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So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted.

So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 1
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 2
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 3
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 4
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 5
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 6
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 7
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 8
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 9
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 10
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 11
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 12
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 13
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 14
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 15
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 16
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 17
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 18
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 19
So we could learn about air resistance, we made parachutes with different surface areas. We then dropped them to find out whether the larger ones would fall slower as we predicted. 20

We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces.

We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 1
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 2
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 3
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 4
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 5
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 6
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 7
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 8
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 9
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 10
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 11
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 12
We have been learning about friction. We wanted to test what forces were needed to overcome friction on different surfaces. 13

We have been learning about forces and gravity and investigating how the weight of an object isn't the same thing as its mass. Why exactly didn't the broken cup just stay where it was when it was let go of?

We have been learning about forces and gravity and investigating how the weight of an object isn't the same thing as its mass. Why exactly didn't the broken cup just stay where it was when it was let go of?  1
We have been learning about forces and gravity and investigating how the weight of an object isn't the same thing as its mass. Why exactly didn't the broken cup just stay where it was when it was let go of?  2
We have been learning about forces and gravity and investigating how the weight of an object isn't the same thing as its mass. Why exactly didn't the broken cup just stay where it was when it was let go of?  3
We have been learning about forces and gravity and investigating how the weight of an object isn't the same thing as its mass. Why exactly didn't the broken cup just stay where it was when it was let go of?  4
We have been learning about forces and gravity and investigating how the weight of an object isn't the same thing as its mass. Why exactly didn't the broken cup just stay where it was when it was let go of?  5
We have been learning about forces and gravity and investigating how the weight of an object isn't the same thing as its mass. Why exactly didn't the broken cup just stay where it was when it was let go of?  6
We have been learning about forces and gravity and investigating how the weight of an object isn't the same thing as its mass. Why exactly didn't the broken cup just stay where it was when it was let go of?  7
We have been learning about forces and gravity and investigating how the weight of an object isn't the same thing as its mass. Why exactly didn't the broken cup just stay where it was when it was let go of?  8

By carefully constructing our circuits, we tested which materials made the best electrical conductors.

By carefully constructing our circuits, we tested which materials made the best electrical conductors. 1
By carefully constructing our circuits, we tested which materials made the best electrical conductors. 2
By carefully constructing our circuits, we tested which materials made the best electrical conductors. 3
By carefully constructing our circuits, we tested which materials made the best electrical conductors. 4
By carefully constructing our circuits, we tested which materials made the best electrical conductors. 5
By carefully constructing our circuits, we tested which materials made the best electrical conductors. 6
By carefully constructing our circuits, we tested which materials made the best electrical conductors. 7
By carefully constructing our circuits, we tested which materials made the best electrical conductors. 8
By carefully constructing our circuits, we tested which materials made the best electrical conductors. 9

  • Marian Vian Primary School
  • ‘Member of Compass Academy Trust - A company limited by guarantee
  • Registered in England: Company Number 9323096
  • Registered Office: Oak Lodge Primary School,
  • Chamberlain Crescent,
  • West Wickham, Kent,BR4 0LJ
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