Spring

2012
Riley Laird
Spring 2012
Air and Aerodynamics
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Table of Contents
Rationale Page 3
GLOs and SLOs Page 4-6
Unit Objective/Key Concepts/Basic Unit Outline Page 6
Assessment Plan Page 7
Unit Schedule Page 8-9
Unit Activities Outline Page 10-13
Materials and Resources Page 14


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Rationale
This unit will give students the foundational knowledge needed to understand
how flight is possible and how we can manipulate solids to sustain flight. This will
be the perfect lead in to the flight unit.
I have broken the unit into chucks, according the principles of air, by clumping like
principles, demonstrations, activities, and experiments. This should help with their
understanding of the properties of air.
The activities and experiments will generally follow a stations format, this way
many small simple experiments can be covered in one class. One of the main goals
after station work is to have time for the class to review conclusions, results, and
questions about the experiments. Throughout the unit students will be keeping notes
and observations about the various experiments to help give them some background
and ideas for their final project.

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Evidence and Investigation
Overview:
Students explore the characteristics of air and interaction between moving air and solids. They learn that air is a
compressible fluid, that it is composed of many gases, and that moving air can support solid materials in sustained flight.
By studying birds and airplanes, they learn a variety of adaptations and designs that make flight possible and that
provide for propulsion and control.
GLO 6.2:
Evidence and Investigation

Students will:

6-1 design and carry out an investigation in which variables are identified and controlled, and that
provides a fair test of the question being investigated.
6-2 recognize the importance of accuracy in observation and measurement; and apply suitable methods to
record, compile, interpret and evaluate observations and measurements.
6-3 design and carry out an investigation of a practical problem, and develop a possible solution.
6-4 demonstrate positive attitudes for the study of science and for the application of science in
responsible ways.
6-5 Describe properties of air and the interactions or air with objects in flight.

SLOs:

Focus
Students will:
6.1/2.1 ask questions that lead to exploration and investigation
6.1/2.2 identify one or more possible answers to questions by stating a prediction or a hypothesis
6.3.1 identify problems to be solved and the purpose(s) of problem-solving activities: What problem(s) are
we trying to solve? What resources can we use? How will we know that we have done what we set out to
do? What possible impacts do we need to consider?

Explore and Investigate
Students will:
6.1/2.1 identify one or more ways of finding answers to given questions
6.1/2.2 plan and carry out procedures that comprise a fair test
6.1/2.3 identify variables:
identify the variable to be manipulated
identify variables to be held constant
identify the variable that will be observed (responding variable)
6.1/2.4 select appropriate materials and identify how they will be used
6.1/2.5 modify the procedures as needed
6.1/2.6 work individually or cooperatively in planning and carrying out procedures
6.1/2.7 identify sources of information and ideas and demonstrate skill in accessing them. Sources may
include library, classroom, community and computerbased resources
6.3.1 identify one or more possible approaches and plan a set of steps for solving the problem
6.3.2 select appropriate materials and identify how they will be used
6.3.3 attempt a variety of strategies and modify procedures, as needed (troubleshoot problems)
6.3.4 work individually or cooperatively in planning and carrying out procedures
6.3.5 identify sources of information and ideas and demonstrate skill in accessing them. Sources may
include library, classroom, community and computer-based resources

Reflect and Interpret
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Students will:
6.1/2.1 communicate effectively with group members in sharing and evaluating ideas, and assessing
progress
6.1/2.2 record observations and measurements accurately, using a chart format where appropriate.
Computer resources may be used for record keeping and for display and interpretation of data
6.1/2.3 evaluate procedures used and identify possible improvements
6.1/2.4 state an inference, based on results. The inference will identify a cause and effect relationship that
is supported by observations
6.1/2.5 identify possible applications of what was learned
6.1/2.6 identify new questions that arise from what was learned.
6.3.1 communicate effectively with group members in sharing and evaluating ideas, and assessing progress
6.3.2 evaluate procedures used and identify possible improvements
6.3.3 evaluate a design or product, based on a given set of questions or criteria. The criteria/questions may
be provided by the teacher or developed by the students. Example criteria include:
effectivenessDoes it work?
reliabilityDoes it work every time?
durabilityDoes it stand up to repeated use?
effortIs it easy to construct? Is it easy to use?
safetyAre there any risks of hurting oneself in making it or using it?
use of materialsCan it be made cheaply with available materials? Does it use recycled
materials, and can the materials be used again?
effect on environments
benefit to society
6.3.4 identify positive and negative impacts that may arise and potential risks that need to be monitored:
What good effects and what bad effects could this solution have? What would we need to look for
to be sure that it is working as intended?
6.3.5 identify new applications for the design or problem solution.

Students will show growth in acquiring and applying the following traits:
6.4.1 curiosity
6.4.2 confidence in personal ability to learn and develop problem-solving skills
6.4.3 inventiveness and open-mindedness
6.4.4 perseverance in the search for understandings and for solutions to problems
6.4.5 flexibility in considering new ideas
6.4.6 critical-mindedness in examining evidence and determining what the evidence means
6.4.7 a willingness to use evidence as the basis for their conclusions and actions
6.4.8 a willingness to work with others in shared activities and in sharing of experiences
6.4.9 appreciation of the benefits gained from shared effort and cooperation
6.4.10 a sense of personal and shared responsibility for actions taken
6.4.11 respect for living things and environments, and commitment for their care.

Students will:
6.5.1 provide evidence that air takes up space and exerts pressure, and identify examples of these
properties in everyday applications.
6.5.2 provide evidence that air is fluid and is capable of being compressed, and identify examples of these
properties in every day applications.
6.5.3 describe and demonstrate instances in which air movement across a surfaces results in lift
Bernoullis principle.
6.5.4 recognize that in order for devices or living things to fly, they must have sufficient lift to overcome the
downward force of gravity.
6.5.5 identify adaptations that enable birds and insects to fly.
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6.5.6 describe the means of propulsion for flying animals and for aircraft.
6.5.7 recognize that streamlining reduces drag, and predict the effects of specific design changes on the
drag of a model aircraft or aircraft components.
6.5.8 recognize that air is composed of different gases, and identify evidence for different gases. Example
evidence might include: effects on flames, the using up of a particular gas by burning or rusting,
animal needs for air exchange.
Unit Objective
Students will:
Conduct experiments to determine the properties of air
Conduct experiments to interact and understand Bernoullis principle
Investigate the properties and evolutionary traits that allow bugs and birds to fly
Understand that the air is made up of different gases
Investigate how drag affects flight
Essential Understandings
1. Gases: Nitrogen, Oxygen, Other Gases (6.5.8)
2. Air is everywhere (6.5.1)
3. Properties of Air
o Fluid (6.5.2)
o Mass (6.5.1)
o Takes up space (6.5.1)
o Has pressure(6.5.1)
o Compressed (6.5.2)
o Hot air expands (hot air balloons) (6.5.2)
4. Bernoullis principle (6.5.3/4)
5. Drag (6.5.6/7)
6. Bird and Insect flight (6.5.5/6)

Basic Unit Outline:
1. Introduction: Composition of Air/Definition
2. Properties of Air:
a. Air Takes Up Space
b. Air Has Mass
c. Air Flows
d. Hot Air Rises/Cool Air Sinks
e. Air Has Pressure
f. Air Can Be Compressed
(Formal Lab Write Up)
g. Air Pressure Can Do Work
3. Check Up
4. Bernoullis Principle
a. Introduction to Lift
5. Adaptations for Flight:
a. Insects
b. Birds
6. Forces That Act On Flight
a. Gravity
b. Lift
c. Thrust
d. Drag: Parachute Challenge
7. Final Project: Science Video
8. Unit Test




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Assessment Plan
Throughout this unit students will create modified lab reports for various demos and experiments, ensuring they
have included all the necessary components of a proper lab write up. These will be put together in a science
journal along with other forms of formative assessment. They will provide detailed conclusions for 3 demos or
experiments of their choice to be marked. These will be collected at the end of the unit. The other experiments
and demo write ups in the science journals will act as formative assessment throughout the unit-through bi
weekly science journal checks.
After the properties of air have been covered students will write a check up quiz for summative assessment on
the first half of the material.
Students will also write 1 complete lab report for the Air Powered Rocket experiment. This will be written from
scratch following all the proper lab writing conventions.
At the end of the unit, students will summarize what they know by creating an educational video (like Bill Nye)
demonstrating 3 experiments. 1 of the 3 must demonstrate Bernoullis principle, and the other 2 must
demonstrate 2/9 properties of air.
The final unit assessment will be a unit test based on sample questions from prior provincial achievement tests.

Tentative Due Dates:
Science Check Up: March 27
Science Journal Check #1 March 27
Air Powered Rocket Lab Write Up (in class): March 28
Science Journal Check #2 April 5
Science Experiment Video: April 24
3 Journal Lab Write Ups: April 25
Science Unit Test: April 25




~ March 2012 ~
Mon Tue Wed Thu Fri
Notes: Report Cards Due

1
Deadline for Graduation

2

5

6

7
Blue and Gold Day
8

9
PD Day
No School
12

13 A & A
Start Air & Aerodynamics unit
What is air
Properties of Air
Set up journals
14 A & A
Book Fair
Properties of Air
15
Celebration of Learning
Properties of Air
16
Dress Green Day

19 A & A
Properties of Air


No Social Studies (Health Talk)
20 A & A
Properties of Air
21 A & A
Properties of Air
22 A & A
No Class Ski Trip
23
Kindness Assembly
26 A & A

Properties of Air
27 A & A
Science Check Up
Science Journal Check # 1
28 A & A
Report Cards

Air Powered Rocket Write up
Bernoullis Principle
29 A & A
Bernoullis Principle
30
PLC Day
No School

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~ April 2012 ~
Mon Tue Wed Thu Fri
2 A & A
Bernoullis Principle
3 A & A
Adaptations
4 A & A
Theme V

5
Forces Acting on Flight
Science Journal Check # 2
6
No School
9
No School
10
No School
11
No School
12
No School
13
No School
16 A & A
Forces Acting on Flight

17 A & A
Walk Run Club

Forces Acting on Flight
18 A & A
Forces Acting on Flight
Parachute Challenge
19 A & A
Work on Final Project
20
Deadline for Final Reports
23 A & A
Work on Final Project
24 A & A
Videos Due
25 A & A
Review
3 Lab Journal Write Ups Due
26 A & A

Unit Final
27
Last Day of Practicum
Class Party
30
Deadline for grades at registration
Notes:
Reminder final reports due
Lesson and Enduring
Understandings
SLO(s) Activities Materials Assessment for and of Learning
Lesson 1

Intro

Gases

Properties of air

Air is everywhere
6.5.8 Intro
Mystery Bag Experiment (EP Instruct pg 2)
Organize
Students will make an Air Journal they will keep experiments,
notes, defns and etc. (hand out vocabulary)
What is air? (EP pg.83)
____________________________________________________
PPT
-Air composition pie chart
-Senses
-Properties of Air
Lights Out (EP pg. 78)
A Slow Burn (EP pg.77)
Fruity Oxidation (EP. Pg 74)
Gone to Rust (EP pg.75) continue this tomorrow
Large box
Plastic/paper
bags

Students will record
properties in their journal
Formative (Completion)
Students will record
definition of Rust, and Air in
vocab.
Students will record 2/3
experiments in their journals.
Summative
Lesson 2

Properties of air:
Air Takes up space
Air has mass
6.5.1 Gone to Rust (EP pg.75) conclusion
DEMO:
The Air Catcher (pink book pg. 5) (Review) Discuss experiments
yesterday and how they show air takes up space.
The Empty Box Candle Snuffer (Pink Book pg. 9) (sponge)
Huff N Puff (EP Instruct pg. 10)
Diving Paper (EP Instruct pg. 9 )
The Bottle in the Bag (Pink Book pg. 6)
Tube in a cup (EP pg. 17)
A Weigh We Go (EP pg. 11) Use an empty ball and inflate it on
the scale.
Air Has Mass (EP pg 13) ) Use an empty ball and inflate it on
the scale.
Students will record 2/9
experiments in journal
Summative
Lesson 3
Properties of Air:
Air is a Fluid
Heat Affects Air:
Hot Air Rises/Cool Air Sinks

DEMO:
Pouring Air - use food coloring (see binder)

Brainstorm how heat affects air
Hindenburg Videos
DEMO:
A Garbage bag balloon (pg 31)
Adjust the Volume (EP pg. 27)
Light Air-Heavy Air (B book pg. 19)** If I can get materials**
Students will record 2/8
experiments in journal
Summative
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Crushing Air (EP Instruct pg. 33)
Inverted Paper Bag Balance (Pink Book pg. 32)
A Garbage bag balloon (pg 31)
The Balloon in Flask (Pink Book pg. 17)
-----------------------------------------------------------------------------
STATIONS:
Dancing Penny (Pink B pg. 35)
The Collapsing Can (Pink Book pg. 16)
Heat and pressure changes- Crushing tankers
Air on the Move(Science Is Pg. 114) Build wind veins
Hungry Pickle Jar (Sucking in a Egg) (B Book pg. 14) (Sponge)
Lesson 4

Air pressure










Air pressure to do work
Lab Write Ups
6.5.1/2 Notes on pressure (high and low)
STATIONS:
Taking the Plunge (EP. Pg 20)
Magic Seal (EP Instruct pg. 16)
Magic Seal pt. 2
Using a plastic cup, place it on top of the water, let air out, lift
up.
The Flying Sheet (B Book pg. 12)
The Paper Tent (B Book pg.24)
Blowing Wind (EP Instruct pg 46.)
Sticky Papers (B Book pg. 28)
Kissing Balloons (B Book pg. 27)
The Coke Can Trick (B Book pg. 30)
Plastic Bag Pull (EWA pg. 8)
Test Your Strength (EP Instruct pg. 14)
Draw Straws (EP pg 15) Make into mad minute challenge
________________________________________________________
DEMO:
Ball in Funnel (EP Instruct Pg. 43)
Let it Shine (EP Instruct pg. 23)
STATIONS:
Dr. Carlson Video
Students will conduct experiment with the straw fountain
Discuss Pressure doing work
Raise Up Your Friends (EP Instruct pg. 35)
Air Powered Rocket (EP Instruct pg. 31)
Students will record 2/6
experiments in journal
Summative









Raise Up Your Friends/Air
Powered Rocket:
Formal Lab write up
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Check Up 6.5.8
6.5.1
6.5.1/2
Science check up of Properties of air, and components of air Check up marks
Lesson 5

Bernoullis principle
6.5.1 Bernoulli Video
Bernoulli Introduction: Vocabulary and Notes page
STATIONS:
Lift Off (EP Instruct pg. 40)
Balloon Behaviour (EP Instruct pg. 44)
Take a Balloon for a Walk (EP Instruct pg. 42)
The Airball (B Book pg. 25)
Thick Straw Ball Blow (You tube)
So That is What They Mean By Lift (EP Instruct pg. 45)
Fastest Spray in the West (EP Instruct pg. 48)
What Holds Up an Airplane? (EP Instruct pg. 50) use for
notes
Students will make notes on
Bernoullis principle
Formative

Students will record 3/5
experiments in their journals
Summative
Lesson 6

Bird and Insect Flight
(1 Class)
6.5.1/2 Class Discussions and Demos:
Flying Things Brainstorm (EP Instruct pg. 54)
Adaptations (EP Instruct pg. 59)
Fly Like a Bird (EP Instruct pg. 55)
Fly Like an Insect (EP Instruct pg. 56)
Getting off the Ground (EP Instruct pg. 57)
Why Cant They Fly (EP Instruct pg. 61)
Students will use prompts
from Fly Like a Bird and
Insect to create notes in their
journals.
Summative
Students will record the
experiment in their journal.
Summative
Lesson 7
Forces that act of flight
Drag, thrust, lift, gravity
Aerodynamics and
streamlining
6.5.7 What are the forces that act of flight notes/definitions

The Heavier They Are The Harder They Fall (EP pg. 51)
Thrust Drag and Lift (EP Instruct pg. 64)
So Thats What They Mean By Lift (EP pg. 45)

Aerodynamic Drag Race (Science Is pg. 34)
Dart and Drag (EP pg. 72)
Paper Drag & Parachute Drag (EP Instruct pg. 66 & 70)
Discuss Aerodynamics and streamlining
Show car aerodynamics videos
Cutting Through the Air (EP Instruct pg. 68)
Use giant parachute in gym
Parachute Drop Challenge-challenge the other class to see
Students will record both
experiments in their journal.
Summative
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who has the slowest dropping, straightest flying parachute

Introduce final project, create groups.
Lesson 8

Final Project Prep Time
2 Classes
all Students will be given time to video tape demo experiments that
display: Bernoullis principle and 2 of the properties of air.
1 class to plan, research, create materials and lab write up
1 class to film
(no editing, rough cuts)
Final Project Video

Group and self reflection
Lesson 9
Review
Review Concepts covered throughout unit

*3 lab reports in science journal due*
Participation
Lesson 9

Final
all Exam Summative













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Materials:
Balloons
Beakers (3 Sizes)
Erlenmeyer Flask and stoppers
Ping pong ball
Tea lights/Lighter
Tin Trays
Large Clear Storage Bins
String
Straws
Thick Straws
Clear Garbage Bags
Black Garbage Bags
Meter Sticks
Brown Paper Bags
Large Pickle Jars (3)
Hard Boiled Eggs
Grocery Plastic Bags
Science Journal Templates
Plasticine
Funnels
Apples
Steel Wool
Test Tubes
Rubber Tubing
Shoe Box
Digital Weigh Scale
Basketball
Flat Sports ball/Pump
2 2L bottles
Thermometers
Food Coloring
Plastic cups (clear)
Hot plate
Tin/Metal Can (for crushing)
Thick Syringe
Cardboard
Small drinking glasses
Paper
2 Pop cans
Wooden paint stir sticks (10)
Newspaper
Large Metal Can
Hair Dryer
Various weights (drag)
Match Box Cars (2)
Giant Parachute