We put ice water into glass beakers and plastic beakers. The ice water was about 40 degrees F. We also put hot water in glass and plastic beakers. The hot water was about 140 degrees F. We collected temperature data with a temperature sensor for five minutes straight.
Claim:
Ice water does not change temperature very much after five minutes of just sitting there while hot water changes temperature a lot more in five minutes of just sitting there.
Evidence:
Using glass and plastic beakers ice water only changed about five degrees F in five minutes. While hot water in both glass and plastic beakers dropped about 45 degrees F in five minutes!
Reasoning:
We noticed that the ice water still had ice in it after five minutes of data collection. That means that the water still had to be cold, which explains why the ice water did NOT increase in temperature very much. The hot water lost over 45 degrees F in five minutes because it transferred more heat to the classroom.
Our data supports my claim because the ice water, whether in a glass beaker or a plastic beaker barely changed temperature in five minutes, five degrees F on average, while the hot water, whether in a glass beaker or plastic beaker, lost about 45 degrees F in five minutes.
Greetings classes participating in this year's Student Blogging Challenge!
Below you will find links to the 6th grade students who are participating in this year's blogging challenge! Choose any student you want to read their blog posts and leave comments with a link that goes back to your blog!
As you level up you will also be gaining new Starfleet ranks! Here are the ranks so that you know which rank you are at each level:
Beginner Levels:
1-4 Starfleet Cadet 5-6 Starfleet Cadet Graduate 7-8 Starfleet Cadet Crew Third Class 9-10 Starfleet Cadet Crew Second Class 11-12 Starfleet Cadet Crew First Class 13 -15 Starfleet Officer in Training
Non-Commissioned Officer Levels:
16-17 Starfleet Petty Officer Third Class
18-19 Starfleet Petty Officer Second Class
20-21 Starfleet Petty Officer First Class
22-23 Starfleet Chief Petty Officer
24-25 Starfleet Senior Chief Petty Officer
26-27 Starfleet Master Chief Petty Officer
Commissioned Officer Levels:
28-29 Starfleet Ensign
30-31 Starfleet Lieutenant Jr Grade
32-33 Starfleet Lieutenant Sr Grade
34-35 Starfleet Lieutenant
36-37 Starfleet Lt Commander
38-39 Starfleet Commander
40 Starfleet Executive Officer (#1 - Second in Command)
Levels 41 and above continue to be XO's but the higher the XP and the higher the level, the more seniority the XO has.
Here is an example of one of the golfing machines with the ping pong ball we used. We used the tires to turn the first motor. By turning the first motor, electricity was generated and sent to the second motor to make it hit the ball.
1. What standards did this example demonstrate or why was it assigned?
Middle School Engineering, Technology and Applications of Science standards:
MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
Middle School Physical Science Motion and Stability: Forces and Interactions -
MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
2. I chose this assignment for my portfolio because it shows what I learned about how magnets are used to generate electricity and it shows how my team successfully completed the design challenge.
3. By completing this assignment I learned that magnets moving through copper wiring generate electricity. Faraday's Law led to the development of the electric motor and of generators. I also learned how to build a golfing machine and how to build a structure to hold the machine up. I made the golfing machine hit a ping pong ball and hit a target across the table.
4. In the future, this knowledge will help me because I will understand how motors and generators work and I know that I can build things to solve problems. Engineering is fun!
For the Faraday Golfing Machine challenge I am mostly a Practitioner! I was able to figure out and explain how Faraday's Law applied to our golfing machine and how Faraday's Law made it so that my mechanical energy used to turn the first motor generated electricity that flowed to the second motor and made it run. Making the second motor run allowed our golfing machine to hit the ping pong ball. We got full points on the challenge.
