Activity 8

Helicopter Happening

Materials :

1) Scissors
2) Ruler
3) Worksheet
4) Helicopter pattern

Theory :
Helicopters do not have wings like most other airplanes. They have
rotating blades above the body of the plane. The blades provide for lift,
propulsion and steering of the helicopter. Helicopters can take off vertically
rising right straight up in the air. They can hover (remain in one spot in the
air) and fly in any direction. Helicopters have a tail rotor (like a small
propeller in a more vertical position) to prevent the helicopter body from
spinning around and around.
Method :

I. The patterns for the rotating object were cut and the assembled direction
followed.
II. Test is device and done to find how it work

1 ) Record your observation and inferences

OBSERVATION INFERENCES

Windy – helicopter fly

Sunny – helicopter fly Weather conditions affect the rotation
Rainy – helicopter does not fly of helicopter happening

Helicopter pulled it toward the Gravity influence helicopter

earth happening

2 ) What are some variables that could affect how it flies?

• Weather condition
• Gravity
• Air
• Types of paper
• Shapes
Mastery of Knowledge

1. What have you learn from these activities?

From this activity I learnt that there is many way to conduct
experiment. Individual must not focus on certain variables only when
doing experiment. In other word I can say here that we need to be
creative when schedule any experiment. Doing experiment also need
us to be patient when we need to repeat doing same thing. Through
this experiment, I also gain much new knowledge. I look at many
references to do this experiment and it acknowledges me much.
Now, I know that weather is important to a pilot. Fog can affect
visibility. Ice can interfere with the smooth operation of the
mechanical parts of the airplane. Wind and rain can produce
turbulence that can cause the airplane to toss and turn. Therefore, it
is important for the pilot to try to avoid weather problems. Many
airplanes have very excellent instruments that assist the pilot in
understanding and interpreting the weather conditions and how they
affect the flight.
The flight of birds of all kinds, as well as insects, caught the eye
of men long ago. They watched birds gracefully soar and float
through the air and desire to fly too It took many generations before
man could successfully imitate the flight of birds. Leonardo da Vinci
designed several flying machines but never made a working model.
Many other men designed and built machines that could fly, but
could not sustain flight. In 1903 at Kitty Hawk, North Carolina, the
Wright brothers built and designed their own engine and glider
which could carry a man in full flight. They had succeeded. They
used the lifting effect of wind on curved wings. Today, military
aircraft exceed 2000 miles per hour. Other aircraft cross the United
States in less than four hours. Many types of aircraft are available
 today. They are always of great interest to youngsters and grown-
ups. Visits to airports are exciting for everyone - and also learning
about and identifying aircraft and spacecraft. The units about
“aircraft” are only a beginning, but may lead to a lifelong interest.
I think this experiment need to done as a science experiment as
pupils will involve inventing a new aeroplane to be used in twenty
years' time. They need to consider how it will work, materials used,
its shape, size, colour, and who will use it. They can either build a
model of their future plane using recycled materials or draw a plan
and explain it to a partner.

2 . Which part of primary science curriculum teaches this particular topic?

This is under topic Investigating Force and Energy for standard 4
primary school where we have there 6 subtopic about measurement.
– Understanding the measurement of length
– Understanding how to calculate area
– Understanding how to measure the volume of solid
- Understanding how to measure the volume of liquid
– Understanding how to measure mass
– Understanding how to measure time
– Realizing the importance of using standard unit

3 . Discuss how you can use these activities in your teaching and learning?

Before doing this activities I will put my pupils in small groups and
ask them to list or draw as many ways that people can move through
the air. Then, they must compile and write up their ideas as one list
on a board. As in the TV program, we meet an animated character,
Monty, who can fly so I will talk to the children about whether they
have ever dreamed or imagined they could fly. I will discuss why
some birds can fly, but not others and then I will ask the children to
imagine a way to fly through the air in the future and they need to
record their ideas as pictures, paintings or stories. I also imagine of
Make a class big book with their responses, in pictures and words.
Then I will let them explore principles of flight through the
construction and testing of kites, hot air balloons, spinners, paper
darts and gliders and identify which forces are due to wind, pulls,
pushes and gravity. A field trips to weather station also interesting.
 Below is example of field trip that I may do for my lesson. I grab it
from internet :

Trip to the Weather Station

Objectives:
To see how weather information is collected and disseminated. To list 4
kinds of
weather information that are gathered.
Skills:
Observing, measuring, gathering data, expanding weather vocabulary.
Time:
Variable, depends on proximity to weather station.
Instructional Methods:
1) Discuss with students the effect of gathering good weather information
for flying.
2) Introduce vocabulary relating to the weather station.
3) Call weather station, arrange for person who gathers weather data to
explain to
students about their job.
4) Take students to weather station.
Follow
4. Creativity is an important element of Thinking and working Scientifically .What
are the creative characteristic in the process skill of identifying and controlling
variables?
Students need to be taught how to identifying and controlling
variables. We can help students make this distinction by first
prompting them to be detailed and descriptive in their identifying.
Then, by asking students questions about their variables we can
encourage the students to think about the meaning of the y do.
Student use creative thinking to identifying and control variables for
their experiment .

5. In developing children’s ability to think and work scientifically, there are a

number of techniques a teacher could do to encourage the development of
creativity. Discuss some of these things you can do?
Applying constructivist theory in teaching and learning science is the
best. Through this strategies, learner is allowing to explore his or her
own understanding and to construct meaning based on ‘scaffolded’
intervention by the teacher possibilities by asking questions and
allowing our minds to explore the answers that we then test and
possibly verify. Often, this leads to discovery and greater
understanding. What is science without discovery is noting. Besides
that, stimulating debate is one thing; developing and maintaining it is
quite another. To assist this process the teacher gave the children a set
of pre-prepared statements relating to the topic and encouraged the
children to arrange the statements in a diamond shape, with the
statement they agreed with most at the top and working down to the one
they agreed with least at the bottom. This approach allowed the children
to externalize their own ideas and listen to and discuss each other’s.
Activities provided must be experienced by pupils visually, in sound
and in movement. For example, to introduce the idea of photosynthesis,
an outline of a huge sunflower was drawn on the playground.