FLIGHT INQUIRY – Week of April 25th

SCIENCE – Flight Inquiry

All students recorded their Questions, Hypotheses, Materials, Observations, and Conclusions for their personal experiments in their Inquiry Journals.

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Investigating Aerofoil wing shapes — some students completing their individual experiments —

Our running list of the Properties of Air:

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We know that air naturally moves from an area of HIGH PRESSURE to an area of LOW PRESSURE

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This movement of HIGH PRESSURE air under a wing will create LIFT under an aerofoil wing.

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This week, we have discussed how the FOUR FORCES OF FLIGHT  work togethe so that an airplane can take off, level off/fly and land.

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Investigating the movement of HIGH PRESSURE air to an area of LOW PRESSURE AIR — Some students were guided through experiments to prove that High Pressure air moves to an area of low pressure

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April 26th Reminders

  1. read 20 min. tonight
  2. Fractions/Decimals/Percent retest – Friday (break time)
  3. Popcorn tomorrow $2
  4. TRIP  tomorrow to Warplane Heritage Museum – devices will be locked at school

DAY 132 – April 25, 2016

MATH – Data Management

We continued putting our individual survey results into graphs!

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SCIENCE – Flight Inquiry

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Most of today’s Science lesson pictures will be posted tomorrow & as usual, students will have photocopies for their notebook/inquiry journal. Today we put together what we know about the Four Forces of Flight. Students can still review by watching this super aweome & geeky video from MIT ( —- don’t worry about any of the formulas in the video, which we don’t need to know in grade 6)

 

April 25th Reminders

1. TRIP FORMS

2. read 20 min.

3. Review SCIENCE — 

4. Enjoy the sunshine 🙂

DAY 128 – April 19, 2016 FLIGHT – Science Inquiry; Math: Graphing

 

SCIENCE – Flight Inquiry

Students are encouraged to narrate this silent video (also posted in yesterday’s blog post) at home to a family member, in order to practice speaking about

  • leading edge
  • trailing edge
  • aerofoil shape
  • fast air
  • slower air

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MATH – Data Management

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April 19th reminders

1. read 20 min. —- please read the April 17th Science Inquiry blog post (retell of our entire Inquiry)

2. Explain the fast and slow air and an aerofoil wing to someone at home.

3. Narrate the silent wing video to someone at home 

https://www.youtube.com/watch?v=Vgx34QFdBnI

4. MATH – table of values should be done — we had lots of class time

Graph your table of values —- a bar graph or line graph (opposite of your original)  

5. Bring science experiment items….Ms Fawcett will provide the rest

6. Popcorn $2.00

6F Science – FLIGHT INQUIRY – Week 1 & 2 (April 4 – April 15) –

FLIGHT INQUIRY – Week 1 & 2 (April 4 – April 14)    ***PICTURES & VIDEOS at the BOTTOM***

  • IntroductionWhy does a strip of paper go UP when we blow air down onto the top of the paper??????
  • Provocation 1 – commercial jet take off, hot air balloon take off
  • Wondering/Questioning – What do we wonder? (yellow index cards displayed permanently on wall)
  • CurriculumWhat does the curriculum say & where do our questions fit in?
  • OVERALL Guiding Question – Is there a big question that links all of our questions together? (How can heavy objects fly?)
  • Knowledge Building Question Web – arranging our wonderings/questions around the OVERALL Guiding Question (yellow index cards)
  • Background knowledge – What do we know already about our questions? (green index cards on Word Web)
  • Research – What is an aerodynamic shape? (in our Inquiry Journals, & students “crowd sourcing” URLs in a Google doc)
  • Knowledge Building Circle (April 14) – Sharing what we learned (Inquiry Journals)…..Students needed a better understanding of the difference between the STRAIGHT/FLAT & CURVED sides of an aerofoil wing

 

  • Provocation (Aerofoil wing/running activity) –  (spontaneous; April 14) – What happens if one person runs down the STRAIGHT/FLAT (bottom) side of an aerodynamic wing shape and a second person runs along the CURVED (top) side of an aerodynamic wing shape? Will they meet at the other side of the wing at the same time???? (We ran in pairs around the STRAIGHT/FLAT and CURVED sides of the aerofoil wing and tried out different speeds to see if we could have both runners arrive at the SAME TIME)
  • Knowledge Building Circle (April 14)
    • The runner on the CURVED side always seemed to take longer to get to the other side of the wing (end point)….because the CURVED side is longer
    • The runner on the CURVED side has to be faster than the straight side runner in order to both get to the end point together
  • Reflecting – on the Aerofoil wing/running activity (Inquiry Journals)
  • Experiment planningWhat do we wonder now about aerofoil wings & air? What experiment could we design to test out our new question? What materials would we need?

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Wondering/Questioning – What do we wonder? (individual yellow cards)

  • OVERALL Guiding Question – Is there a big question that links all of our questions together? (How can heavy objects fly?)
  • Knowledge Building Question Web – arranging our wonderings/questions around the OVERALL Guiding Question (yellow index cards)
  • CurriculumWhat does the curriculum say, & where do our questions fit in?

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Background knowledge – What do we know already about our questions? (adding blue-green index cards on Word Web)

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Research – What is an aerodynamic shape? (in our Inquiry Journals, & students “crowd sourcing” URLs in a Google doc)

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6F Knowledge Building Circle – FLIGHT 2015-2016
“Crowd sourcing” URLs in a class Google docFLIGHT   URLs  (paste website URLs here — no google links or Wikipedia — real science websiteshttp://quest.nasa.gov/aero/planetary/atmospheric/aerodynamiclift.htmlhttp://quest.nasa.gov/aero/planetary/atmospheric/aerodynamiclift.html
http://virtualskies.arc.nasa.gov/aeronautics/3.htmlhttp://virtualskies.arc.nasa.gov/aeronautics/3.html
http://virtualskies.arc.nasa.gov/aeronautics/3.html
https://www.grc.nasa.gov/www/k-12/airplane/right2.html
http://web.mit.edu/2.972/www/reports/airfoil/airfoil.html
Additional Links from our “Family of Schools” Inquiry Coach, Ms Heaver can be found added to our Grade 6 Links for Learning blogpage

FLIGHT knowledge building circle - aerofoil wing April15 2016

 

Provocation (Aerofoil wing/running activity) –  (spontaneous; April 15) – What happens if one person runs down the STRAIGHT/FLAT (bottom) side of an aerodynamic wing shape and a second person runs along the CURVED (top) side of an aerodynamic wing shape? Will they meet at the other side of the wing at the same time???? (We ran in pairs around the STRAIGHT/FLAT and CURVED sides of the aerofoil wing and tried out different speeds to see if we could have both runners arrive at the SAME TIME)

cross section airfoil wing

The fluid (air or water) on the curved/longer side MUST arrive at the other side of the aerofoil wing shape at the same time as the fluid (air or water) on the flat/straight/shorter side 

The fluid (air or water) on the curved/longer side MUST travel faster than the fluid (air or water) on the flat/straight/short side

Reflecting – on the Aerofoil wing/running activity (Inquiry Journals)

flight inquiry - running experiment reflection

Level 4 e.g.

Level 4 e.g.  (part of the answer)

“Even though air splits at the start of the airfoil and the bottom air particles move at a normal fast pace….the top air particles move really fast to catch up so they can join at the end of the wing”

DAY 120 – Wed., April 6, 2016 -Inferring Characterization; Flight Inquiry; Chitty Chitty Bang Bang; Point of View




  

 

SCIENCE – Flight Inquiry

Last week, we generated a ton of questions about flight! 🙂 We worked last week on removing duplicates, and grouping similar question topics together.

We put our questions into larger categories. We will at some point touch on our questions about helicopters and hot air balloon’s, but for now our biggest focus is airplanes.

  

We compared our questions to the specific Ontario curriculum expectations, and underlined or circled parts of the curriculum that matched our questions.


 

Today we identified our big, main question: How is it even possible for a very heavy objects to fly? 

Clustered around our main question How does heavy object fly, were smaller questions such as  How heavy is too heavy? How can a plane lift off the ground? What parts of the airplane make it fly? What factors of physics are required to cause the airplane to fly and why?

ALL OF THESE are versions of our main question…. And they will be answered as we research the subtopics. We organized the questions into subtopics, and they are:

  • Aerodynamic shape (body & wings)
  • Process of a flight (take off, laintaining flight, landing)
  • Engines
  • Wings (flaps, positions)
  • Weather (effects of weather)

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LITERACY – Media, Point of View

We continued to watch the movie “Chitty Chitty Bang Bang” as an opportunity to infer the elements of a story

  • Characterization
  • Setting
  • Rising Action
  • Complication

We are still watching the first two thirds of the story, where there is Rising Action. (no climax yet……)

We also discovered the Main Theme (according to the Dad, Caratacus Potts): There is always hope.

Curricular links

We had many opportunities to discuss high level, deep, questions & ideas, especially related to Point of View, but also related to other topics:

LITERACY/Media, Point of View

  • The country where the “evil” King/Queen live is called “Vulgaria”
    • it is similar to the real country called, “Bulgaria”, but
      • the writers/film makers could not use the name “Bulgaria” because it would be insulting to the real country, “Bulgaria”
      • the writers called the country, “Vulgaria” — related to the word “vulgar”, which means rude
  • The story takes place in 1910 – we could infer that Caratacus Potts has lost his wife, due to the “traditional” families that existed at that time. In 2015, Caratacus Pott’s missing partner could have been a husband & the children.
  • Vulgaria reminds us of Germany, where people were terrorized by the Nazis
    • the King/Queen have a “Child Catcher” and they take away the children

the people are afraid of the soldiers and hide in their homes (reminds us of Nazi Germany and European countries during World War II that were taken over by the Nazi’s)

 

SCIENCE – Flight, Aerodynamics

 How aerodynamic is the flying car??? Not very!!

 

Questions for Students to Answer:

  • What other “point of view” questions or situations have you been thinking about while watching Chitty Chitty Bang Bang?
  • Would the car in the movie actually be able to fly? How would you change the car, Chitty Chitty Bang Bang to make it more “Aerodynamic”?
  • What other curriculum links have you noticed while viewing the film?

 

April 6th Reminders

  1. read 20 min

  2. Read blog —- answer the question

  3. Pizza day tomorrow

  4. Today is last day to order Hotdogs

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