Science
6th grade


PROJECT 1 Nakamura Lock Airplane Tests



Below is an example of one of a lab conclusion and graph.


Nakumaru Lock Conclusion
Elliot MSeptember, 24 6C

If you add a paperclip the plane it will go faster.My control plane had an average of 4.97 m and my experimental (paper clip) has an average of 10.5 m. The experimental went further because the weight of the paper clip would of pulled it down faster and the lift would of made it go higher so it would go fast because of the weight and go farther because the lift is preventing it from landing. The thrust of when you throw it plus the paper clip will also make it go faster.The extra weight worked well. If I were to do the experiment again I would keep the paperclip on and also make the wings a bit bigger.The only problem is that each time I throw it the angle and power of the trow will be a little different every time and that will make a difference and also the wind is always blowing in different different directions..




John C
6C

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PROJECT 2 Hawk Mountain Data Project



Below is an example of two graphs and conclusion a student shared with me on Google docs. I was able to comment and make suggestions.



Cameron H 6-D
Hawk Graph Project
Science
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The graph right above this paragraph is on the migration of a Sharp-Shinned hawk and a broad winged hawk seen on the lookouts of Hawk Mountain. In the graph the broad winged hawk is more of a late September bird than in a early October. A Sharp Shinned hawk is seen equally throughout both months. I think my graph is relevant to the other graphs I have seen. We did not see any sharp Shinned nor Broad winged hawks during the field trip. We saw a lots of birds such as an osprey, and black vulture. The hike showed me that hawks come to Hawk Mountain because of the many updrafts and thermals
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My second graph is the migration of a Osprey and a Black Vulture. The Osprey is mostly seen during early October than it is seen during late September. The Black Vulture isn’t really seen during both months but is seen mostly during late September. This graph sort of agrees with the other graphs I saw. The graph tells me that Ospreys are a early October bird and that black vultures aren’t really seen during the two months.This graph relates a little to are hike because we did see a lot of Ospreys. The birds we saw were ospreys, and black vultures. The hike showed me that hawks come to Hawk Mountain because of the thermals an updrafts.

PROJECT 3 - Haverford School Learning Garden Below is an example of a prediction made in the fall of what garden will grow best in the spring based on the data collected in class: Parker H
October 27, 2010
Science


My prediction 1. Middle school garden 2. Learning garden 3. Middle school west The middle school garden will be the most successful because it got the highest rating on my garden sheet. It has good soil and a very nice temperature. I really like how there is good water drainage and great sun. It has a total of 27 points. The learning garden would come in second because it is in an enclosed courtyard, and it is not safe from predators. The good things about it are that it has a fairly good drainage system, and has good exposure to the sun. It has a total of 24 points. The middle school garden is last because there could be too much shade and it is not safe from foot traffic and chemicals like food and plastic wrappers because people are allowed to eat out on the tables next to the garden. It has a total of 18 points.external image HuY1fj774Ooz0MxhbKpSh1DK7__YauZ16YFPPfGTZqp1sKsFMnB6Abj8nBBSb0-NkMakHFkWdm99nk3hPItRcJwzgauOKCJ-OIFf3Cek4ND3ksegZQexternal image TF7wwYXVrf7XKB1FvIRGtMHBb9lMEnWqaQc3EIdoxhkZljsnTMA-85GZ04DcbZ4uSe8DvDy-aH-yDECuCluggsOWgF6genEGzJ696jbaQRsPTjZ4QQexternal image xGP0nNStptbg3d0T-P9sKqnn3DdfqNwnt60RnlTOLksw_xZxSsswy4SFZ19fa-EWwlDHmRHHxdkWMMlDyLQKOYkTjLHdpGMLysmRatxZYK3SKy9I5Aexternal image F7JV6Mi53pSCe18tbMeOfly_II_WUDL-ECgSZAtLpybPl3zWuZ1XtAPwfC_dvTST8AjrYukWOSeugV-LGRyEWYzgQrdb0R3e4PTp2bVlULLVLhIIrQexternal image FqYe3fwowgQHJ9aOj7PSr-mc-aAnJ-PFGosg2GlqOs--RQQ1AtwnFogBZIr_Tfk2C0xzyZ5CAPTDxXpR9CdumH-infKggaqjsAp5VDo0Sg0JzCCeRgexternal image ThFMk5pcf06WhObRfQ8Fa2RjMbsACronKf10X7TZQSECs2VO6rT9jLClV_VxfBk8GBAP2kEq3jAeHRJB9EvfJyDFSKzRCpsAek64FdL-yrb-2BsCpQ






PROJECT 4 - Xpult Lab Report The Xpult is a catapult that students use to generate data using different variables, such as launch angle, pull back angle, # of rubber bands, and kind of ping pong ball. After testing and creating graphs, students are challenged to score 10 out of 10 shots into a bucket about 2.5 meters away. Xpult.JPG2xpult.jpg Below is an example of a lab report written on Google docs evaluating the different graphs for each variable. PROJECT 5 - Endangered Species Project

Below is an example of some of the endangered species projects:



Endangered Species Project Wiki Page







PROJECT 6 Change of State Lab

Our first experiment for our study of chemistry, the students watched the change of state from solid, liquid, to gas using a hot plate. The students made a scatter line graph and wrote a conclusion on google docs. Here is an example of a few of the projects.



GARRETT B
6A
Feb 2011
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The lab we did in science was very eye-opening to me. I know how to boil water and stuff, but doing this lab was really, “dissecting” it getting a much closer look at what is really going on and how it happens, two things I would not otherwise know about. This lab was obviously cyclic causality because if the state-changing aspect to it. The water goes from solid ,to liquid and to gas then may become solid again. Referring to my graph, there are 2 flat parts of the temperature. These are occurring because at the beginning because the burner is still heating up and the ice is taking time to melt. this would appear at the end because there is no more room to heat up the water, because it is already at the highest possible temperature in the given circumstances. When the molecules begin to heat up, they move faster and separate into a gas. People may have taken longer times to heat up because the amount of ice put in was not kept consistent and it may have taken longer to melt the ice than others.
Parker H
February, 22, 2011
COS Lab Conclusion

external image aNMLoVrqr5fRHWE_Yo-bAGQWVLB4GBi-5oxqbGbh4LRpCSAKs_F7nGmdmsNiv1JKSSrcw8xt2y1f3GiNLeKc-X471s-spyJkt-9sTXqnOWei2eJkEALcyuTORcLKvnUe I think that this was a great project for us students because we got to watch the process of a solid changing to a liquid to a gas. The experiment was cyclic causality because the water that evaporated rains back down to the earth, and we can use the water again. Our scatter graph had two plateaus at the top and bottom because the heat did not get much hotter because it was just warming up and just at it boiling point. When I was watching, I saw that the ice cubes melt into the water and then turn to gas, because when the ice is being heated, then the molecules loosen to the point where they are in a different state. Different people had different boiling times because they might not have put the thermometer in at the correct time, or made the temperature to hot on the burner. I wouldn’t change the experiment but I learned and saw the change of state from a solid to a liquid to a gas. I was also great for us because we got to use a burner! What kid doesn’t want to boil water over a 375 degree burner in science class! That's great! Anyway, I felt that I had a positive outcome from this experiment and that I definitely learned something from it. I loved the project and I thought it was really fun. One reason the water might have taken different times is the different volumes each group had. I made sure to have your volume relatively low, since you were doing the experiment in one class period. In the longer class period, we had more water. More water means more molecules to move, so it’s longer to get to boiling.Mr. D



PROJECT 7 Baking Soda and Vinegar Lab

Students asked the question, "What ratio of vinegar and baking soda will have the biggest reaction?" and tested this in the lab.

Below is an example of one of a lab conclusion and graph.


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After completing the ultimate fizz lab, I have come to the conclusion that it is an example of domino causality. It is domino because after a series of tasks, it does not end up the way that it was. If it was cyclic, it would have to end up with the same thing that we started with. That was not the case. I was very surprised to see how close our groups data was to the class. This shows that our group, Jack B, Jack M, Freddie H and Aaron H, collected the data well and accurately. The reason that I think that our data is so accurate, is the fact that not 1 number that we had was 1 off from the whole class average. Each step we went through carefully and slowly. This turned out to be a great idea because we got great data. Even though we were the last group to finish, I believe that it was worth it. Overall, the ultimate fizz lab really helped me in science. Both our group and the class found the 10 mL of baking soda to react the most with 30 mL of vinegar. This was a perfect 1:3 ratio. More baking soda does not necessarily mean a greater reaction.

Watching the chemical reaction was even more of an eye opener than the ultimate fizz lab. It showed me the different kinds of reactions that you can make. For me, I found it amazing that simple things like just bringing them together, like the Magnesium + Oxygen experiment, could create something so cool. In summary, I really enjoyed the demonstrations in the upper school.


PROJECT 10 Chemistry Independent Study

Students asked to investigate a number of different questions in chemistry. Each group had a different problem and had to design an experiment, carry it out, record the data, and share the results with the rest of the class.

Below are some examples of the data and graphs collected.

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PROJECT 11 Spring Garden Measurements - Tulip Plants - April 2011

The students collected data from each garden to find out which tulips were growing best. The students understould the different variables such as soil quality, sunlight, temperature, and water all played a role in the different results. Once the results were analyzed, the students made decisions on how to amend the soil and care for the garden in the spring.

Below is an example of some of the work.

Parker H
April 11, 2011
Science reflection

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1. How do your predictions from the FALL 2010 compare to the results of early April 2011?
I think that my predictions were well hypothesized. My number one made it to first but my number two came in last, and my number three came in second. Overall, I think that I did a good job predicting.
2. What variables seem to be playing a role in the results?
The variables that seem to be playing a role are the location of the garden and the type of soil. Plants that grow in gardens that get lots of sunlight should grow more than plants that don’t get sunlight. Plants that grow in soil that has lots of nutrients should grow more too.
3. What new questions do you have about the health of each garden?
The question I have is how is the soil? We found that gardens that face the same direction didn’t have the same amount of plant growth. That means something else must have affected the growth and I wonder if it was the nutrients in the soil.
4. How do you think we can improve the gardens?
One way to improve the gardens would be to make sure they are placed in a place where there is lots of sun. But since you can’t move the garden you can help the soil become more nutritious. One thing I have heard about is using compost in the soil. That is supposed to really help plants grow.
5. Which gardens have plants that are already blooming – you can see the flowers? Which gardens do you think will flower first based on your observations in the school gardens?
The Suter garden with western exposure has the flowers that are already blooming. I think that the gardens that will flower first are the ones that have the best plant growth. That would be Crossman Hall NE exposure and Lower School pick-up line.
6. what other signs of spring have you seen around school, home, or anywhere around you?
Other signs of spring I have seen around school and home include the flowers coming up all around my house and my mom cutting the flowers and bringing them into the house. Spring is when my dad tries to go trout fishing and the best sign of spring at Haverford is that fact that it is lacrosse season.
PROJECT 11 Osmosis Egg Lab
This lab involved an egg changing shape on which liquid it was sitting in because of osmosis. Osmosis is the diffusion of water through the membrane from high to low concentration. This lab involves osmosis because the amount of water the egg was in, the larger the egg was. This is because the membrane took water in which made it get big. When water was surrounding it, it was at its largest. When vinegar was in the beaker, it was second largest because vinegar has over 80% water in it, it grew a little, but not as much as water. But when corn syrup was surrounding the egg, it shrunk to the point it was like a popped balloon with a yolk inside of it. This was because the amount of water in the corn syrup is not 80%, but lower. As you can see, the osmosis lab is a very cool lab that really shows osmosis.
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Osmosis is the process of water moving in and out of a plant or animal. The lab illustrated the process of osmosis because when we put in vinegar it shrank a little because some of the water was pulled out of the egg. Another example of osmosis is when we put in water. The egg absorbed the water and therefore became larger. The last example is when we put in corn syrup. The corn syrup made the egg shrink so much! It looked like it was a little, half filled water balloon! The reason it did all of this was because of the amount of concentration in or outside the egg. osmosis important for living things because it helps the plant, animal, or bacterea even it’s chemicals out with its surroundings. The lab is cyclic because you could kepp changing the size of the egg by putting it in water, vinegar, corn syrup.