Unit 1 Introducing Science

Topic

Flying of twirly (adapted from Project ICAN: http://msed.iit.edu/projectican/)

Curriculum Link

1.3 Using common laboratory equipment: proper use of measuring instruments
1.4 Conducting a simple scientific investigation: fair test

Estimated Lesson Time

80 minutes

Introduction

In this activity, students will investigate the flying of twirly. This activity focuses on the concepts of fair test with the proper use of instrument to measure time. As the errors may obviously appear and affect the reliability of data, teacher can spend time to discuss these errors with the students.

Key question

What are the factors affect the flying of twirly?

Learning Objectives

In this activity, the students should be able to

  1. design an investigation to find out the effect of mass/surface area/material made on the flying time of twirly (SP3);
  2. conduct the practical with proper use stop-watch (SP4);
  3. present the data in form of a table and analyse data (SP 5 & SP 6);
  4. evaluate the reliability of data collection;
  5. revise the planning for studying the effect of another factor on the flying time.

Teaching Plan

Task (Time) Brief Description Materials Objectives

Engagement
(10 min)
  • Teacher engages students by showing a picture of 'Doraemon' and a real twirly.
  • Students make their own paper twirly.
 

Exploration & Evaluation
(50 min)
  • Students explore the effect of one factor (e.g. the mass, the surface area, the material, etc.) by designing and conducting a corresponding an investigation.
  • Teacher introduces the proper use of stop-watch.  
  • It is recommended the students to start with the mass. Clips (萬字夾) can be fixed at the bottom of the twirly to increase the mass. Besides, if possible, the height of free fall should be great enough (e.g. from 1st/2nd floor to ground floor).
  • It is also recommended to have 4 students in a group with different roles and the roles can be shifted in the process:
    • Student A: free-fall the twirly
    • Student B: measure the time of twirly landing on the ground
    • Student C: return the twirly to student A after landing (for more trials on the same twirly)
    • Student D: record the data
  • For more able class, teacher can cross out the material list and let the students think themselves.
 (1) & (2)

Explanation & Evaluation
(20 min)
  • Students present the data in form of a table.
  • Students interpret data in order to draw the conclusion.
  • Teacher guides students to explain other sources which may affect the measurement of flying time during the process (e.g. the air current).
  • Students analyse and interpret data as well as draw a conclusion.
  • Students evaluate the reliability of data collection.
(3) & (4)

Elaboration & Evaluation
(assignment)
  • Teacher asks students to elaborate another factor by revising the design plan as an assignment.
  • Teacher evaluates whether students can transfer what they just learn in the lesson into the assignment.
 (5)

*Apparatus and materials required: