Science+Skill+Builder+Physics

Science: Physics: Happiness In Flight

__**1. Acquiring Prior Knowledge**__: (what do the students bring to this topic? How can you text prior knowledge?) Students should have an understanding of pressure and density of fluids from previous studies They have a naive knowledge that things fly, some may be aware of some of the reasons (i.e. they have wings) They are familiar with waves and wind at a naive level, previous studies should have given them a concept of convection current in air.

Testing can be done as predictive test (nominate objects that will float or fly), multiple choice or short answer.

__**2. Clarify Expectations:**__ (What will the students be able to do at the end of the unit? What are the essential teaching aims?)

Science, Knowledge and Understanding; 5.25 - qualitative knowledge, including understanding of symbols, of the energy involved in everyday changes in chemical, physical, biological, earth and/or space science contexts; reactions which occur in vehicle air bags. What is the difference between floating, flying and orbiting. Express these in terms of the energy and forces involved. - awareness of the development over time of a scientific concept related to one or more of matter, space, energy and time, including evidence and technology used to refine understanding of the concept; for example, theories of atomic structure History of flight, before flying occured. How did the understanding at the time differ from understanding today.

Science at Work 5.25 - development of an experimental design which includes a given hypothesis, and the justified use of procedures, equipment, electronic components and instruments, as appropriate Build a model from materials that will fly to meet set criteria.

- reporting of experiments including identification of sources of experimental errors and comments related to the supporting or disproving of hypotheses Staged reports (3-4) on building model, addressing features of concern, measurements of progress. - use of a model or visual aid to illustrate the development of scientific ideas over time. - awareness of different approaches to developing scientific knowledge or solving a particular scientific problem

Reasoning, Processing and Inquiry 5.25 - with teacher support, employment of appropriate methodologies for checking knowledge; for example using surveys, data searches and primary and secondary sources - generation of appropriate questions for exploring and analysing differing perspectives on an issue

Creativity 5.25 - willingness to take risks with innovative possibilities when undertaking set tasks - use of a variety of creative thinking strategies, such as mind mapping, analogy and questioning of assumptions, to deepen understanding

Reflection 5.25 - analysis of similar and alternative viewpoints on information or an issue

Investigating and Designing 5.25 - teacher-assisted identification of considerations and constraints within a student-developed design brief that require research - development, from a brief, of a range of design alternatives, using technical language, selecting a preferred option, and providing evidence of decisions about materials, ingredients and/or system components - logical sequencing and planning of production stages, and listing of required materials, equipment, ingredients and/or systems components

Producing 5.25 - selection and use of materials/ingredients or system components, accompanied by an explanation of the suitability of at least one of these

Analysing and Evaluating 5.25 - identification, through discussion, of changes that could be made to their processes, materials/ingredients, systems components and/or equipment that would lead to an improved outcome - use of student-developed criteria and the results of testing to evaluate their product/system in terms of safety, function and suitability for the intended purpose

__**3. Tuning In**__: (How can you hook the kids in and get their interest? What rich materials could be used to introduce this topic?)

Launched objects competition. A model aircraft Excursion to the Air Museum (down the coast) air stream trackers (smoke producer)

__**4. Information Producing:**__ (What resources are necessary for modeling end products and assist learning?)

Raw materials to produce aircraft (paper, card, balsa wood, glues, cutters (stanley knives) storage for equipment Website to log progress. Suitable technical resources for building.

__**5. Information Processing:**__ (How can you assist students understanding your resources?)

Crocodile physics Air craft models Smoke Emitters Video and slide shows

__**6. Applications/Doing:**__ (What will students do in terms of authentic tasks to demonstrate the skills they are to learn - ALSO - what parts of the content must be taught explicitly?)

Design a flying aircraft.

__**7. Reflection:**__ (Have the students reached the learning goal? How can they assess their own work? How do you assess your own planning?)

Report on achievements