At noon today, in order to measure the size of chopsticks more accurately, I asked my father to bring a slender measuring cylinder from the chemistry room. The scale unit is smaller, and each unit is only 1 cubic centimeter. At this point, I seem to feel victory beckoning to me. I really have everything except hands-on experiments.
First of all, I drew a dividing line on disposable chopsticks with a pencil, divided the chopsticks into two sections evenly, and soaked them in water to avoid washing them when measuring. Then, insert the chopsticks into the measuring cylinder, drop water into the measuring cylinder with a dropper, let the water in the measuring cylinder rise to the dividing line of the chopsticks, take the chopsticks out of the measuring cylinder after recording the water level scale (38 ml), and then record the water level scale (34.5 ml) in the measuring cylinder. The difference between the two water level gauges is the volume of this part of chopsticks, which is 3.5 cubic centimeters. In the same way, I measured the volume of the other part of the chopsticks as 5 cubic centimeters, and the volume of the chopsticks was 8.5 cubic centimeters by adding the two measurement results. When I got the result, I cried excitedly. How proud and proud I am at this time!
Then, according to the situation that each person uses three pairs every day, I calculated the disposable chopsticks consumption of our school (1500 people) and the whole country (1200 million people) for one year, which are 13.96 cubic meters and169000 cubic meters respectively. The result surprised me. What a pity to waste so many wooden disposable chopsticks every year! I hereby appeal to the students at school, no! It is the people of the whole country, and it is not! Everyone in the world should stop using disposable chopsticks. Only in this way can we protect our forest resources, make our earth environment better and let everyone on the earth breathe clean and fresh air.
My Diary of Mathematics Experiment in Grade Six and Grade Two This afternoon, our class did an experiment on the principle of mathematics.
As soon as the teacher entered the classroom, the whole class was amazed with a cylinder and a cone in his hand. After a while, the teacher told us that this prop was used for experiments, and the whole class was whispering. The teacher looked around the class, and then his eyes fell on me. I guess the teacher will definitely send me to irrigate. I'm really hard to predict. The teacher really asked me to put water in a cylinder. After I took it once, I spilled a lot of water just after two steps, so I had to take it again. This time, I was careful not to spill much water along the way.
In class, the teacher took a cup and began to pour water into the jar to see if he could pour a few cups. Almost all the students in the class fought to see the truth. "Three cups! Four cups! Three cups! Four cups! " The whole class wants to shout out the answer in their hearts like a casino.
Me too. "Three cups!" Supporters, because it is clearly written in the book: the volume of a cone = the volume of a cylinder with the same height as a cone × 1/3. The students who said they could pour four cups didn't read.
Finally, the teacher poured three glasses of water, but there was not a drop, saying that the students with three cups were laughing and the students with four cups were disappointed. There is a big question mark in my heart: Why does the volume of a cone look little different from that of a cylinder? Looks like two at most. Why is the difference so big? I can't think of the trick to this question, and I can't find the answer in the book. I really don't understand!
Ding is out of class. This experiment is really interesting!