Can You Make a Paper Clip Fly?

Transcription

1 In this investigation, we are going to explore the concept of flight. Using a large paper clip, design a way to make it fly. Your paper clip must stay in the air for at least 3 seconds. You may use any materials you wish. Be creative! Make sure you draw a detailed and labeled picture of your design, describe the steps of what you did, test your design and record all results. When you are finished, summarize your conclusions: what you learned about flight, about your data and about the effectiveness of your design. Finally, communicate your results to the class. 1 of 15

2 Suggested Grade Span 3 5 Task In this investigation, we are going to explore the concept of flight. Using a large paper clip, design a way to make it fly. Your paper clip must stay in the air for at least 3 seconds. You may use any materials you wish. Be creative! Make sure you draw a detailed and labeled picture of your design, describe the steps of what you did, test your design and record all results. When you are finished, summarize your conclusions: what you learned about flight, about your data and about the effectiveness of your design. Finally, communicate your results to the class. Big Ideas and Unifying Concepts Cause and effect Design Form and function Physical Science Concept Motion and forces Design Technology Concepts Design constraints and advantages Invention Mathematics Concepts Data collection, organization and analysis Graphs, tables and representation Measurement Time Required for the Task Approximately two 45-minute sessions. 2 of 15

3 Context I usually do this design technology activity with my fourth grade students as an introduction to the concept of flight. Previously, we had done a number of design challenges, so the students are familiar with the design process. This activity does a number of things. First of all, it demonstrates students previous knowledge about flight and allows them to begin to test some of their ideas and (scientific) theories. Second, it reinforces many of the science process skills, such as testing a design, collecting and recording data, drawing conclusions and communicating results, as well as the skills necessary in the design process. Third, it helps build a foundation for later conceptual understanding of flight. What the Task Accomplishes This task allows the teacher to preassess students prior knowledge and conceptual understanding about flight. What ideas do they have? What vocabulary/language do they use when describing what they have learned? This task also helps demonstrate how well the students use the steps of the design process. Do they understand that there is a specific problem to be addressed with the design; draw a detailed and labeled picture; reflect thoughtfully on their data collection; consider improvements and modifications? It also helps the teacher assess a variety of science process skills through communication of results. How the Student Will Investigate Using their previous ideas about flight, students will decide how to best answer the focusing questions. They will consider possible designs and materials they can use. Then, students will draw and label their designs. Next, they will build their design and test it. During the testing phase, students will record all of the data collected, especially how long it stayed in the air. Students may also choose to record the distance their design traveled. Students will reflect on their designs, draw conclusions about their results, and discuss their ideas about flight. Finally, students will communicate what they did and what they learned. This may include an actual demonstration of their flying machine and a discussion of their investigation and its results. The steps for investigation include: State the question you are investigating. Consider/brainstorm some ideas. Select the an idea you feel will be successful. Draw and label your design. Gather materials and build your design. Test it. Record your data. Does it work? Discuss your results. If it worked, why do you think so? If not, why not? Reflect on your design. What improvements or changes might you make? Why? Use your observations and data to describe what you learned about flight. Communicate your findings in some form (demonstration, poster, overhead transparency, etc.). Include everything you did all the steps you followed in solving this problem. 3 of 15

4 Interdisciplinary Links and Extensions Science There are a number of possible extensions related to this unit. Students can test for distance as well as time spent in flight. (Stopwatches borrowed from the physical education teacher are very useful in collecting data.) With each modification, the teacher can challenge students to attempt to have designs go farther and/or stay up longer. Once students have worked with and investigated the concept of flight, you can introduce Bernoulli s Principle (the concept of air pressure) and the four forces of flight (lift, thrust, drag and gravity), exploring each, in turn, as variables to be tested. Wing designs of different planes and kites can also be a focus of inquiry. Older students might also become involved in building and launching rockets or experimenting with making hot air balloons. Note: Bernoulli s Principle: Things move towards moving air as when you pass a desk rapidly and papers on it are drawn in your direction, or when holding a paper to your lips and blowing across the top, the paper will rise. Language Arts There are many wonderful fiction and nonfiction books about flight that can be integrated during this unit. Some titles include: Up in the Air, The Wright Brothers, The Glorious Flight and The Story of Flight. I also have students read a nonfiction book about flight and report out to the class, summarizing five things they learned. Timelines, mobiles and/or minibooks (small, onefact-per-page, illustrated books) can also be used to display the information researched. Social Studies This is an excellent opportunity to incorporate the history of flight and/or transportation inventions through research projects, videos, filmstrips, etc. It is a fascinating topic that always engages students interest. Mathematics During this unit, I do a lot with measurement. One activity we do is to measure the distance the Wright brothers flew their first time (120 feet). We make estimations about how far this might be in terms of location from our classroom and then check to see if we were correct. We also discuss strategies for how to measure longer distances. Students might also be able to apply the concept of scale by laying out distances, in the cafeteria, hallways or outdoor areas, that represent famous flights in history. Teaching Tips and Guiding Questions It is important to have a wide variety of materials available for students to use, as well as a hallway or open space for testing the designs. Encourage students to be creative. Some may want to make a paper airplane, and while this may work, it is not very imaginative. Ask students to consider some other alternatives by suggesting other materials or by looking at other students designs. 4 of 15

5 As the students are investigating, consider these questions to guide their thinking: What do you already know that will help you with your design? Does your design have to look like an airplane? Why did you select those materials? Have you drawn a picture of your design that clearly shows everything important? Why do you think this design will work? How will you get your prototype into the air? How will you time it? How will you measure the distance traveled? Have you modified anything to make it work better? How might you make it stay up for 4 seconds? 5 seconds? What do you think helps keep it in the air? What ideas do you have about how to explain this? Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content) Design Technology Invention: Students see that several steps are involved in making things, that some materials are better than others, depending on the purpose, and that tools are used to make and move things. Physical Science Motion and Forces: Students understand and can explain that four forces are necessary for flight: thrust, gravity, drag and lift. (Bernoulli s Principle: Things move towards moving air, causing lift.) Students describe the motion of an object by its position, direction of motion and speed. Students measure and represent motion on graphs, charts and tables. Students observe that unbalanced forces cause changes in the speed or direction of an object s motion; that changes in an object s speed, distance traveled or direction are a result of forces acting upon it (pushing or pulling); and that mass, gravity and surface, when applied to objects, can affect the distance traveled by the object (cause and effect). Mathematics: Students make precise measurements and collect, organize and analyze data. Students use graphs, tables and representations appropriately. Skills to be Developed (Science process skills to be assessed using the Science Exemplars Rubric under the criteria: Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data) Scientific Method: Planning and testing a design, identifying and controlling variables, predicting, observing, gathering and recording data, using data to draw conclusions, and communicating (in words and pictures). 5 of 15

6 Other Science Standards and Concepts Addressed Scientific Method: Students predict, observe, describe, investigate and explain phenomena. Students design a fair test, collect data and analyze the data to draw conclusions. Scientific Theory: Students look for evidence that explains why things happen and modify explanations/designs when new observations are made. Design Technology: Students understand and can demonstrate that invention requires a series of steps and, depending on the task, careful choice of materials (based on their characteristics). Science in Personal and Societal Perspectives Science, Technology and Society: Students understand that people continue inventing new ways to solve problems and get work done. Physical Science Forces and Motion: Students apply forces to objects (inertia, gravity, and friction) and observe the objects in motion. Students observe that unbalanced forces cause changes in the speed or direction of an object s motion. They understand that four forces are necessary for flight: thrust, gravity, drag and lift. Mathematics and Technology: The use of measuring tools are important to scientific inquiry. Students use data to draw conclusions. Suggested Materials Large paper clips work best for this task. A letter sent home to parents asking for a variety of other materials can be very helpful for when students plan their designs. I ask for items such as straws, balloons, fabrics, string, foil, plastic wrap, cups, paper plates, Styrofoam, cardboard, etc. Tape, rubber bands, pipe cleaners, etc., are useful to hold objects secure. Clocks or watches with second hands or stopwatches are also needed. Students may also bring in items from home if they are not available in the classroom. Possible Solutions There is more than one correct design. Students will use their creativity and imagination in their designs. They will also take into account what they already know about flight. Students will know that they have solved this challenge if their design indeed stays in the air for at least three seconds. A testable question must be stated. Data must be collected and recorded as evidence of testing the design. Time amounts should be labeled (seconds) as should drawings of the design. Conclusions, improvements to the design and learnings about flight should also be clearly stated. 6 of 15

7 Task-Specific Assessment Notes Novice A testable question is stated; the drawing is clearly labeled. The student s work shows some evidence of a strategy used, and the task/design is successful (it flew for three seconds three out of five tries), but there are errors in the communication and a lack of conceptual understanding. The explanation given that it is hard to make a paper clip fly and that the only improvement would be to use more color and detail does not demonstrate that the student understands the purpose of the design task or the related concepts. The student also does not use proper notation when recording data (seconds). Overall, the student does have some prior understanding of flight (knowing that a balloon would work if used in this way) evident in the labeled drawing and description but the conclusion does not reflect this. Apprentice This student s work begins to show some understanding of the design process, though the testable question is not stated clearly. The student follows all the necessary steps and considers possible improvements, but does not attempt to extend thinking by explaining why the improvements might work. Data are collected and recorded using appropriate notations, and the design is successful. It is unclear as to how the plate got into the air. The student provides no conclusions about understanding flight evidence of little understanding of the physical science concepts. The use of a parachute-type design (in the labeled drawing) shows the student applies some relevant prior knowledge in doing this task. Practitioner A testable question is stated the drawing is labeled and the description is detailed. The student s work shows evidence of a strategy used, and the task/design is successful, flying three seconds or more each trial. Seven trials are conducted and clearly labeled as such, with measurement units recorded. This student s work demonstrates that s/he has a good understanding of the design process and prior knowledge of flight ideas. There is evidence that revisions were made to an earlier design. The student s suggestions for improvement are well thought out and demonstrate that scientific concepts and principles were observed and taken into account. The conclusion drawn shows that the student has a good foundation of conceptual understanding about flight (gravity and cause-effect relationships) even though proper terminology is not used. Expert A testable question is stated, the drawing is labeled accurately, and the description is detailed. The student s work shows evidence of a strategy used, and the task/design, while not always successful (about 50% of the time), does demonstrates a number of scientific concepts and principles. Four trials are conducted, and adjustments are made as a result of data collected evidence of understanding the role of data collection during the design process. Measurement units are recorded and precise (three and a half seconds). The student discusses the importance of weight and lightness in relationship to length of time in the air. The design itself suggests this student has a solid conceptual foundation about flight to build on. 7 of 15

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