Active Algebra

This week in Numeracy we were introduced to algebra which is when numbers are replaced by shapes or letters. Sometimes we are given the values and have to work out the calculation however there are examples where we have to work out the values ourselves. In this lesson we looked at the grid below which used three different shapes. The hardest part was finding the starting point. Once we had done that, we could use the information to solve the rest of the problem. Then came the exciting bit! Miss Coade let us create our own and go out on the playground. Using chalk we drew them and waited for other people in our class to come and solve them. Some were really tricky because the groups had left some of the information out. Here are some pictures of the lesson. Can you work them out?

Real PE

 

In PE this week we played sit down volley ball which Mrs de Board had introduced to us a few weeks ago. Miss Coade doesn’t normally teach our lessons but this week we had the chance to show her what we had been learning about and explain all of the rules. It was really fun and much harder than standing up volleyball. In this game you have to really think about where you are positioned on the court and think about strategies to win. Not only this, but because we were kneeling down, we were able to strengthen our core muscles which will help us in Kinetic Handwriting lessons! Have a look at some of the pictures below

Super Scientists

On Monday afternoon, Year 6 planned and carried out a fair investigation. Here is a write up of what we did

 

We are investigating the speed that sugar dissolves in water.

Materials we will need: Kettle, beakers, thermometer, water of different temperatures, stopwatch, ice, sugar

Variables we will change: Temperature of the water

Variables we will keep the same (to make it a fair test): Same person measuring and stirring the sugar, same equipment and volume of water

Variables we will measure:The time it takes for the sugar to dissolve

Method

  1. Collect the beakers/ water and measure the starting temperature
  • Beaker 1 – 200ml hot (start temperature)
  • Beaker 2 – 150ml hot/ 50ml cold (start temperature)
  • Beaker 3 – 100ml hot/ 100 ml cold (start temperature)
  • Beaker 4 –  50 ml hot/ 150ml cold (start temperature)
  • Beaker 5 – 200 ml cold (start temperature~)

2. Pour a level teaspoon of sugar into the beaker and start the timer

3. Stir the water until the sugar has completely dissolved

4. Record timings. Repeat the test.

Results:

photo

Conclusion:

The reason the hot water dissolves more is because it has faster moving molecules which are spread further apart than the molecules in cold water. With bigger gaps between the molecules in the hot water, more sugar molecules can fit in between them.

 

Questions for you to think about…..

What do we mean by dissolving? Does it completely disappear? How do you know?

Can you think of some examples where dissolving takes place?

What other factors may affect the rate that sugar dissolves?

What do we mean by a fair test? How can we ensure this happens?

Why do we need to repeat a test and collect more than one set of results?

 

 

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