Teachers’ notes – Moving in air

Synopsis

This activity encourages learners to consider the nature of the forces in action when objects move through air and when moving air causes movement in objects. The effects of air resistance are also investigated including those at work on a model glider.

Curriculum links

How things work:

2. forces of different kinds, e.g. gravity magnetic and friction, including air resistance

3. the ways in which forces can affect movement and how forces can be compared

Skills

Communication: 1, 2 & 3

Enquiry – Planning: 2, 3, 4, 5, 6 & 7

Enquiry – Developing: 1, 2, 3, 4, 5, 6 & 7

Enquiry – Reflecting: 2, 3, 4, 5 & 6

Activities

Tab 1

/ The video in this tab is of a child using a toy to move air across a room. The evidence of the moving air is the movement in the other child’s hair. Learners are asked to identify the forces acting in this situation.

Tab 2

/ Learners are invited to blow some soap bubbles in the air and encouraged to observe and record the direction and path in which the bubbles move. They should use their knowledge of forces to explain their observations.

Tab 3

/ This tab presents learners with a photograph of a boy holding an air filled balloon. They are asked to predict what will happen to the balloon when the boy lets it go. They should be encouraged to explain the movement of the balloon in terms of the forces acting upon it.

Tab 4

/ The video in this tab is of a girl playing with a helium filled balloon. The learners are asked to give, in terms of forces, reasons for the various movements of the balloon.

Tab 5

/ Learners are invited to experience some of the effects of forces they feel when running with an open umbrella in front or behind them. Discussions of these experiences will introduce the concept of air resistance. They might compare the effect of changing the position of the umbrella on their experiences of running.

Tab 6

/ Learners are invited to plan an enquiry to find out how the surface area of a board held in front of them affects the time it takes to run a specific distance. The question is framed as an enquiry with independent (surface area) and dependent variables (time). Learners should determine how they will change the surface area of a board systematically and measure time accurately during the investigation. After considering issues of safety they may carry out their planned investigations.

Tab 7

/ This tab shows two learners– one holding a flat piece of A4 paper and the other holding a scrunched up piece of A4 paper. Learners are invited to predict which of two pieces of paper is likely to reach the ground first and asked to explain their reasoning. Practical tests of the accuracy of their predictions could be carried out.

Tab 8

/ The brief video clip shows a kite flying. Learners are asked to consider the likely wind direction and the nature of the forces acting on the kite.

Tab 9

/ Learners are invited to build their own cardboard glider from a pizza box. A tab within the tab provides a template and instructions if required. Means of achieving a number of predetermined movements of the glider are investigated.

Unit 3.2.5 teachers’ notes – Moving in air1