RIC-3531 Primary Science - Book D (Digital)

Gyrocopter
Flight – Activity 2
Lesson Focus
Outcomes
Energy and Change
2.5 Describes properties of
light, sound, heating and
movement.
Indicators
• Constructs a flying
machine.
• Makes a variety of
alterations to improve the
performance of a flying
machine.
Skills Focus
• Follows a procedure
• Predicts
• Conducts simple tests
• Observes
• Identifies patterns
• Draw conclusions
• Collects data
Background Information
An autogyro is like a helicopter
in that it generates the lift
needed to fly by using rotors
(rotating wings) on top rather
than stationary wings. Unlike
the helicopter, the rotors are
not powered and need a flow
of air over their surfaces to
keep them moving.
When the model gyrocopter
falls, air pushes up against
the blades, bending them up
slightly. The two blades get
the same amount of push
but in opposite directions,
causing the gyrocopter to spin.
Changing the blade directions
will cause it to spin in different
directions.
Adding a weight (e.g. a
paperclip) to the base will
make it spin faster to the
ground.
Igor Sikorsky designed the first
successful helicopter in the
late 1930’s. He was inspired by
Leonardo da Vinci’s drawings
of an aircraft with a rotating,
screw-like rotor.
Before the Lesson
Materials Needed
Gyrocopter pattern, scissors, paperclips.
Preparation
• Collect pictures or videos of planes with propellers, helicopters or ‘rotor’ designs
through the ages.
• Make a model gyrocopter and practise from a variety of positions, using different
weights. These may help the performance of the craft when dropped from a
higher position, such as when standing on a chair or desk.
The Lesson
Stimulus
Show pictures or videos of helicopters, autogyros, and if possible da Vinci’s
drawings or early rotor models. Discuss their use of rotor blades for flight. Explain
how the students will make a rotor-like flying machine.
What to Do
• Ask the students to cut out the gyrocopter pattern. Cut along the solid lines only.
Fold on the dotted lines.
• Fold ‘A’ wing towards you and ‘B’ wing away from you.
• Fold ‘C’ and ‘D’ so they overlap each other.
• Fold the base ‘E’ upwards along the dotted line.
• Experiment with the gyrocopter to see how it flies. What do you notice? What
direction does it spin, clockwise or anticlockwise? Can you make it change
directions? Colour it brightly and watch the colours as it spins.
• Experiment further with the design. Record the changes and how each affects its
flight. (For example, add weight (paperclips), alter blade angles, lengthen blades,
alter the width, drop it from different heights, throw it upwards and let it drop.)
• The students alter two different variables and test and record the differences in
performance.
• Which design was better? Explain why.
• Have students discuss their changes and designs with the class.
After the Lesson
Answers
Teacher check
Additional Activities
• Have students experiment and select their best gyrocopter design. Hold
competitions to time the fastest/slowest ‘copter’.
• Make a large gyrocopter (as big as you can) and a tiny version. Experiment and
compare the two. Does size alter the performance?
• Write a report about Igor Sikorsky and his first helicopter design.
Display Ideas
©R.I.C. Publications
Low Resolution Images
Display Copy
• Make a time line with pictures about helicopter
or ‘rotor’ designs through the ages. Display
around the classroom.
• Investigate jobs where helicopters are used
(news – traffic reports, firefighting, defence
forces, rescue, farming etc.). Display pictures,
drawings and information about how the
machines are important for each job.
Safety Warning
Do not aim flying objects at
any person.
Always test flying objects in
safe conditions and areas.
Fly them away from people
or windy conditions.
74 PRIMARY SCIENCE ~ R.I.C. Publications ® ~ www.ricpublications.com.au
ISBN 978-1-925660-54-8