RIC-3531 Primary Science - Book D (Digital)

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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
Flight – Activity 2 Gyrocopter When I first dropped my gyrocopter it Follow the steps to describe and improve your gyrocopter. Step 1 Design 1 Step 2 Design 2 Test Results not good average very good 0 1 2 3 4 5 Test Results not good average very good 0 1 2 3 4 5 Step 3 Things I changed Design was better. I could improve the design by … ©R.I.C. Publications Low Resolution Images Display Copy A B C D E PRIMARY SCIENCE ~ R.I.C. Publications ® ~ www.ricpublications.com.au 75 ISBN 978-1-925660-54-8
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Meeting the Needs of Students Diffe
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animal adaptation plant adaptation
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RIC-3531 Primary Science - Book D (Digital)

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