things didn’t work as we’d hoped like the wee vapourizers being stiff, the bottles stopping working or when we set ourselves the challenge of filling the test tubes using the bottles. We compared amounts to see who had the most and the least, using lots of comparative language.

“I’ve got many!” – Adam

Some of the colours didn’t mix straight away so we had to solve the problem of how to get them to mix.

So we shook them (with the top covered of course!)

“Shake shake shake tomato!” sang Evie

Evie enjoyed mixing colours by shaking. She created a little song and wiggle dance to help mixing!
Evie enjoyed mixing colours by shaking. She created a little song and wiggle dance to help mixing!

The shaking (and singing!) did the trick and the colours mixed well.

"Look at my green!"
“Look at my green!”

 

I don’Thinking scientistt think we have exhausted the exploration of colour mixing. I think on Wed we shall revisit the learning and experience again but this time with coffee filters to see what happens to the colours with them.

And who knows maybe we’ll get on to rainbows, but then maybe we’ll explore another area altogether.

"Oh I made brown - do you think this would make a penny shiny?"
“Oh I made brown – do you think this would make a penny shiny?”

After all Patrick did mention the cleaning properties of Coke! Hmmmmm……

 

 

chemistry, colour

Best laid plans…..

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colour thoughtsAfter the enthusiasm about the bright colours of foam mixing and the shouts of rainbows being made, I thought it would be a good time to try the dancing colours milk experiment.milk colour experiment

It’s been something I have fancied since I saw it on Pinterest.

It looked really impressive on YouTube too!

I have had a couple of Pinterest fails with this previously and discussed my failure with a few folk at recent courses and the big National Science Network (with proper science teachers!) So this time I was confident it would work and we would have lovely dancing colours to observe.

So we poured our milk (full fat as it is the fats reaction to the washing up liquid that makes the colours move).

 

The heavy lifting and coordination in having to pour our own milk helps us to develop muscles needed to eventually write! Any heavy play actually helps us with our sensory processing and core muscles which help us to be able to sit and concentrate on a shared focus – perfect preparation for classroom learning.

Then we added food colouring. In the morning we used a straw to add the drops of colour…

However after much spilling of food colouring and dyeing of the table (and hands!) I decided to offer the food colouring through the pipettes and test tubes for the afternoon (which not only controlled the amount of dye used but added the dimension of fine motor pincer grip to draw and squirt the dye and washing up liquid – again great for writing preparation).

Our predictions for the experiment showed that the children were applying previous knowledge.

“I think it’s going to explode all over you again!” – Olivia

“I think it might make bubbles because of the washing up liquid.” – Ross

We squirted in a little washing up liquid by ourselves – more hand muscle exercise! However the addition of the washing up liquid had a different affect.

“The colour is running away!” – Innes

And we made some mixed patterns with our fingers through the dye.

So some of the experiments worked. But some didn’t.

It seemed to depend on how much dye was used, how well they were mixed and which kind of dye we used. The shop bought food colouring seemed to dissipate quickly in the milk as though the fats were reacting with the dye itself, however the dye bought in bulk for the nursery seemed to hold it’s shape until the washing up liquid was introduced, making the effect much more dramatic.

We never did see dancing colours or swirls moving like in the videos, we had to swirl ourselves.frustrated-student-clipart-1

That’s not to say there was no learning! Lots of discussion followed about the colours produced and Ross, Olivia, Lara, Jude and Gracie all extended the learning further by investigating mixing and creating their own colours with the palette paints. And we were able to explore the mixing of the colours in the milk – making greens and purples.

Mistakes and failures are all a part of learning I suppose , I just don’t like having another Pinterest Fail.

I just need to remember that…

mistakes are proof

failure and learning

 

 

 

chemistry

Thinking again

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index

So for Holly and indeed for anyone else, we revisited the toothpaste.

Revisiting learning and repeating activities and experiences helps us to process the information and deepen our learning.

This time around I focused more on letting the children take the lead and do as much as possible based on their last experience. As this was  a repeat and more child led I didn’t bother with the logbooks.

Luckily we had a few re-visitors who could recall and share their experiences from Friday.

Again I tried to make this as hands on an experience as possible. Luckily the safety rules were firm in the children’s minds.

“Don’t touch the bottles! It’s dangerous!” – Gabriel

Ryan and Gabriel could both remember what we needed to do and what the reaction would be.

“We need the white stuff but it’s burny, and the smelly stuff to make it go up and over. ” – Ryan

So we measured out the yeast and took turns to mix…

And we used those important hand muscles to add the washing up liquid.

And those pincer grips to squeeeeeeeeeeeeeze the yeast quickly into the hydrogen peroxide (the greater the force with which the yeast enters the mixture, the quicker the reaction).

And we weren’t disappointed in the reactions. In fact we did the experiment again and again and again using different colours.

The children grew in confidence with the foam and were able to notice it was hot.

“It’s like lava!”  – Finlay F.

“But it looks like snow” – Adam

We noticed some of the mixtures went slower than others and so with a gloved hand I gave them a shake which really sped them up!

“Woah! Look at mine it’s going fast now!” – Nathan

“It got bigger!” – Elise

We repeated it so often we were left with lots of foam and it was lovely to play with (in fact we only stopped because we ran out of washing up liquid!)

“It’s all gooey looey!” – Finlay F.

And the colours all mixed again.

“This looks like a rainbow” – Ayvah

But Ryan used his knowledge of what we’d made to add to his observation..

“It’s like the elephant has already used all the toothpaste!” – Ryan D.

But the foam was perfect for mark making and writing secret spy messages! Great early writing practice.

The added opportunity to explore the process allowed Gabi to really add to her learning. She was able to explain what had happened to her friends…

“The yeast burned away the peroxide!” – Gabi

So  a revisited experience but more learning all the same!

Sometimes it is worth thinking again.

chemistry

Elephant’s toothpaste in the main building

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tooth-brushing-elephant

After the excitement about the erruptions, explosions and gaseous experiences, I thought it only appropriate to revisit elephant’s toothpaste but this time with the main building children.

We used the same ingredients as last time.

Hydrogen peroxide, yeast, fairy liquid, washing up liquid, dye.
Hydrogen peroxide, yeast, fairy liquid, washing up liquid, dye.

The same safety rules applied..

“No touching the bottles!” – Gabi

However, this time we added a little more of a hands on approach with the children using the droppers to add the yeast. This allows the children a level of responsibility (managing their own, all be it small, risk) which adds a level of engagement and greater involvement in the learning.

We used droppers, a beaker for the yeast mixture and a spoon for measuring and stirring.
We used droppers, a beaker for the yeast mixture and a spoon for measuring and stirring.

There were a number of predictions in which the children applied knowledge gained from previous experiences….

"I predict that its going to right up to the roof and down!"
“I predict that its going to right up to the roof and down!”

“It’s going to besplode!!” – Heidi

"Its gonna overflow!"
“Its gonna overflow!”

Lara even used the correct vocabulary when making her prediction!!

“I predict it’ll go right up to the roof and back down” – Lara

"It'll be fast"
“It’ll be fast”

But first we had to mix the yeast. This offered opportunity for the children to engage with real measure (of a spoonful) and counting  the spoonfuls to add. They also had to take turns to mix the yeast as I deliberately only offered one spoon and one beaker.

“Eeeuurgh it smells like a swamp or a dirty shoe!” – Ryan D.

Then we had to use those important hand muscles to squeeze the washing up liquid to the hydrogen peroxide that I had already poured into bottles.

And so we were ready to add the yeast…

And the results were quite good.

“Ross’s stayed the same but mine BESPLODED!!” – Heidi

"It was really really really foamy!"
“It was really really really foamy!”

So why did it explode? We analysed the experiment..

“It was because we put too much yeast in” – Heidi

"It exploded because it made gas."
“It exploded because it made gas.”
Ross reported and shared what had happened. His remembering and discussing the bubble shows that he was thinking about it.
Ross reported and shared what had happened. His remembering and discussing the bubble shows that he was thinking about it.
"First there was the bottle, then it all overflowed!"
“First there was the bottle, then it all overflowed!” – Ryan

The foam that it created was warm and harmless as the yeast hadwee science me mixed with the hydrogen peroxide, burning all the peroxide away and releasing heat and oxygen which mixed with the washing up liquid to create the foam. Some of the mixtures needed a little help to get going so I gave them a little shake to mix them up and that worked a treat.

And of course the harmless foam was lovely for making patterns and marks (early writing) and exploring the colour mixing (yet more science)!

So what next?

Well Ryan gave us an excellent question to explore..

“What does disolve mean?” – Ryan

But the mixing of the coloured foam revealed another area to explore as the children created new colours.

“Look what colours I can make!” – James

And then I discovered Brandon’s interest in Angry Birds and thought about how we could explore forces further with catapults and towers…….hmmm

But Holly made it clear what we should do on Monday..

“Aww Ailie, I never saw the science today. Can we do it again on Monday?”  – Holly

Well how could I resist? And I just so happen to have bought a stronger concentration of peroxide – I wonder what difference that will make?

Thinking scientist

Why not help me decide what direction to take after Monday? I will of course ask the children but please add your ideas too! Is there an experiment or science area you would like us to explore? Let me know!

In the meantime why not try to recreate some of these chemical reactions at home? You can buy hydrogen peroxide at Sally’s in the town and the yeast is available in the baking section of Tesco. Antibacterial washing up liquid doesn’t work so well so just go for the original kind, bubble bath works also.

Good luck and happy experimenting!

chemistry

Learning from Einstein

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Einstein quote

I saw this as I was eating my breakfast this morning and thought how this totally sums up learning through play. And explains why today we revisited gas.

This morning we looked at gas with the more scientific frame of mind, attempting to create a gas by mixing a liquid and a powder. We caught and measured the gas in the balloons again.

As usual we made and recorded predictions, observations and our thinking about why it happened (training the mind to think!).

Only one person predicted their solution wouldn’t make a gas:

Natalie – “I predict no gas.”

 Everyone else predicted lots of gas would be made.

Innes chose a tablet and vinegar and predicted "a big gas"
Innes chose a tablet and vinegar and predicted “a big gas”
Lucy chose to mix a tablet and bubble bath and predicted "a big bit of gas".
Lucy chose to mix a tablet and bubble bath and predicted “a big bit of gas”.
Pearce chose to mix a tablet and vinegar and predicted "lot's of gas".
Pearce chose to mix a tablet and vinegar and predicted “lot’s of gas”.

In fact Sophia and Olivia selected their ingredients based on their past experience with the science. When asked why they had selected bicarbonate of soda and vinegar,

oooops explosionOlivia  replied: “Because it’s going to get bigger and explode!”

and Sophia said, “Because I want mine to get ginormous!”

So there were a variety of results depending on the combination chosen.

“Oh my gosh Sophia! That is soooo big!”  – Millie

The most interesting however was the bubble bath + effervescent tablet………

Gracie and Bramble were able to apply their previous science learning to their understanding of what had happened…

"We made a potion. It forced up lots and lots of gas and made the balloon bigger and bigger!" - Gracie
“We made a potion. It forced up lots and lots of gas and made the balloon bigger and bigger!” – Gracie
"The balloon goed bigger and bigger 'cause of the experiment gas!"- Bramble
“The balloon goed bigger and bigger ’cause of the experiment gas!”- Bramble

Smart cookies eh?!         3 smart cookies

For the afternoon session I took to heart another Einstein quote……

 Einstein quote play

So we just freely “researched” compounds and mixtures.

We had to use our hand and finger muscles to squeeze the ingredients out of the bottle – this helps us prepare to write!

And the phrases “Oh my gosh!” and “Look at mine!” were heard aplenty when the vinegar, bicarbonate of soda, effervescent tablets and carbonated water began to mix.

We used a huge amount of maths language as we were experimenting – “more” ,”less”, “after”, “next”,” first” ,”higher”, “heavier” ,”lighter” as well as hearning myself model more science vocabulary.

Did you know that the greater a child’s vocabulary before school, the more success they have in school? You can read research suggesting that here and here.

Also did you know that the average person produces gas 14 times a day? (Thought Patrick might like that wee fact!) Why not amuse your family with more fart facts?

I’m sure Einstein would have been very proud!

happy Einstein

 

Don’t forget to share the learning that your child shares at home and leave comments to let me know what you think of the experiments and the blog – especially any ideas or suggestions – Thank you!

physics, weather

Rockets and rain

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wee sad rain cloudWell the weather didn’t listen to our plea. However, a bit of rain never stops science! It certainly didn’t dampen our spirits any.

Due to the weather we neglected our recording in our log book so this post will just be photos of the experiments themselves. Why not ask your child to share their hypothesis and conclusions with you as you share the blog?

“We need to do it outside!” said Nathan on Wednesday and that is exactly what we did. However this added a new force into the experiment – the wind! And one of the rockets had a difference too.

One of the rockets had gotten damaged and the fins had come off. How would it affect the flight?
One of the rockets had gotten damaged and the fins had come off. How would it affect the flight?

“It’s not going to fly as good.” – Kobe

Most of the rockets flew really high outside. The one without fins flew less well so Kobe was right!

But the force applied by the wind was strong too and we lost one of our rockets altogether (it seemed to disappear. We couldn’t see where it went due to the rain!) And 3 rockets were blown onto the roof!

“We need a ladder!” – Heidi

“It’s not safe for a ladder. You might fall off and have to go to hospital!” – Evie

We decided to leave them for now.

So the rockets flew higher outside when there was no roof to bounce off.  But the wind’s force affected the flight and the landing.

The learning wasn’t restricted to the science though. We were reinforcing sequence and order of number as we counted down to blast off.  We developed our negotiation skills and used mathematical language of sequence and order when discussing who’s turn it would be,

“Can I go first?”  – Evie

“Can I be second then?”  – Bramble

“I’ll be third!” -Elise

“I’ll be next, I’ll be after Elise.” -Jude

We had to listen for information when we discussed the safety procedure (ensuring we were “clear for take off”).  We followed instructions to go to the allocated area of the playground and stay safe inside the playground even when the rockets kept getting blown out on to the street despite the temptation to go and fetch them back. That’s not to mention the abundance of comparative size language – “higher, lower, more force, less force,” even “greater force”and as Jude said….

“I think that was a lesser force Ailie”

Ooooft it was a lot of work and not just physically!

But our next steps?

“Let’s make our own rockets to fly! We could make a new force!”

-Gracie

Hmmm a wee visit to Pinterest over the weekend may be in order.

images (7)

 

Have a great midterm break. Our science will start again on Friday (hopefully all dried out by then 😝).

Thank you for your lovely comments. We love hearing about how you and your children are sharing learning at home. If you have any suggestions for experiments and / or improvements to the blog please get in touch.

physics

Fighting gravity

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gravity learning

Since we have explored gravity and how it effects dropped objects (the same regardless of mass) perhaps we should think about what is needed to escape gravity.

In order to do this we need to consider forces.

So we exerted forces on one another with the hula hoops, staying safe of course!

But something unexpected happened! As Lara recorded on the logbook.

Lara recorded that the large force placed on the hula hoop broke it!
Lara recorded that the large force placed on the hula hoop broke it!

“We were learning about force and I had quite a lot of force (it was about 20 million) and the hula hoop burst right open!

Lara told her friends about what happened using the word "force"!
Lara told her friends about what happened using the word “force”!

 

Then we thought about what kind of forces could be made to opposerocket gravity.  Would it need to be a little force or a big force? What difference would the size of the force make? We explored this with our very own rockets!

 

We were in agreement with our predictions:

Elise: “We’ll need a big force”

"A big force"
“A big force”

Of course we needed to stay safe as always!

“We have to watch – it will fall!”: Caoimhe

“We need to stay on gravity.” Ross M.

“We could go somewhere else.”: Harmony

“We could wear an umbrella on our head”: Isla M.

We went with Ryan D and Gracie’s ideas though.

There was a conversation about the best way to exert the force to make the stomper rocket blast off:

Lara: “You push it like this.”[ Demonstrating with her hands].

Ross M: “No you do it with a foot.”

Caoimhe: “You need to put 2 feet on it – look”  [shows the others the picture on the box].

There was some debate over the length of time the rocket would take to fly…

Harmony: “Oh ages – 100 days”

Ryan D.: “25 years”

Elyse: “22”

Ross M.: “100 minutes”

Isla M.: 1 minute

Caoimhe: “50 minutes”

It was a little faster. (In fact it was so fast that the camera couldn’t catch more than a blur!)

We used some of our numeracy skills to help us prepare for blast off. (Counting down helps children understand the sequence of numbers and is the first steps towards subtraction!)

Charlie realised that if you jumped on to the pump you could apply more force. Natalie took a run and jump to get even greater force. Then Euan worked out that he could jump from the step to use gravity to add force!

So the greater the force, the further the rocket would fly.

“Wow – that was a really big force!”: Eve

“If you went slowly it would go a wee bit low.”: Patrick

“Our force made it go up”: Ross M.

We put our hands over the end of the tube tosee what the force felt like.

“So the air pushes it up and up” : Patrick

Sophie applied such force that the rocket jammed and got stuck in the light! We had to get Roseann to bash it out with a big long pole!

So were our predictions right? YES! yes

 (With one exception….  “It was faster.”: Harmony)

The rocket bashed off the ceiling most times so we don’t know how high it could go if nothing stopped it.  To test that we’ll have to go outside!

(I hope it’s dry on Friday!)

fingers crossed

 

Want to extend the learning at home? Here are some very simple ideas to reinforce you child’s understanding of gravity and forces.

Happy experimenting!

physics

What is gravity and why is it not in space?

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Floating astronaut

 

You may have heard and seen onTwitter that the children in the main building have been learning about space recently. Some of this has been by watching clips of Commander Chris Hadfield in the International Space Station

During these clips we have looked at the effect of being away from most of Earth’s gravity, and how this effects daily routines such as washing etc. So we know that little gravity means things float but what does gravity mean on Earth, where it is stronger, and why is it stronger on Earth?

We set out to explore gravity. We started by experimenting to see if all objects are effected the same way – does everything fall?  Do some things fall faster/ slower?

We  chose our objects and made predictions:

Caoimhe chose to compare the ball and the tiny pom pom. Her prediction was that the ball would hit the ground first.
Caoimhe chose to compare the ball and the tiny pom pom. Her prediction was that the ball would hit the ground first.
Caiomhe predicted the ball would land first because "It is bumpy"
Caiomhe predicted the ball would land first because “It is bumpy”

Patrick discovered that it had to be a fair test and that the objects needed to start from the same height and at the same time. His experiment  had to be redone twice over to ensure a fair test!

Caoimhe recorded that the height would need to stay the same.
Caoimhe recorded that the height would need to stay the same.
He predicted the swing would land first as "It's heavier".
He predicted the swing would land first as “It’s heavier”.

 

We tested our hypothesis.

Frazer chose two different sized pine cones. He predicted they would "go together".
Frazer chose two different sized pine cones. He predicted they would “go together”.
"The 2 balls hit the ground first!"
“The 2 balls hit the ground first!”

 

"They fell together"
“They fell together”

But why don’t you have a look at the predictions and experiments themselves! Look at Holly’s prediction and Ryan’s prediction.

Have a look at Lauren’s experiment, Holly’s experiment, Gaby’s experiment, Amy D’s experiment and the experiments of Finn, Brandon, and An, who goes at 2!

 

So what happened?

Maybe we should ask for Ryan’s conclusions, Lyall’s gravity explanation or Isla’s conclusion.

“they all fall at the same time ’cause of gravity!” Eve

We reviewed our predictions:

"I was wrong"
, “I was wrong”

 

"I'll just do a cross because I was wrong"
“I’ll just do a cross because I was wrong”

Then we looked at hankies – two hankies the same should land at the same time – just as everything else right? Wrong! If one was scrunched up and the other flat, the air resistance made a difference, slowing the flat one.

wee science meSo everything fell at the same speed unless the air drag slowed it down. The air drag acts as an opposing force.

 

 

Hmmmm…………. what else could make an opposing force to gravity?

Thinking scientist

 

 

Want to find out more about gravity? Have a look here or here.

Why not try your own experiments and let us know how you get on!