Strand/Strand Unit: Energy & Forces: Light
Experiment: Investigate and Experiment with the spectrum of light and Design/Make a Spectroscope
The pupils of 4th/5th class have been developing and improving their STEM skills throughout the year with various experiments across different Science strands. Through experimentation, the pupils learn to work collaboratively and develop critical thinking skills. Some of the best photos show what the children have been working on in their Science experiments.
The pupils got the chance to meet Scientists from the Tyndall National Institute (U.C.C) and they got the opportunity to learn about the spectrum of light by making their very own spectroscopes. Many thanks to Sinéad Ryan for facilitating what was a fun and engaging day for the pupils of Bishop Murphy Memorial School.
Strand/Strand Unit: Living Things: Human Life
Experiment: Question, Observe and Explore a sheep’s heart
The children learned about the four chambers in the heart by getting to explore a sheep’s heart.
Strand/Strand Unit: Materials
Experiment: Design and make the longest paper-bridge and test it’s strength for load-bearing
The pupils of 4th and 5th were busy developing their STEM skills by working in small groups to plan, build and test the longest and most sturdy paper-bridge using only 3 A4 sheets per group. A lot of testing was required and some very innovative designs were used in the different groups so well done to all!!
Strand/Strand Unit: Energy & Forces: Forces
Experiment: Investigate and Experiment the force of gravity with “The Drop Experiment” by designing and making the shuttle that enables an egg “passenger” to land safely and unscathed!
One of the most popular Science experiments was “The Drop”. The children worked so well in their groups and they had great fun making their very own shuttles to keep the hardboiled “egg-passenger” safe from the force of gravity! The objective here was to create their shuttle using 60cm of string, cotton wool, selotape, A4 card, scissors, paper-clips and balloon. The children had creative freedom with regard to the design used with the only stipulation being that the egg had to sit freely in the shuttle base. For the “launch”, the pupils had to launch the shuttle from a height of approximately 1.5 metres off the ground. Some groups had to go back to the drawing board to tweak their designs after a few unsuccessful launches but most managed to safely land their shuttle such that the egg avoided any cracks on landing.
Strand/Strand Unit: Materials: Properties and Characteristics of Materials
Experiment: Predict and analyse the load-bearing capacity of a plastic container by planning, designing and making a plastic chair-bin from a recycled milk container.
Here the pupils can be seen busy at work constructing and testing their chair-bin designs as part of the 2019 Junior Entrepreneur Programme. The highlight of this Science based activity was the subsequent testing to explore the load-bearing capacity of their designs. Some were pleasantly surprised to find that they could load a water bottle, scissors and copybook! Other pupils discovered that the shorter hook-handles affected the load-bearing capacity. By cutting the handle of the milk-carton much lower they were able to increase load-bearing capacity.
Integration with Maths (Data):
Prior to beginning the production phase of the Chair Bins, the pupils had to conduct some market research in order to establish feedback from their target market. The pupils worked together as a whole-class to compile a series of questions and the best ones were chosen for our questionnaire. The pupils then went out on foot on a Saturday with the help of their parents and they successfully carried out their survey. Some of the survey questions elicited comprehensive data including the most desired colours and materials for the chair bins. The survey also enabled the pupils to see what age-category was most interested in the product. Once the surveys were returned to their teacher, the data was collated and conclusions were drawn. One of the key conclusions was that we would be safe to produce 30 units for our show-case sale. The pupils integrated their maths skills by drawing bar-charts to represent their findings from the survey.
Theme: Engineers Week 2019
Strand/Strand Unit: Materials: Properties and characteristics of materials
Experiment 1: Investigate and Experiment with 3D-printed lego pieces by planning, designing and creating a miniature duck
Experiment 2: Investigate and Experiment with plastic straws by planning, designing and creating the tallest tower possible using a set number of straws and selotape.
The pupils of 4th/5th celebrated Engineers Week 2019 by meeting a fully fledged and highly skilled scientist. A huge thanks to Sinéad Ryan and Walter Messina from the Tyndall National Institute (U.C.C). Walter, a postdoctoral researcher with the biomedical department in Tyndall spoke to the class about his background in military engineering where he has designed robotics. He also spoke to the children about his most recent work in biomedical engineering. The children thoroughly enjoyed the experience because Walter showed the children some micro-chips that he has used in some of his projects. He also brought some resources from Tyndall to conduct two experiments with the pupils. The first experiment involved the use of 3-D printed lego pieces some of which were irregular so a lot of planning was required before attempting to create the miniature-duck. Walter explained that planning is a key component of any project he works on. The students had to design their tallest bridge using sketch-paper before working in teams to build the tallest tower out of straws. Many thanks again to the Tyndall National Institute for facilitating what was a memorable day for the pupils of Bishop Murphy Memorial School. Many thanks to Walter for putting together such an engaging, educational and fun lesson for the pupils.
2nd Class Experiments;
In-class and Expose for Public during Open Night
Dancing Raisins Experiment –
Strand; Energy and Forces
Strand unit; Forces
The children investigated how forces acted on objects. They also Investigated floating and sinking with a wide range of materials and objects.
*Tip: You will want to separate the raisins first. If they are stuck together they won’t dance. Small/medium raisins worked best.
The children filled a glass with 7Up.
They dropped the raisins into the glass. The children investigated what happened.
Inquiry questions were then posed; What happened to the raisins? Did they sink or float?
Then they sat and observed what happened. They were very patient as it took a minute or two for them to start moving.
The children loved watching the raisins get lifted up and then pushed back down in the fizzy drink. They were amazed to see the bubbles attach to the raisins and lift them up.
Strand Unit; Properties and Characteristics
The Bounciest Ball Experiment
Skills ; Predicting, observing, investigating and experimenting, measuring, recording
The children brought in a variety of balls made from different materials. They made sure to bring in fairly similar size for fair testing e.g. tennis ball, racket ball, sponge ball, rubber ball, ping pong, sliotar. We avoided bringing in large balls like footballs and basketballs.
We had a tape measure and a hard surface on which the balls bounced.
Children were asked questions to elicit prior knowledge on why balls bounce.They discussed that it is because they are elastic and when a ball hots a hard surface its shape changes and the part touching the ground flattens slightly. It recovers its original shape quickly and bounces back up.
Further trigger questions were put to the different groups to prompt the groups to further engage in the discussion on different materials; ‘Would you use a ball of plasticine to play tennis or ping pong? Why not? Do you think the squashy ball will bounce well? What sort of balls do you think will bounce best? Does anybody watch tennis on TV? Why do you think they change the balls after every 7 games at Wimbledon?’
Some answers recorded were ‘The balls lose their bounce, because some of the air has been knocked out of them, they became softer.’
Strand; Living Things
Strand Unit; Myself
In groups the children discussed why fingerprints are important. The children discussed the practice of fingerprinting being used by countries all over the world more than a hundred years and are still the most widely used form of identification.
The children had a good understanding for the reasoning of why fingerprints are used but really loved learning about the anatomical purpose of fingerprints. They were fascinated by the knowledge that without those one of a kind ridges, we wouldn’t be able to grip things!They learned that our fingerprints give our fingers the rough surface we need to create the friction that allows us to pick up a ball or hold onto a pencil.
The boys were very interested to learn their fingerprints on the tiny tips of their fingers long before they born, that they are 100% unique – no two people have exactly the same fingerprint, this is why fingerprints are used to catch criminals and can also help to find lost children. The children like idea that fingerprints can leave an ‘invisible ink’ of sorts that police can decode with special tools and equipment.
The children were shocked to learn that fingerprints can last for years on an object if it is not cleaned after being touched. They observed old objects to see if they could see spot any old fingerprints.
The boys took each other’s prints. We use ink ads and pencil shading. The children labeled the paper with each child’s name. The children started with the small finger on the left hand and pressed the fingers into the ink/shading then to left to right to get a more thorough print. Then we let the prints dry, then observed with the magnifying glass.
The children identified that there are many different patterns of fingerprints. The children were interested to note that not all fingers on a a given hand will bear the same patterns.
Strand; Living Things
Strand unit; Plants
Experiment; Recognise and describe the parts of some living things.
Children identified the root, leaf, stem of plants, trunk and branches of trees through many activities. We examined a broad bean straight from the packet. We then soaked overnight and noted the changes. We took the skin off and discussed with the children what was inside. The children drew a picture of an opened bean. We placed another soaked bean seed in a see through jar in between some wet pebbles. We observed and record growth labeling the stem, root, leaf.
The children outside on a nature walk to observe the trees in their local environment. We described the trunk, the branches, the twigs. Some roots were visible at the bottom of the tree. We observed and drew the different parts of the tree. We enjoyed getting bark rubbings and leaf rubbings on the nature walk. We dug up and carefully washed several large weeds with different root systems. The children drew and labelled the parts and explained their purpose.
Strand/Strand Unit: Energy and Forces: Electricity and Magnetism
Experiment 1: Design and create a moving robot
The pupils of 4th/5th did a fantastic job building their very own moving robots using apparatus that included A.C motors, connector-wires, batteries, cups and markers. The goal was to place their robots on a white A4 sheet and have the robot draw random lines on the page while powered by the A.C motor.
Experiment 2: Explore the attraction/repulsion of magnetic poles by designing and making a magnetic car.
The pupils of 4th/5th created magnetic cars using apparatus that included matchboxes, milk-carton corks, wooden craft-sticks and straws. The children encountered some design issues on their first attempt but with some guidance they eventually found a design that worked well. To test their cars, a magnet was placed inside each car and they held a second magnet outside the car to see whether it was pushed (poles-repelling) or pulled (poles-attracting).
Strand: Energy and Forces
Experiment: Design and make a boat using different materials
Skills: Design and making, investigating and experimenting
Method: The children in 3rd class were given various materials such as plasticine, bowls and dried peas. They were asked to design and make a boat. They worked in pairs and discussed and planned how they would make the boat. When the children had designed and made the boat the next task was to get their boat to float. Dried peas were used as passengers and we had a competition as to which group could get most passengers on the boat. We discussed how one group got more passengers on their boat than the others. The children really enjoyed this experiment.
Strand: Energy and Forces
Experiment: Design and make a catapult using different materials.
Skills: predicting, experimenting, measuring, design and making, exploring, planning, making and evaluating.
Method: The pupils of 3rd class worked together to design and make a catapult using different materials. They explored the use of different materials and then they discussed what materials would be best suited. They developed their stem skills by working together to plan and make the catapult using lollipop sticks. Each group came up with a different design. We tested which catapult worked the best. Trigger questions we used to get the children thinking about their design.
Theme : Use of I.C.T in the classroom
The children use their ipads frequently to research different topics. In the pictures below the children used their ipad to research the Vikings and then presented their work to the class.
We use our interactive whiteboard everyday when using Bua na Cainte. Take a look at our pictures.
In the Rainbow Room we made a dog farm in Minecraft. We built a pen for dogs. One of us named them, one of us stored them and one of us tamed them. We dyed their collars lots of colours; green, lime,red, blue, cyan, orange, yellow and black. We also had a storage pen with a mob spawner inside to keep dogs coming out. When dogs appeared we went over and gave them bones to tame them, then we put them on leads and brought them to be named. After they were named we dyed their collars different colours. We then bred them to make puppies. We named the puppies and added them to the farm.
There was an air of excitement in Bishop Murphy Memorial School (BMMS) last Thursday evening as parents and prospective students attending the open night, getting a flavour of what life is like for a pupil there.
School Principal James O’Donoghue welcomed the visitors and gave them a brief overview of the exciting years which lie ahead for the boys who will be enrolling in BMMS for September 2019.With 9 teachers, 9 SNAs, two ASD classes, a brand new sensory room and a great track record in sport, Mr O’Donoghue is sure that all prospective students will do very well and be very happy at BMMS.“We have an absolutely fantastic staff and next year we anticipate that, depending on numbers, we may have more staff on the team. The way the teachers conduct themselves in the classroom and the methodologies they use are very enabling for the students. We also recognise the different learning styles and that every pupil is unique so all learning modes are catered for”, explained Mr O’Donoghue.
Three current 6th class pupils of BMMS addressed the crown and described the fun, the camaraderie and the learning experience while the deputy principal Ms Hogan, gave a summary of all the wonderful activities that go on during school time including science, drama, swimming, pottery, music and more.
The guests were treated to front row seats of exciting science experiments being performed by students in each class of the school.
Strand Unit: Materials and Change
The child should be enabled to: Recognise how heating and cooling can be used to preserve food
Decide on the conditions you want to try growing the mould in.
For example, you could compare warm against cold conditions or compare moist against dry conditions.
Make sure you have only changed ONE thing!
For example, you could use the same sized slice of bread, in the same size of bag,
THE CONDITIONS from warm to cold or moist to dryer or light to dark.
• Cut out 2 pieces of bread the same size.
• Put them into 2 different freezer bags.
• Put one bag in one of the conditions you have chosen, (e.g.warm) and the second into the other conditions (e.g. cold).
Strand: Energy Strand Unit: Forces
The child should be enabled to: Come to appreciate that gravity is a force
Place a marble at the top of a ramp (a kitchen roll cut in half lengthways, and one end propped up on a book, will do), and ask: What will happen when you let the marble go? What will happen when you make the ramp higher, i.e. when we add more books? What will happen when you make the ramp really really high? What will happen to the car when we change the angle of the slope? “What will we keep the same?” (Length of tube, type of surface). “What will we change?” The angle of the slope“What will we measure?” (The distance the car or marble travels)
Place the half-tube on the floor and place the marble or toy car in it – does it move?
Place a book under one end of the roll – a piece of plasticine or blu-tack may be needed to keep it in place.
Put the marble or toy car at the top of the tube.
Predict how far it will roll along the ground.
Then let it go (just release it, do not push it). Measure how far it goes.
Repeat and take an average.
Record the results.
School Open Night Experiments
A Visit to a Secondary School Laboratory
Strand/Strand Unit: Measures/Time
Maths Activity: Using the iPad interactive clock to learn about analog time
The pupils of 4th and 5th class were busy participating in a maths activity using their iPads and an interactive analog clock. They had to read and interpret digital times and convert them to analog times by adjusting the minute and hour hands. They worked very well in pairs during this activity and got to clearly see how the minute hand slowly causes the hour hand to move around the clock.
3D Shapes STEM Robot Challenge
We’ve been working on 3D shapes and it was time to wrap it up with a project. We started by pre-planning the project in their groups so the children could gather the materials that they needed from home. Using a list of shapes we worked through what body part they would be.
They had to draw a diagram of their 3D robots by drawing laid out 2D shapes with the nets.