My scientifique summer

One thing that really includes a lot of science and that I did this summer, was taking katamaran classes. There are many questions and subjects about katamarans as: Why are there currents and why those it affect katamarans velocity? Why do Katamarans float? Why are there ties and why are they bigger in some places? Why does the wind affect katamarans?


If I had to talk about all of those subjects It would take a looooooot...... Of pages, so I will only consontrate on the question "Why do katamarans float" And by looking online and searching a litle (in fact I already new it) I found out that for an object to float it's dansity has to be smaller than the wanter it is on. And as you know the hulls that are making it float areonly fill out with air so the density is very low.

From feet to fathom

History:  English units are the historical units of measurement in medieval England which evolved as a combination of the Anglo-Saxon and Roman systems of units. They were redefined in England in 1824 by a Weights and Measures Act, which retained many but not all of the unit names with slightly different values, and again in the 1970s by the International System of Units as a subset of the metric system.  (From Wikipedia: http://en.wikipedia.org/wiki/English_units)

Guiding Question:  What is the importance of having an International measuring system?  How accurate are old measurements using body parts?

Hypothesis:  (What do you think?)

 The old measurement systems are not accurate at all because they depend on are physic and as you know we all have different physics , some are tall, some have big feet, some are small , some have small feet. So for somebody the span could be 20cm than for somebody else it could be of 7cm. It’s why it’s important to have an international measuring system.

Materials:

·         Partner

·         Objects in the classroom (whiteboard, desk, hallway, SPACE book, Peep, Crayon box)

·         List of ways to measure: 

Pace:  legs outstretched =1 yard approximately or 1 meter

Egyptian cubit= elbow to tip of the middle finger= 18 inches or 45 cm

Fathom = middle finger to middle finger across the body = 6 feet, 180 cm, 1.8m

Palm = across the palm of the hand = 3 inches or 8 cm

Hand including thumb = 4 inches or 10 cm

Span = from tip of thumb to tip of little finger= 3 palms or 9 inches or 24 cm

English yard = from fingertip of arm to nose = 36 inches or about 1 meter

Foot = 12 “or 30 cm approximately

Fingernail = tip of pinky =1/2 inch = 1 cm.

·         Meter stick or measuring tape

·         Calculator

Procedure: 

1.       Make a data table in your notebook with 7 columns and 7 rows.  (See below).

2.       Choose one of the six objects or distances you will measure.

3.       Determine what form of measurement you will make with the first object. (For example:  Length of the 6^th grade hallway with paces, book with palm or hand, fingernail for crayon box, etc…)

4.       Measure it with the determined form of measurement 3 times, and then find the average. 

5.       Measure it with the meter stick/or measuring tape and find the actual measurement.  (IMPORTANT!!!!!  BE SURE THAT THE UNITS OF MEASUREMENT STAY THE SAME, either inches or centimeters or yards or feet or meters and the average needs to be in the same units)

6.       Repeat the same for each of the five objects that are left and measure it with a different type of measurement, 3 times, find the average and again the actual measurement.

7.       Compare class data results.  Find the average of these results. 

Record & Analyze

Data Table:

Object	Measure-ment Type	Measure-ment #1	Measure-ment #2	Measure-ment #3	Average	Actual Measurement
Crayon box	fingertip	8,5cm	18cm	8,5cm	11.666…	9.30 cm
Book	Palm	40cm	40cm	32cm	37.4	3d
Hallway	Pace	9.30	10	10.3	9.8	6m
Whiteboard	fathom	330cm	330cm	320cm	326.66…	2.52m
Peep	span	1m	1m	1.8m	1.666…	1.4m
Desk/table	Egyptian	120	140	125	1.2666	1,37m

Graph:  You may choose to make a graph to make the data easier to analyze.  Highlight the Object column and Average and Actual Measurement columns and Insert bar graph.  You may decide to translate all the units into either inches or centimeters for the averages and actual measurements which may make it easier to analyze as well, but BE AWARE that this may ruin your results. 

Data Analysis: 

What patterns or relationships do you see between the forms of measurement, the averages you and your partner got and the actual measurement for each object? 

Sometimes we were close to the right answer but only ONE time we had one of our partner correct one the actual size of the object. What was pretty cool was that my other partner and I had few times the same answer. Sadly our average showed that we couldn’t rely one ancient measuring systems because not even one time our average was even close to the actual size of the object.

Conclusion:  How effective were the old English forms of measurement compared to using the meter stick or measuring tape?  What is the importance of having an International measuring system?  Answer the guiding question here. Was your hypothesis correct in the beginning?  If no, what do you think now?  Which objects were the easiest or most accurate to measure?  Which form of measurement did you prefer the most?  State why for both questions.  Give examples to help you explain.

The old English forms are not accurate and take more time to measure compared to meters or feet because each person in this world have different physics and size. It’s why it is important to have an international  measuring system,  I’m going to give you an example: if we used the Old English measurement one architect with very long legs might say to the architect with who his working that it’s 11 pace (22m) , but when the other architect who has small legs tries it it is only 5m long. I really liked using the old English measurements because I found it very creative but sadly it is not reliable.

Further inquiry: What improvements would you make next time? What errors did you and your partner make? Do you have any further questions about measurement?  If so, what were they? 

First next time I hope I’ll be here when we begin this experiment, yes we made errors, we thought that on the graph we had to write the ancient measurement and not translate the ancient measurement into centimeters. I think that an experiment that we could do would be to create our own measurement and see how it works. It could be fun and at the end we could try to make a group work using those measurements to see how it works.

How does the weight afectt the way a ball roll?

Hi everyone! I'm back to a new episode of.... Science for 6th grade!!! And today our guiding question is.... How does the weight affect the way a ball roll? What we did in the experiment was that we took balls of different size and weight, after we shows one and putt it on the edge of a table and by blowing in a straw we tried to make the ball move. Then we wrote in our notebook if the ball was easy to move, or hard, if the ball moved  fast, or slow and finally how the ball moved, straight, turned to the left, turned to the right. So here is what I got:

LITTLE PEBBLE

•  It was easy to move
• It rolled pretty fast
• But it rolled in a diagonal line.

Big pebble

• pretty hard to move
• moved slowly
• went straight then turned

Tennis ball

• Very hard to move
• Very slow
• But moved straight

golf ball

• very hard to move
• very slow 
• moved a litle diagonaly

Can you see that the heavier the material is the slower it goes the harder it is to move but the straighter it goes? This is what I discovered in science today.
See you!!!

New lecon "The Forces of motion".

I never really studied The Forces Of Motion but one thing that I know is why there is tides. After I really know nothing about it or maybe I do but I can't remember.

My mum talled me about many things that I don't know as: magnetic strength, gravity, - and+ gravity forces, centrifugal strength ...It's true that when telling me about those strength she explained it a little but just a little so I would Looooooooooove to know more about it.

Who owns the oceans minerals second part

Limestone, gypsum, salt, diamonds, gold are minerals that we can find in the sea.

How valuable is it?

Gold is hard to mine, it’s malleable, it’s hard to find, it doesn’t tarnish or rust.

Diamonds are expensive to mine because we need a special material cause they are the hardest mineral on earth.

Salt is very common , it’s found in the world’s oceans.

Limestone is very useful cause we use it for building houses,

Gypsum is common but useful for gypsum board, cement, cast, paint and statues.

Who owns the oceans minerals

Helene: I think that what should happen, is that each country that  mines in an other country should give a percentage of the money they won to this other country so that this other country can little by little win enought money to begin their own business and keep up their economy

Hanna: I think the ocean should not be mined because how are we going to return the oceans to their natural state therefore people should stick to the coast line. Oil is hazardous to the environment and it lingers in the water for decades so it is a large problem. You see dead mammals, birds, fish, reptiles and amphibians in nearby ponds

Alex: I think that NO ONE owns the word oceans minerals apart from the fish and other things that live inside

 Conflict

We had a conflict first Helene was saying (I think that what should happen, is that each country that  mines in an other country should give a percentage of the money they won to this other country so that this other country can little by little win enough money to begin their own business and keep up their economy)

But Hannah was saying( the ocean should not be mined other than if it must on the continental shelvles where we are already mining so we don’t go as deep into a large

I personaly thought that helen’s idea was the best of all. It would make my dad proud if I helped do that

 Our proposal

So we have a proposal is that we use are water and minerals more efficiently and that we help poor countries to develop by making donations or giving them jobs do that we don’t have to use the ocean at all and that we don’t hurt the ecosystem.

Conclusion

This was our group debate in science today, and what is surprising is that each group got quite the same proposal, it probably proves that we should really apply it.

The mineral in my country

The most mined mineral in my country is quartz. It is mined deep into the ground. This was one of the first most important company  xtrata. . Switzerland export and import a lot of quartz, they export their quartz in more than 100 countries. Quartz is one of the most useful natural materials because it has a hardness of seven on the Mohs Scale which makes it very durable.

• Glass Making

  Abasives

  Foundry sand

  Petrolium industry

  ruber

  paint

  potty

  watches

  railroad mining industries

  ....and others

  
  

  The value of quartz depends on it's purity but I found an information saying that in general a diameter cost 30chf . They depend a litle on quartz because switzerland is famous for it's watches and their watches are made of quartz.
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Who owns the ocean's minerals????????????????

 My first thoughts
Today in science the teacher asked us a tricky question " Who owns the ocean's minerals?". At first I thought "Nobody the sea is to the animals and nature and we shall let it like that". But after some reflection I thought" If the poor countries own the sea and it's mineral.,hey could have money to develop and less people will die of hunger eatch days, also if the sea owned to sombody the country will care mor about it and will probably trie harder to stop water pollution so it would be good for nature"
 
Identify the problem
We all know that each piece of land owns to a country, but have you ever thought about who owns the Ocean and it's mineral? Each ocean is surrounded by many different countries and as the Law of Sea explains, oceans are the common property of everybody  on earth. But here is the problem, The ocean is full of minerals that could help a lot of poor countries to develop but here is the problem: Only rich countries can afford the mining!

Wealthy+  Developing
Some very poor countries like in south Africa are in fact very rich they are full od diamonds and other minerals, but mining diamonds require a lot of expansive material and those countries need a big amount of money to begin mining. Sadly they don't have it.

Solution+ solution
A good thing would be that rich countries share the money of the minerals with the closest country , so it would be good cause if the nearest country is poor after a certain amount of time this developing country will have enough money to mine on their self and begin a whole new economy.