5th grade winners
This presentation is the property of its rightful owner.
Sponsored Links
1 / 55

5th Grade Winners! PowerPoint PPT Presentation


  • 91 Views
  • Uploaded on
  • Presentation posted in: General

5th Grade Winners!. WHAT ARE THE MOST COMMON SUMS OF TWO DICE WHEN ROLLED AT DIFFERENT DISTANCE. CHRISTOPHER BRITT 1/18/2011. WHAT I ALREADY KNOW IM ABOUT THE TOPIC. WHAT I ALREADY KNOW ABOUT THE TOPIC IS YOU HAVE TO ROLL DICE AND YOU HAVE TO SEE WITCH SUM COMES UP THE MOST.

Download Presentation

5th Grade Winners!

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


5th grade winners

5th Grade Winners!


What are the most common sums of two dice when rolled at different distance

WHAT ARE THE MOST COMMON SUMS OF TWO DICE WHEN ROLLED AT DIFFERENT DISTANCE.

CHRISTOPHER BRITT

1/18/2011


What i already know im about the topic

WHAT I ALREADY KNOW IM ABOUT THE TOPIC

  • WHAT I ALREADY KNOW ABOUT THE TOPIC IS YOU HAVE TO ROLL DICE AND YOU HAVE TO SEE WITCH SUM COMES UP THE MOST.


5th grade winners

WHAT I NEED TO KNOW ABOUT THE TOPIC.

  • WHAT I NEED TO KNOW ABOUT THE TOPIC IS I NEED TO KNOW WAT MATERIALS I NEED.


5th grade winners

WHAT POSSIBLE QUESTION COULD I EXPLORE ABOUT THE TOPIC.

  • WHAT SUM COMES UP THE MOST.


5th grade winners

QUESTION

  • WHAT ARE THE MOST COMMON SUM OF TWO DICE WHEN ROLLED


My hypothesis

MY HYPOTHESIS

  • I THINK THE SUM THAT’S GOING TO BE ROLLED THE MOST IS 9 BECAUSE WHEN I ROLL DICE THAT’S THE NUMBER I ROLL.


Independent variable

INDEPENDENT VARIABLE

  • THE INDEPENDENT VARIABLE IS THE DISTANCE

    THE DICE ROLLED.


Dependent variable

DEPENDENT VARIABLE

I HOPE THAT THE SUM WILL CHANGE.


5th grade winners

CONTROLLED VARIABLES

  • I KEPT THE AMOUNT OF DICE THE SAME.


My materials

MY MATERIALS

  • 2 DICE

  • I RULER


5th grade winners

PROCEDURES

  • 1 MEASURE OUT 2 FEET

  • 2ROLL THE DICE 2 FEET

  • 3 RECORD SUM

  • 4 REPEAT STEP 2 & 3 10 TIMES

  • 5 MEASURE OUT 4 FEET .

  • 6 ROLL THE DICE 4 FEET

  • 7 RECORD SUM

  • 8 REPEAT STEP 6 & 7 10 TIMES

  • 9 MEASURE OUT 6 FEET

  • 10 ROLL THE DICE 6 FEET

  • 11 RECORD SUM

  • 12 REAPEAT STEP 10 & 11 10 TIMES


Data collection

DATA COLLECTION


Dice rolled

Dice Rolled


5th grade winners

Conclusion

  • My prediction was incorrect because the number I chose to be rolled the most was 9. The most common sum of the two dices rolled at different distances came up to 7 as the sum. There were no problems with my project but some things I could have done differently was, I could have used more dice or used different distances. There is nothing else I would like to investigate in my project. My project applies to the real world because using my dice and rolling the numbers and adding them together gave me the sum of each rolled that is something we can use in math.


Effect of salt water solution on potato cubes

EFFECT OF SALT WATER SOLUTION ON POTATO CUBES

By Nnadozie Okarazu

Ms. Robinson

Fifth Grade

JANUARY, 2011.


Problem

Problem: 

Do potato cubes gain or lose mass in salt solution?

.


Hypothesis

Hypothesis: 

If potato cubes placed in 2 containers, one with salt water solution and the other with ordinary water, are left for a length of time, the potato cubes in salt solution will lose mass while the ones in ordinary water will gain mass because salt solution, being more concentrated than the solution inside the potato, will draw out water from the potato cubes while the potato cubes in ordinary water will gain mass.


Variables

Variables

Independent Variable:

  • In these experiments, I changed one variable on purpose - salt. This was my independent variable. In all sample 1, salt was not added. In all sample 2, three tablespoons of salt were added and in all sample 3, five tablespoons of salt were added.

Dependent Variable:

  • My dependent variable is the weight of potato cubes which was measured before and after soaking the potato cubes.


Controlled variables

Controlled Variables

My control variables were length of time of observation, amount water added and the weight of potato cubes used in all the experiments. In experiment A, I kept time the same at 12 hours while I manipulated the amount of salt added. In experiments B the length of time of observation was held constant at 18 hours and in experiment C at 24 hours. I also kept the amount of water added at 3 oz and the weight of potato cubes for each sample at 4 oz.


Materials

Materials

I used the following materials:

  • Six clear 8 oz cups

  • Food Scale

  • Salt

  • Water

  • Potato cubes

  • Tablespoon


Procedure

Procedure

I used nine 8 ounce clear cups for my experiment. In the first experiment (A), I placed in 3 cups potato cubes 4oz by weight. About 3 oz of water was added into each of the 3 cups to cover the potato cubes completely. In Sample 1, only water was added. In sample 2, 3 tablespoons of salt was added into the water with potato cubes. In sample 3, 5 tablespoons of salt was added. Samples 1, 2 and 3 were placed under observation for 12 hours.


Procedure1

Procedure

At the end of the experiment, water was drained and the potato cubes were put into food scale and weighed. The weights of the 3 samples were recorded. The results were recorded under experiment A as first trial. The experiment was repeated three times using the same quantities of potato cubes, salt and the same number of hours. For each sample, the three results were added and their sum was divided by 3, being the number of trials. The quotient is the average loss or gain in mass for each sample.  


Procedure2

Procedure

In experiment B, another set of samples were prepared using the same quantity of potato cubes, and salt. However, in the second experiment, the number of hours of observation was increased to 18 hours. At the end, the potato cubes were drained of water, weighed and recorded under experiment B. The experiment was repeated 3 times. Then I calculated average weight gain or loss.


Procedure3

Procedure

In experiment C, fresh samples of potato cubes were used with no salt added to sample 1, 3 tablespoons to sample 2 and 5 tablespoons to sample 3 as in experiments A and B. The number of hours of observation was increased from 18 hours to 24 hours. The experiment was repeated 3 times and average weight gain or loss was calculated.


Data collection1

Data collection

  • The result showed that potato cubes soaked in ordinary water gained average of 0.3 oz after 12 hours, 0.5 oz after 18 hours and 24 hours.

    Table 1: Average weight gain for potato cubes in ordinary water after 3 trials in 3 different experiments


Data collection2

Data collection

  • The same amount of potato cubes lost average weight of 1.0 oz when soaked in salt solution made with 3 tablespoons of salt added to 3 oz of water after 12 hours, 1.3 oz after 18 hours and1.4 oz after 24 hours.

    Table 2: Average weight loss for potato cubes in 3 tablespoons salt solution after 3 trials in 3 different experiments


Data collection3

Data collection

  • But when the same amount of potato cubes were soaked in salt solution made from adding 5 tablespoons of salt added into 3 oz of water, the results showed average weight loss of 1.2 oz after 12 hours, 1.4 oz after 18 hours and 1.5 oz after 24 hours.

  • Table 3: Average weight loss for potato cubes in 5 tablespoons salt solution after 3 trials in 3 different experiments


Conclusion

Conclusion

From my observations, I found out that potato cubes lose weight when soaked in salt solution. The more the amount of salt added, the more the weight loss. This proves my hypothesis that potato cubes in salt solution will lose mass while the ones in ordinary water will gain mass because salt solution, being more concentrated than the solution inside the potato, will draw out water from the potato cubes while the potato cubes in ordinary water will gain mass. I also observed that the longer the potato cubes were soaked, the more the loss in mass.


Bibliography

Bibliography

Macmillan McGraw-hill (2005) Science Grade 6, Blacklick: OH

ehow.com/how: How to Do an Osmosis Science Experiment with KidseHow.comw .com/how 5210855_do-osmosis-science-experiment-kids.html#ixzz1

Kids.Net.Au –Online Dictionary available January, 2011 at dictionary.kids.net.au/word/osmosis


The end

THE END

THANK YOU!


Protecting apples

Protecting Apples

Robert Williams

Ms. Robinson

5th Grade

1-19-11


Problem1

Problem

Which object can protect the apple the longest?

I don’t know which object will take care of the apple.

Do plastic wrap protect apples better?

Do apples stay fine without protection?

Is it better to leave out or place in fridge?


Objectives

Objectives

In this experiment I will see which object will take care of the apple the longest.


Hypothesis1

Hypothesis

What I did was instead of me leaving the apples in the refrigerator for a couple of hours I left the apples in there for a whole day.

Leaving the apples in the refrigerator with different covering will keep the apples longer.


Variables1

Variables

Independent Variable

Wrapping for apples

Dependent Variables

Rate of Molding/dehydration


Controlled variables1

Controlled Variables

Amount of plastic wrap, the aluminum foil, paper bags, and the wax paper, time.


Materials1

Materials

Apples

Paper bags

Wax paper

Aluminum foil

Plastic wrap


Images

Images


Images1

Images


Images2

Images


Data collection4

Data collection

  • Aluminum Foil – Apple spoiled at 1 hour

  • Paper – Apple spoiled at 30 minutes

  • Zip Lock bag – Apple spoiled at 2 hours

  • Plastic wrap – Apple stayed fresh


Conclusion1

Conclusion

Yes I was right I said that plastic wrap will protect the apple the longest.


Bibliography1

Bibliography

http://chemistry.about.com/od/demonstrationsexperiments/u/science projects.htm


Camryn e williams

Its The Time Glass Of Nature

Camryn E.Williams

Ms. Robinson

Fifth Grade

January.18,2011


Problem2

Problem: 

Does sand in a hourglass fall faster down the other side then brown sugar does?


Hypothesis2

Hypothesis:

I think that the brown sugar will go down the fastest because the sand has a lot of minerals which mit hold it back.


Variables2

Independent Variable: What I have changed on purpose is the type of soil. ( brown sugar, sand)

Dependent Variable: What I think will change during my investigation is how fast each type of material goes down the hourglass.

Variables:


Controlled variables2

Controlled Variables:

Controlled Variable: What I have kept the same is the amount of sand and brown sugar, the size of the container ,and the timer.


Materials2

Materials

What you will need for this project is:

1 Bob

4-2litter soda bottles

1 funnel

5 cups of brown sugar

5 cups of sand

Smooth surface to work on

2 paper towel

1 timer/ stopwatch


Procedure4

Step 1: Before you can start this project you first have to clean all the bottles with soap, and water after you have done that lay it out to air dry (10min) paper towels will not work.

Step 2: Gather all your materials and neatly place them on the flat surface, then take one of your 2 litter soda bottles and place it over one of your paper towels.

Step 3: After you have done the second part of step two take out your funnel and sand, next place your funnel over the bottle with the paper towel below it.

Step 4: Take your sand and pour it into your funnel as you pour the sand should be dropping into the bottle

Procedure


Procedure 2

Procedure 2

Step 5: Take one of your other bottles and place the bob on the little end of the soda bottle

Step 6: Next place the other end of the bob on the little end of the soda bottle with sand in it, don’t forget to take off the funnel

Step 7: After you are down these steps you should have one whole piece, the side with the sand facing down and the side with nothing facing upward.

Step 8: Get your timer or stopwatch out, place it on the flat surface, then turn your hourglass so that the side with the sand is facing upward then start your stopwacth as soon as the sand starts to fall

Step 9 : Repeat steps 2,3,4,5,6,7,and 8 over again for the brown sugar hourglass.


Data collection5

Data collection


Conclusion2

Conclusion

My hypotheses was wrong because I thought the brown sugar would go down faster but the sand ended up going down faster. ( 160< 190).


Bibliography2

Bibliography

Websites:

Goggle.com( help with steps)

Bing.com( materials)

Youtube.com ( see how to make a hourglass)

Books:

0 books

Other sources;

Ms Robinson

Mom

Brother


  • Login