Forces of Gravity on Helicopters' Flight

Big Idea: How force of gravity can work on an object such as a helicopter? What is the force of gravity on a helicopter?     

Focus question: How does the force of gravity affect the flight of the helicopter?

Prediction: 

·        If the helicopter does not spin really fast, then the force of gravity will pull it down.

·        If the blades spin really fast, it will keep the helicopter in the air.

·        If the helicopter is higher off the ground, it will be more difficult for the force of gravity to pull it down.

Planning: 

Materials:  helicopter template, scissors, paper clips, chair, journal, pencil

First, we used our templates to make a paper helicopter. Cut a slit in the middle on each side. Fold one side toward each other from the slits. Then, fold a portion of the piece above it to create a T-shape for the leg. On the side not folded cut down the middle until the folded top of the T-shape for the rotor blades. Next, use the paper clips to add weights to your paper airplane. Then, perform three tests to experiment how the force of gravity affects the flight of your helicopter considering the following variables:  number of paper clips, size of rotors, height, and standing-proximity. Finally, record data for each test including what worked and what did not.

 Data:

	Number of paper clips	Size of Rotors	Height	Standing-Proximity	What Happened?
Test 1	2- 1 on each rotor	Normal length	Adult height from floor	Bent arm-length	Fell quickly-didn’t work
Test 2	4-2 on each rotor	Same length	Stood on chair	Held out arm-length and forced a spin	Spun longer before falling to ground
Test 3	6-2 on each rotor and 2 on leg (1 toward top & 1 toward bottom to balance)	Same length	Stood on chair on tippy toes	Held out arm-length and forced a spin	Spun even longer and faster before falling to ground

Claims and evidence:

I claim that the number of clips, height and standing proximity affect the flight of a helicopter relative to the force of gravity. We know this because the higher the height changed the number of spins. Adding weight using the paper clips changed the force of the spin and kept it spinning longer before hitting the ground. When holding the paper plane as far out as I could before dropping it, it spun faster and longer than holding it closer in proximity to myself. I claim that if the helicopter does not spin really fast, then the force of gravity will pull it down. I know this because when the helicopter had less spins, it fell to the ground faster. I claim that if the blades spin really fast, it will keep the helicopter in the air. I know this because I observed it happen opposed to win the blades spun less it fell to the ground. I claim that if the helicopter is higher off the ground, it will be more difficult for the force of gravity to pull it down. I know this because it took longer to fall to the ground when holding it from higher distances (i.e., standing on the chair and then on tippy toes on the chair) than when standing on the ground. Therefore, my predictions proved to be correct.

Conclusion:

I learned that gravity, height, and weight affect the flight of a helicopter. I learned that the higher the height changed the number of spins. This affirmed my prediction that if the helicopter does not spin really fast, then the force of gravity will pull it down. This also affirmed my prediction that if the blades spin really fast, it will keep the helicopter in the air. I learned that when a helicopter is lower to the ground the effect on the force of gravity has a greater effect on the flight of the helicopter. This affirmed my prediction that a helicopter is higher off the ground will be more difficult for the force of gravity to pull it down, hence will spin longer in the air.

Reflection/ Questions:

I learned that gravity, height, and weight affect the flight of a helicopter.

·       How much do helicopter blades have to weigh relative to the body of the helicopter to lessen the force of gravity and its effect on the flight of the helicopter?

·       How fast do helicopters actually have to spin to fly in the air?

Literacy Connections:

Helicopters by Emily Bone and Staz Johnson

Helicopters (The story of flight, 12) by Ole Steen Hansen

Helicopters on the move (Lightning bolt books TM-vroom-vroom) by Jeffrey Zuehlke

Classifying Leaf Shapes

Big Idea: What shapes are leaves?      

Focus question: How can we classify our leaves by shapes?

Prediction: 

·        If leaves are compared to shape cutouts, we may see that leaves match different shapes.

·        If we can match leaves to different shape cutouts, then we can classify leaves by shapes.

·        If leaves have different shapes, then we can group them.

Planning: 

Materials:  different types of leaves, journal, pencil

First, we collected leaves. Next, we observed each leaf and its shape. Then, we compared the cut out shapes to the leaves’ shapes. Finally, we matched or grouped our leaves by the shapes.

Data : Grouping Leaves by Shape

 

Shape	Week 4
Heart	3
Oval	1
Rectangle	0
Diamond	6
Triangle	4

Claims and evidence:

I claim that leaves can be different shapes including heart-shaped, oval-shaped, diamond-shaped, and triangular-shaped. I know this because I compared leaves that I had collected with shape cutouts. I was able to group the leaves by all shapes but rectangle. Therefore, I claim my hypothesis to be true that we can classify leaves by shapes because we were able to group our leaves by shapes.

Conclusion:

I learned that leaves can have different shapes. I learned that there are possibly more diamond-shaped leaves than any other shaped leaves. I learned that there are not a lot of rectangular-shaped leaves. My hypothesis proved to be true that we can classify leaves by different shapes.

Reflection/ Questions:

We learned that leaves have many different shapes after grouping and classifying them.

·       Are there really more diamond-shaped leaves than any other leaves, or is that data that we collected based on the trees we collected leaves?

·       Are there rectangular-shaped leaves?

·       What do the shapes of leaves mean?

Literacy Connections:

We’re going on a leaf hunt by Steve Metzger

Leaves (Spot the difference:  Plants) by Charlotte Guillain

Catching sunlight:  A book about leaves (Growing things) by Susan Blackaby

Leaf jumpers by Carole Gerber

Building Bridges to Support Weight

Big Idea: How are bridges built? How can they support weight?

Focus question: How do scientists build bridges to support lots of weight?

Prediction:

·        If we use more index cards, it will support more weight because it will provide a thicker base that supports more weight.

·        If we cut the cards into thirds and stack them, they will be thicker and support more weight.

·        If the bridge (cards) do not have enough support (markers), the bridge will fall down.

Planning:

Materials:  markers, large and small washers, pennies flat surface

First, we cut our index cards into thirds. Then, we stood five of our markers up to represent as our supports for the bridge. Then, we put a stack of three index cards over the markers. Next, we put a washer in each corner. Then, we added some small ones and then larger ones in the middle of our bridge to determine its ability to support weight. Finally, we tested a different way with less markers and less weights in the middle of the bridge.

Data :

Test 1                                  Test 2

                 

Test 3                                   Test 4

In the first picture, we used five markers to support our bridge, one in each corner and one in the middle. We added three index cards cut into thirds to the top of the markers for our bridge. Then, we tested weights to see if our bridge could hold the weight, a few small washers at a time. In the first picture, four small washers, one in each corner was supported by our bridge. In the second picture, using the same bridge, we added three more small washers to test our bridge. It still held the weight. In the third picture, we added two pennies each to opposite corners and two large washers in the middle of previous bridge. Our bridge still held the weight and we determined our bridge to be built to hold a lot of weight. The last picture we wanted to try something different so we used three markers in a triangle set up, three stacks of index cards cut into thirds on top, and three large washers on top of the bridge. This bridge also held a larger amount of weight.

Claims and evidence:

We claim that using more index cards is equivalent to using material of the bridge that is thicker because it will support more weight because it will provide a thicker base that supports more weight. We know this because when we stacked our index cards three high, it provided more support for more weight that we continued to add to test our hypothesis. We claim that when you cut the cards into thirds and stack them, they will be thicker and support more weight. We know this to be true because that is what we did to have more index card material to use for our bridge and it made our bridge support more weight. We claim that if the bridge (cards) do not have enough support (markers), the bridge will fall down. We know this to be true because we used five markers in position for each corner of the index card including the middle, and the cards did not fall down.

Conclusion:

We learned that the material used to make the bridge is just as important as the support for the bridge in that they both need to be made strong to support a lot of weight. We also learned that position is important for support. In our first test, we put markers at every angle and in the center which gave a balance of support. In the last test, we put three markers in the middle in a triangle position, three index cards on top and three washers on top of the index cards and in the middle. This weight was supported. If we had put the washers to the outer edge of the index cards, there would have been no weight underneath for support. It would have collapsed. Our first test, when we put the weights in every corner and throughout the middle, it did not collapse and remained sturdy. From this evidence, we claim that scientists build bridges to support lots of weight by using material that is durable and heavier than the weight will be on top. Additionally, the scientists build the bridge using supports underneath that provides a balance of weight support so no area will be unsupported.

Reflection/Questions:

We learned that the material for building bridges need to be heavy, durable, and strong to support a lot of weight.

·        What is the best types of materials to use to build a bridge that supports heavy weight?

·        I notice some bridges have signs that say the bridge will only support “x” amount of weight and some trucks are not to cross it…Why can’t scientists build the bridges to support more weight so the trucks can cross?

Literacy Connections:

Bridges:  Amazing structures to design, build, and test ( Kaleidoscope kids books (William Publishing)) by Carol A. Johnmann

You wouldn’t want to work on the Brooklyn Bridge:  An enormous project that seemed impossible by Thomas Ratliff and David Salariya

Spaghetti Challenge

Big Idea: What type of foundation best supports the tall structure of a tower?

Focus question: How can we build a foundation that best supports a tall structure of a tower using spaghetti noodles and marshmallows?

Prediction:

·        If the foundation is less wide than the structure, it will not support it.

·        If the structure of the top is heavier than the foundation, the foundation will not support it.

·        If we do not have enough materials, we cannot build a tall tower.

*My predictions are supported by my belief that if one builds a tall structure of a tower, a heavier and stronger foundation will need to be built to support the height structure.

Planning:

Materials:  Spaghetti, marshmallows, flat surface, pencil, notebook paper

First, we brainstormed how to build our foundation. Then, we broke the spaghetti noodles in half so we could put our noodles together to make the structure stronger. Next, we used two noodle halves to connect marshmallows as we built our structure in a square foundation. Then, we connected spaghetti noodles on each diagonal in the square foundation to make the foundation more secure. Using the same foundation and structure layout, we began to build the structure up into a tower with two spaghetti noodles and marshmallows attached at each end. We continued to build our structure up until the structure could hole no more noodles or marshmallows. Next, we drew a picture of our structure answering the focus question using a pencil and notebook paper. Then, we wrote about our drawing answering the questions. Finally, we shared our drawings and interpretations of how we can build a foundation that best supports a tall structure of a tower using spaghetti noodles and marshmallows, as a class, and engaged in inquiry and discussion to further our learning of the topic.

Data : 

This is a picture of our foundation for a tower structure. We built it heavy on the bottom and used the same layout as we began to build up. We used two spaghetti noodles to attach each marshmallow. Our structure has a square frame with diagonal supports in between the square frame on each side.  

Claims and evidence:

We claim that if the foundation is less wide than the structure, it will not support it. This proved to be true during our experiment and continued to build the tower up within the same width of the foundation. We claim that if the structure of the top is heavier than the foundation, the foundation will not support it. This proved to be true during our experiment when we used the same pattern of our bottom foundation to continue building up. It made the top heavier than the bottom because the amount of materials added up to be heavier than the bottom support. Our tower eventually leaned over and collapsed. We claim that if we do not have enough materials, we cannot build a tall tower. This also proved to be true because we ran out of materials. However, we claim that we could have used less spaghetti noodles as we built up to maintain less weight toward the top of the structure in order for our foundation to support our tower. We know this to be true because when we used two spaghetti noodles with one marshmallow on each side as we built up from our foundation, it made our tower weak and eventually collapsed.

Conclusion:

After sharing my interpretation and picture of a how we can build a foundation that best supports a tall structure of a tower using spaghetti noodles and marshmallows, I observed my peers’ drawings and listened to their interpretations for building a strong tower. Some peers had really tall towers! I realized that we built our structure the same from bottom up. Each level had the same weight which is why we could not continue building up because the bottom weight could not support more weight than it had. Our hypothesis was correct. Our group found this to be true because as we continued to build up using two spaghetti noodles with one marshmallow on each side, the structure began to tilt and eventually fell over and collapsed. When we observed our peers’ tower structure that was so tall, they had more weight on the bottom and less weight on the top (i.e., more materials at the bottom and less toward the top).

Reflection/Questions:

In our discussions, we talked about the Leaning Tower of Pisa. I am wondering about the structure of the Leaning Tower of Pisa. Our structure ended up leaning but eventually collapsed.

·        How was the structure built to support the Leaning Tower of Pisa?

·        Was the Leaning Tower of Pisa built to lean?

·        How are other towers built?

Literacy Connections:

Super Structures by DK Publishing

Wind Flag

Big Idea: How do weather instruments help to observe and describe weather features?  

Focus question: How does the wind flag help to observe and describe the wind?  

Prediction: 

·        If the wind flag does not move, then the wind is not blowing hard enough or at all.

·        If the wind flag is moving slightly, then some wind is blowing.

·        If the wind flag is moving back-and-forth rapidly, then the wind is blowing strong.

Planning: 

Materials:  wind flag (cloth or paper, sturdy cylinder stick for pole, tape or stapler), outdoors, journal, pencil

First, we made a wind flag using cloth or paper, cylinder stick for pole, and tape or stapler. Next, we wrapped the edge of the cloth or paper around the top part of the pole leaving about a ½ inch from the top. Using a stapler or tape we secured it to the pole. Next, we grabbed our wind flag and went outside. Next, we investigated what was happening to our wind flag outside. Finally, we drew a picture depicting what was happening to our wind flag and wrote a description.

Data:

Claims and evidence:

I claim that there was some wind blowing. I know this because when holding my wind flag, the flag would move slightly and in spurts, but then would just stop moving. This confirms my prediction that if my flag moved slightly, then some wind is blowing. In addition to my predictions, I conclude that if you hold your wind flag differently, the wind flag will move differently in the wind. I know this because when I held my wind flag in the middle of the pole/handle, the flag blew side to side. When I held the flag from the bottom of the handle/poll, the flag blew over. I also claim that the wind can pick up strength and lose it at some points. I know this because at times my wind flag would blow rapidly and then stop and other times it would blow slightly and then stop.

Conclusion:

I learned that I can describe the wind’s strength by observing what happens to a wind flag outside. I learned that the wind for today is blowing slightly based on my wind flag only moving slightly. I also learned that if you hold it different ways and at different angles, the wind flag can catch the wind and blow more or less. This might have something to do with the direction that the wind is blowing or blowing from. I also learned that the strength of the wind changes sporadically because there were time where my wind flag blew rapidly, some, and not at all. I learned that I can use a wind flag as a weather tool to observe and describe the wind’s strength.

Reflection/ Questions:

I learned that I could use a wind flag as a weather tool to observe and describe the wind’s strength. I also learned that the wind flag moves more or less when holding it at different angles.

·       Can I use a wind flag to determine the direction that the wind is blowing or blowing from?

·       How can I determine the wind’s speed using a wind flag?

·       What other weather tools measure the wind?

·       Does the strength of the wind have something to do with good or bad weather?

Literacy Connections:

The wind blew by Pat Hutchins

Feel the wind (Let’s-read-and-find-out science 2) by Dorros and Arthur Dorros

W is for Wind:  A weather alphabet book (Science alphabet) by Pat Michaels and Melanie Rose

Favorite Weather Survey

Big Idea: How can we use surveys to determine what weather our class likes best?        

Focus question: What is our class’ favorite weather?

Prediction: 

·        If more students vote hot as their favorite weather, then our class likes hot weather the best.

·        If more students vote warm as their favorite weather, then our class likes warm weather the best.

·        If more students vote cold as their favorite weather, then our class likes cold weather the best.

·        If students in my class take a poll for our favorite weather, then more students will vote that they like warm weather best.

Planning: 

Materials:  chart paper/dry-erase/smart board, writing utensil, journal, pencil

First, students came to the board to mark their answer for their favorite weather (hot, warm, or cold) on survey chart. Next, we counted items and names on survey chart. Finally, we wrote summary statements for the results on the board and in our science journals.

Data 1:  Favorite Weather Survey Chart

Hot	Warm	Cold
***** *	***** ***** ***	**

Data 2:  Summary Statements of Results

We have _21_ students in our class.

__6__ like hot weather best

__13__ like warm weather best

___2__ like cold weather best

Our class likes __warm__ weather best.

Claims and evidence:

I claim that out of 21 students in our class, our class likes warm weather best. I know that our class likes warm weather best because more students voted warm as their favorite weather, revealing 13 votes out of 21 on our favorite weather survey chart. I claim that hot weather is liked second best in our class. I know that our class likes hot weather second-best because the student votes for hot weather was less than student votes for warm weather and more than student votes for cold weather according to the favorite weather survey results displaying 6 votes out of 21. I claim that our class likes cold weather the least. I know that our class likes cold weather the least because the student votes for cold weather was less than student votes for hot and warm weather according to the favorite weather results displaying 2 votes out of 21. This evidence confirms my hypotheses that if students in my class take a poll for our favorite weather, then more students will vote that they like warm weather best. I believe this to be true because warm weather is just right opposed to weather that is too hot or too cold.

Conclusion:

I learned that our class likes warm weather the best after taking a favorite weather poll and finding the results. I learned that our class likes hot weather second best and cold weather the least from the results of the poll. My hypotheses were confirmed after our students took the survey to determine what weather they liked best, which was warm weather. I learned that we can find out what weather is liked the best in our class by taking a poll or survey and then looking at the number of marks or tallies and totaling them up to determine the results. I learned that I can use a poll or survey to collect data in determining a general opinion from a group of people to a posed question.

Reflection/ Questions:

I learned that our class likes warm weather the best by taking a favorite weather survey and determining the results of our class.

·       What other questions could we use to survey our class?

·       Why did our class make their choice for their favorite weather?

·       What made students not choose other weather choices as their favorite?

Literacy Connections:

Charlie and Lola:  Snow is my favorite and my best by Lauren Child

Tally cat keeps track (Math is fun!) by RN Harris Trudy

Tally O’Malley (Mathstart 2) by Stuart J. Murphy

What's The Weather Like Today?

Big Idea: What is today’s weather?   

Focus question: What is the weather like today?

Prediction: 

·        If I look outside, I will see that the weather is sunny by the sun being out.

·        If I listen outside, I can hear the wind move through the leaves.

·        If I stand outside, the weather will feel warm because the temperature will be higher.

·        If I smell outside, I might smell the grass because it just rained.

Planning: 

Materials:  outdoor area, journal, pencil

First, we went outside. Then, we used our senses to observe the weather. Next, we recorded in our science journal what we observed about the weather today using our senses. Finally, we found out what the weather was like today based on our observations.

Data : Weather Today

Senses	Weather
What does it look like?	Sunny Clouds-white Leaves moving
What does it hear like?	Wind moving the leaves
What does it feel like?	Warm temperature Windy Wet grass
What does it smell like?	Grass smell

Claims and evidence:

I claim that the weather is sunny, cloudy, and windy today. I know this because I saw the sun and white clouds out and the wind blowing the leaves. I claim that the weather is windy. I know this because I saw leaves moving, heard leaves moving, and felt the wind. I claim that the weather is warm. I know this because I felt the warm wind. I claim that the weather was rainy before the weather now. I know this because I could smell the grass and the grass was wet. My predictions proved to be true because I found that the weather is sunny, windy, and warm during my investigation. In addition, I found that it was cloudy and it had rained prior because the grass was wet.

Conclusion:

I learned that I can tell what the weather is like today by standing outside and observing it using my senses. I learned that the weather was sunny, windy, cloudy, and warm using my senses. I also learned that it had rained at some point prior to my observation because the grass was wet. This helped me learn that the weather is different each day and throughout each day. Additionally, I learned that my senses can tell me about the weather. Based on this investigation, my predictions proved to be true about the weather today. However, I also learned that it was cloudy and that it had rained prior to the experience.

Reflection/ Questions:

I learned that I can use my senses to determine what the weather is like.

·       How does the weather help us decide what to wear?

·       How does the weather help us determine what types of outdoor activities we can pursue?

Literacy Connections:

The kids’ book of weather forecasting (Williamson kids can! series) by Breen and Mark

National geographic readers:  Weather by Kristin Baird Rattini

Oh say can you say what’s the weather today?:  All about weather (Cat in the hat’s learning library) by Tish Rabe and Aristides Ruiz