Newton Road, Warrington, Cheshire, WA3 2AW
Mrs Alison Davies
Welcome to Lowton Junior and Infant School, encouraging growth at every stage of your child’s development.
In Reception we have been investigating how ice is made. We placed cups of water in lots of different places around the school and left them overnight, the next morning we went to see which cups had frozen. The only cup of water that had turned into ice was the cup that had been left in the freezer. We also investigated how quickly ice melts. We did this by placing mini icebergs in different places around the classroom and observing it throughout the afternoon. We had lots of fun helping the year six children, we are looking forward to doing it again next year!
In Year One we answered the question - How much of an iceberg is under the water? We froze water in balloons and different sized cups. We carefully measured each 'iceberg' before placing them in the water and measuring how much was under the surface. We found out that more than three quarters of an iceberg is hidden under the water. We also investigated - Why did the people on the lifeboats huddle together? From listening to the story we thought that the people on the lifeboats probably huddled together because they were scared. William thought that the people on the lifeboats may have huddled together to stop themselves from falling overboard. Then we thought carefully about the weather conditions of the North Atlantic Ocean and decided that the people on the lifeboats probably huddled together to stay warm. We filled a plastic bottle with warm water before surrounding it with ice cubes, we took the temperature of the water every minute for three minutes. We also filled a huddle of plastic bottles with warm water before surrounding them with ice cubes too and took the temperature of the water in the middle of the huddle, every minute for three minutes. We found that the water in the bottle at the middle of the huddle stayed warmer for longer proving that the people probably huddled together for warmth.
Titanic Science Mini Topic.
Year 2 were sent a lovely letter from Year 6 setting us a challenge. They asked us to find the answers to 3 questions they needed some help with. Year 2 were very excited and decided they would spilt into three groups and investigate a question each and then feed back to the other groups what they did, how they did it and what they found out.
Group 1 - looked at what material was best to make a boat.
The group collected lots of different materials, like paper, plastic, foil, wood, rubber. The group then held the materials and poured water over them one at a time. To make the test fair they poured the same amount of water over each material. They observed what effects this had on the materials and recorded their findings. At the end of testing all the materials, the group evaluated what they had done and came to the conclusion that wood, hard plastics and light metal were the best materials to use for making a boat.
Group 2 – were asked to find out what the best shape was for a boat.
The group looked at different types/designs of boats in reception play area and looked at how they floated. From these observations they all had a good idea what was best. They took these hypotheses and decided to test them out. To test this they placed lots of different 3d shapes into shallow water to see what shape moved around best and floated. After many observations the group came to the conclusion that a semi-circle, square based pyramid and triangular based pyramid moved and floated best on the water.
Group 3 – were asked if a boat could turn upright once it had capsized.
The group where quite divided on this answer at first so it was time to experiment. The group used plastic bottles and found that there had to be a right mixture of air and weight in the bottle to make sure the bottle stayed upright. They used different materials to fill the bottles e.g. glass beads, play dough and water. After observing and recording all their findings the only one that worked and stayed upright was the bottle filled with glass beads, as it had the correct weight and air combination. The group then capsized the boat but found even though it turned back up it could only make it onto its side. The group said it had not got enough ‘weight power’ to ensure it could turn back upright. The answer was a definite NO! There was no way a boat could turn upright again once it had capsized.
The children absolutely loved these challenges and had lots of fun finding out the answers. They enjoyed coming to conclusions and feeding back to the other groups in class. Each group made a display board showing the process they went through and then wrote a letter back to Year 6 telling them of their findings.
The children can’t wait for the next science challenge from Year 6 next year.
In our science lessons, we carried out lots of investigations based on these scientific questions: 'Does the size of an iceberg affect how much we can see above the surface of the water?' and 'How did the Titanic send her distress signal?' In our first investigation, we used different sized icebergs and measured how much we could see above the surface in cm and mm. We were so interested in this that we carried out a further experiment to test if the amount of salt we put in the water affected the icebergs. We found out that the icebergs with more salt in melted quicker!
In our next investigation, we learnt how to create circuits, using different components and these included: a bulb/ switch; two wires; and a battery. We found out that electricity flows through a conductor and a circuit can be broken, stopping the flow of electricity. We used our knowledge to create codes by breaking the circuit.
As part of 'Titanic Science Week', in year 4 we investigated the following questions for Year 6:
Does the saltiness of water affect how things float?
Is raising the temperature the only way to melt ice?
In order to find out the answers to these questions, we planned and conducted some scientific investigations. After re-capping and learning how to perform and conduct a fair investigation, we went about finding out results.
By testing eggs (which usually sink when fresh) we gradually added teaspoons of salt to our water and observed what happened. In a cup of water, we found that after 3-4 teaspoons of salt were added, the eggs began to float! Therefore we concluded that the saltiness of water DOES in fact affect floating.
In order to find out if raising temperature is the only way to melt ice, we decided to place a variety of different materials onto ice and observed what happened over time. We placed salt, sugar, sand, flour, and coffee onto different blocks of ice and observed what happened. We saw that the ice with salt and sand on it melted an awful lot more than any of the other ice cubes. Maybe this is why they grit our roads in the winter with a mixture of salt and sand!
We had great fun conducting these investigations and learned an awful lot about both science and the Titanic along the way, so thank you for providing us the questions Year 6!
As part of their topic, Year 6 set Year 5 these questions to investigate:
How did the distress signals from the Titanic get so high in the sky?
How did the cold water affect the bodies of those overboard?
To investigate how the distress signals from the Titanic got so high in the sky, we tried to find out what makes a successful flare. We used balloons (to represent the flare) to help us with this. We discussed the variables that we could change and those we could observe/measure. After a class discussion, we decided to change the shape of the balloon and the amount of air in the balloon. Our findings matched our predictions: The flares travelled high into the sky due to their streamlined shape (long and thin) and air capacity.
To test how the freezing cold water affected the bodies of the passengers overboard the Titanic, we changed the temperature and time spent in the water. Miss Myers and Mrs Owen bravely showed how immersing their hand into freezing water for five minutes, affected their ability to write. We discussed how this could have been due to poor circulation and lack of movement in the fingers. The children fully supported us with this, carefully counting down to zero – making it a fair test (we’re sure they added on a few seconds for good measure!)
As part of our topic based around Titanic, we set the whole school a set of science challenges. We wrote letters to every class with questions for them to answer. We wanted the children to plan investigations; make observations; take measurements, but most of all, to have fun with science. Of course we took part too and had fun with balloon rockets and icy cold water.
Every class wrote back with their findings - we loved reading them out. The project culminated in a celebration assembly where each class shared their work. We've even made a celebratory display in school.
We certainly feel that the Titanic Science Project was a real success.