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Power and Propulsion Wind Speed Power and Propulsion Wind Speed Grade Levels: 1 st , 2 nd , or 4 th Academic Content Areas: Science, Technology, & Engineering Topics: Earth & Space Sciences; Physical Science; Science & Technology; Scientific Inquiry; Scientific Ways of Knowing Main Problem/Essential Question How Much Wind Do We Need to Fly a Kite? Summary Students will learn some of the same lessons the Wright Brothers learned as they gathered information from flying kites and used that information to inform their design of a flying machine. As the students observe changing wind speeds, they are led to wonder if the wind plays a role in our ability to fly. Students will design and construct an anemometer and then explore the power of the wind by measuring wind speed with their anemometer and comparing that anemometer speed with Beaufort Scale readings. In order to test the wind’s ability to create propulsion, students will attempt to power/fly a kite at various wind speeds. Big Idea(s) The wind can move objects like leaves, plastic grocery bags, kites, and gliders. The wind on a sail powers a sailboat; the force of the wind on the paddles of a windmill harnesses the energy of the wind to grind grain or pump water; the force and direction of the wind on wind turbines harnesses the energy of the wind to generate electricity to send to many homes and businesses in a community. An anemometer is an instrument used to measure wind speed. The Wright Brothers used wind information from flying kites to design their flying machines. Focus Questions 1. Can the wind move objects? How do you know? Yes, the wind can move objects. We know this because we observe leaves, plastic grocery bags, kites, gliders, and other objects flying in the wind with no other means of propulsion. 2. Does the amount of wind (how fast the wind is moving) matter when attempting to fly a kite? How do you know? Yes, wind speed is a factor when attempting to fly a kite. We know this from experience: if you do not have enough wind, the kite will not take off from the ground; if you have too much wind, it will be difficult to hold on to the kite. 3. What happens to your kite when the wind changes direction? How do you know? Your kite changes direction with the wind when the wind changes direction. We know this from experience: we could use a kite to determine wind direction. 4. How could we measure the amount of wind (how fast the wind is moving) or wind speed? Accept reasonable student-generated ideas. Possible responses could include using a flag or wind sock. The Beaufort Scale and anemometer will be introduced in this lab, but students may know about them already. 5. How can we use the power, force, or energy of the wind? The force of the wind on a sail could be used to power a boat (sailboat); the force of the wind on the paddles of a windmill could harness the energy of the wind to grind grain or pump water; or the force and direction of the wind on wind turbines could harness the energy of the wind to generate electricity to send to many homes and businesses in a community. Prerequisite Knowledge Students should understand that cold air is denser than warm air, therefore it sinks to the ground and pushes the warm air up into the atmosphere, creating wind. Standards Connections Content Area: Science Earth and Space Sciences Standard Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes demonstrating an understanding of the composition of the universe, the solar system and Earth. In addition, it includes understanding the properties and the interconnected nature of Earth's systems, processes that shape Earth and Earth's history. Students also demonstrate an understanding of how the concepts and principles of energy, matter, motion and forces explain Earth systems, the solar system and the universe. Finally, they grasp an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with Earth and space sciences. Grade 2 - Benchmark C: Observe, 5. Describe weather by measurable quantities such as describe and measure changes in the temperature and precipitation. weather, both long term and short term. Grade 4 - Benchmark D: Analyze 1. Explain that air surrounds us, takes up space, moves weather and changes that occur over a around us as wind, and may be measured using period of time. barometric pressure. 4. Describe weather by measurable quantities such as temperature, wind direction, wind speed, precipitation and barometric pressure. 5. Record local weather information on a calendar or map and describe changes over a period of time (e.g., barometric pressure, temperature, precipitation symbols and cloud conditions). 2 Physical Sciences Standard Students demonstrate an understanding of the composition of physical systems and the concepts and principles that describe and predict physical interactions and events in the natural world. This includes demonstrating an understanding of the structure and properties of matter, the properties of materials and objects, chemical reactions and the conservation of matter. In addition, it includes understanding the nature, transfer and conservation of energy; motion and the forces affecting motion; and the nature of waves and interactions of matter and energy. Students demonstrate an understanding of the historical perspectives, scientific approaches and emerging scientific issues associated with the physical sciences. Grade 1 - Benchmark B: Recognize 6. Investigate a variety of ways to make things move that light, sound and objects move in and what causes them to change speed, direction different ways. and/or stop. Grade 1 - Benchmark C: Recognize 7. Explore how energy makes things work (e.g., sources of energy and their uses. batteries in a toy and electricity turning fan blades). 9. Describe that energy can be obtained from many sources in many ways (e.g., food, gasoline, electricity or batteries). Science and Technology Standard Students recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and understand that problems may be solved in several ways. Grade 1 - Benchmark B: Explain that to 7. Explore that several steps are usually needed construct something requires planning, to make things (e.g., building with blocks). communication, problem solving and 8. Investigate that when parts are put together they can tools. do things that they could not do by themselves (e.g., blocks, gears and wheels). Grade 2 - Benchmark B: Explain that to 4. Communicate orally, pictorially, or in written form the construct something requires planning, design process used to make something. communication, problem solving and tools. Grade 4 - Benchmark B: Describe and 3. Describe, illustrate and evaluate the design process illustrate the design process. used to solve a problem. 3 Scientific Inquiry Standard Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others. Grade 1 - Benchmark A: Ask a testable 1. Ask “what happens when” questions. question. 2. Explore and pursue student-generated “what happens when” questions. Grade 1 - Benchmark B: Design and 3. Use appropriate safety procedures when completing conduct a simple investigation to explore scientific investigations. a question. 6. Use appropriate tools and simple equipment/ instruments to safely gather scientific data (e.g., magnifiers, timers and simple balances and other appropriate tools). Grade 1 - Benchmark C: Gather and 4. Work in a small group to complete an investigation communicate information from careful and then share findings with others. observations and simple investigation 8. Use oral, written and pictorial representation to through a variety of methods. communicate work. 9. Describe things as accurately as possible and compare with the observations of others. Grade 2 - Benchmark A: Ask a testable 1. Ask “how can I/we” questions. question. 2. Ask “how do you know” questions (not “why” questions) in appropriate situations and attempt to give reasonable answers when others ask questions. 3. Explore and pursue student-generated “how” questions. Grade 2 - Benchmark B: Design and 4. Use appropriate safety procedures when completing conduct a simple investigation to explore scientific investigations. a question. 7. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, non-breakable thermometers, timers, rulers, balances and calculators and other appropriate tools). 8. Measure properties of objects using tools such as rulers, balances and thermometers. 4 Grade 2 - Benchmark C: Gather and 5. Use evidence to develop explanations of scientific communicate information from careful investigations. (What do you think? How do you know?) observations and simple investigation 6. Recognize that explanations are generated in through a variety of methods. response to observations, events and phenomena. 10. Share explanations with others to provide opportunities to ask questions, examine evidence and suggest alternative explanations. Grade 4 - Benchmark C: Develop, 3. Develop, design and conduct safe, simple design and safely conduct scientific investigations or experiments to answer questions. investigations and communicate the 4. Explain the importance of keeping conditions the results. same in an experiment. 5. Describe how comparisons may not be fair when some conditions are not kept the same between experiments.
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