Passion From Within
Teacher’s Guide
PUBLICATION
2015
DESIGN TEAM
Passion From Within is a Bombardier initiative, driven by Aéro Montréal, Quebec’s aerospace
cluster.
COORDINATION
Olivier Rémillard, GRICS
FIELD-TESTING
This workshop was field-tested with the participation of Marguerite-Bourgeoys and
Lester B. Pearson School Boards
LINGUISTIC REVISION
Kevin O’Donnell, GRICS
LAYOUT AND COMPUTERIZATION
Diane Nadeau, GRICS
ILLUSTRATIONS
Bombardier
Diane Nadeau, GRICS
http://www.clipart.com
Table of Contents
Foreword ...................................................................................................................................................... 1
General Information .................................................................................................................................... 2
Part 1 ........................................................................................................................................................... 7
Part 2 ......................................................................................................................................................... 13
Appendix
Feedback Questionnaire ................................................................................................................ Appendix
[Site for the electronic format: http://bimonline.qc.ca.]
Foreword
What is the Passion From Within workshop?
The Passion From Within workshop is an initiative of Bombardier, driven by Aéro Montréal, to
excite young people about science and technology, particularly aeronautics. Our goal is to offer
elementary teachers a tool with which to communicate our passion for aviation in a format that
is easy for students to understand.
The basic objectives of this workshop are as follows:
•
Inspire and encourage young people to pursue a career in the aerospace industry;
•
Have a positive impact in the community;
•
Develop the competency To propose explanations for or solutions to scientific or
technological problems.
Who is the target audience for this workshop?
The target audience is elementary students between the ages of 9 and 11 years old. Passion
From Within complies with the Quebec Education Program, Elementary, cycle 3.
Page 1
General Information
Title
Passion From Within
Pedagogical or Educational Goals
Passion From Within presents the challenge of constructing a paper airplane following specific
assembly instructions and then designing a skill-testing game that is triggered by the airplane.
The tasks – both procedural and creative, as in the aerospace industry – allow the students to
become familiar with the procedures in technological design (planning and testing prototypes).
Learning focuses on forces and motion (The Material World).
Aimed School Grade
Elementary, Cycle 3
Suggested Duration
135 minutes
Evaluation Type
Formative and summative
Disciplinary Competency
Competency 1:
To propose explanations for or solutions to scientific or technological
problems.
Competency 2:
To make the most of scientific and technological tools, objects and
procedures.
Competency 3:
To communicate in the languages used in science and technology.
Page 2
Cross-Curricular Competency
To use creativity
A key element in the design process is to imagine several solutions, in order to choose the best
from among them.
Broad Area of Learning
Personal and Career Planning
Focuses of development:
Familiarity with the world of work, social roles, and trades and
occupations.
Students are exposed to occupations related to the aerospace industry.
Notional World
•
The Material World
Cultural References
History of aviation, impact of aeronautical industry in Quebec and around the world
Summary
First class:
Present the forces that affect flight, construct an airplane.
Second and third class:
Design and assemble an airplane-triggered skill-testing game.
Page 3
Elements of the Progression of Learning
THE MATERIAL WORLD
A. Matter
1.
Properties and characteristics of matter
f.
Distinguishes between the mass (quantity of matter) of an object and its weight (gravitational force acting on the
mass) (2nd cycle)
j.
Describes various other physical properties of an object, a substance or a material (e.g. elasticity, hardness,
solubility)
k. Recognizes the materials of which an object is made
C. Forces and motion
3. Gravitational attraction on an object
4.
a. Describes the effect of gravitational attraction on an object (e.g. free fall)
Pressure
a. Recognizes various manifestations of pressure (e.g. inflatable balloon, atmospheric pressure, airplane wing)
5.
b. Describes the effects of pressure on an object (e.g. compression, displacement, increase in temperature)
Characteristics of motion
6.
a. Describes the characteristics of motion (e.g. direction, speed). (2nd cycle)
Effects of a force on the direction of an object
a.
Identifies situations involving the force of friction (pushing on an object, sliding an object, rolling an object)
(1st cycle)
b.
c.
Identifies examples of a force (e.g. pulling, pushing, throwing, squeezing, stretching)
Describes the effects of a force on an object (e.g. Sets it in motion, changes its motion, stops it) (2nd cycle)
d. Describes the effects of a force on a material or structure (2nd cycle)
7. Combined effects of several forces on an object
a. Predicts the combined effect of several forces on an object at rest or an object moving in a straight line (e.g.
reinforcement, opposition)
D. Systems and interaction
4.
How manufactured objects work
a. Identifies the mechanical parts (e.g. gears, cams, springs, simple machines, connecting rods)
b.
c.
6.
E.
1.
4.
Transportation technology (e.g. car, airplane, boat)
a. Recognizes the influence and impact of transportation technology on people’s way of life and surroundings
Techniques and instrumentation
Use of simple measuring instruments
a. Appropriately uses simple measuring instruments (rulers, dropper, graduated cylinder, balance, thermometer,
chronometer)
Design and manufacture of instruments, tools, machines, structures (e.g. bridges, towers), devices (e.g. water filtration
device), models (e.g. airplane) and simple circuits
a. Knows the symbols associated with types of motion, electrical components and mechanical parts
b.
d.
F.
1.
Recognizes two types of motion (rotation and translation)
Describes a simple sequence of mechanical parts in motion
Interprets a diagram or a plan containing symbols
Draws and cuts parts out of various materials using appropriate tools
Appropriate language
Terminology related to an understanding of the material world
a. Appropriately uses terminology related to the material world
b.
Distinguishes between the meaning of a term used in a scientific or technological context and its meaning in
everyday language (e.g. source, matter, body, energy, machine)
Page 4
Detailed Planning
Activity
Materials
Duration
Introduction
•
Present workshop aims
•
A few words about the
aerospace industry
•
What are we going to do
today?
PPT 1-3
(Requires a projector throughout the
period.)
0:00-0:05 min
(5 min)
The Dream of Flying
•
Screen video
PPT 4-5
(Requires a projector and speakers.)
0:06-0:09 min
(3 min)
1st period
Student Booklet, pages 1 and 2
What makes airplanes fly?
How is it that airplanes can fly?
•
Present airflow and the four
forces that affect flight (thrust,
lift, gravity and drag).
PPT 6-29
Material:
• Balloon (Optional) – slide 14
• Ball (Optional) – slide 20
0:09-0:22 min
(13 min)
Student Booklet, page 3
Different Planes –
What makes them different?
Why are they different?
•
Present the various aircraft
types and identify their
differences.
PPT 30-34
0:22-0:26 min
(4 min)
Let’s Build an Airplane!
•
Help students make a paper
airplane.
PPT 35-36
Material:
• Instruction sheet with pattern
(one per student)
• Cut out sections of airplane for
demonstration
• Scissors, tape, stapler, pencil or
pen, colored pencils or crayons
0:26-0:40 min
(14 min)
Student Booklet, page 4
Let’s Review!
•
Review what has been
learned and congratulate the
students for their participation.
PPT 37-39
0:40-0:42 min
(2 min)
Future Flight
Do you have plans for the future?
PPT 40-41
0:42-0:44 min
(2 min)
CONCLUSION
PPT 42
0:45 min
(1 min)
Page 5
Activity
Materials
Duration
2nd and 3rd periods
Hit the Bull’s-eye!
Introduce the students to the
challenge.
Student Booklet, page 5
(5 min)
Initial Ideas and Hypothesis
Activate prior knowledge of simple
machines
Brainstorm in a team to find several
ideas.
Choose one of the ideas and draw
the diagram.
Student Booklet, pages 6 and 7
(15 min)
Implement an Appropriate
Procedure
Student Booklet, pages 8 and 9
(10 min)
Construct a Skill-Testing Game
Materials and tools available in the
classroom or brought from home by
students
(40 min)
Student Booklet, page 10
Test your Game of Skill
Airplane and skill-testing game
Student Booklet, page 11
(10 min)
Page 6
Part 1
Aerospace
Aim
Put the learning situation in context, promote student involvment and develop the ability of the
student to follow instructions to build an object.
Materials
•
Student Booklet
•
Multimedia projector and computer with Powerpoint software and internet access
•
A balloon to illustrate the concept of thrust (slide 14 of the PowerPoint presentation)
•
A ball or another object to drop to illustrate the concept of gravity (slide 20 of the
PowerPoint presentation)
Duration
45 minutes
Preparation
•
Make sure that the following materials to build the airplane are available.
 Instruction sheet with pattern (one per student)
 Scissors
 Tape
 Stapler (one per class)
 A long pencil or pen to wrap the fuselage around
 Coloured pencils or crayons
•
Make sure that the Student Booklet is available.
Procedure
1.
The teacher presents the activity to the students.
2.
The teacher mentions that the workshop will be divided into two parts.
Part 1 will cover:
Aerospace
Context, introduction to the challenge and the forces of flight
Building a paper airplane
Assembling the airplane according to design specifications
Part 2 will cover:
Hit the Bull’s-eye!
Design of a skill-testing game, using a simple machine triggered
by the airplane
Page 7
Open the PowerPoint presentation to facilitate the activities that follow. The notes section of the
presentation will provide more detailed instructions on the activities and/or content within each
slide.
At specific moments in the PowerPoint, students will be asked to complete activities in their
Student Booklet.
For example, they will be asked to:
•
•
Take notes on the video.
Identify the principle forces of flight on a diagram.
PowerPoint presentation, slides 1 to 5
In the first part of the video (00:00 to 00:33) various prototypes of flying machines developed by
early inventors are presented.
The problems with these prototypes were various (ineffective propulsion by running, poor
center-of-gravity balance relative to center of lift, lack of strength and/or mass of materials).
In the second part of the video (00:33 to 01:00) four flying animals are presented (two birds and
two insects).
The third part shows three types of aircraft.
The purpose of this video is to arouse the curiosity of the students. Some students’ curiosity
may be demonstrated simply by listening, whereas others may want to read the questions
before watching the video.
After viewing the video, allow the students a few minutes to answer questions 1 to 4.
Page 8
Correction Key for Questions 1 to 4
1.
Why do you think the early inventors were never able to fly?
There are many possible answers: the airplanes didn’t go fast enough, they were
not strong enough, they didn’t have motors…
2.
Some insects and animals can fly. Circle the four insects and animals that are in the video.
Source: Clipart.com
3.
What do these animals have in common with airplanes?
There are various possible answers: they have wings, they move through the air,
they fly…
How are they different?
There are various possible answers: they are alive, they are not made of metal, they
are small…
4.
In your opinion, how can airplanes fly?
I believe that airplanes can fly because…
Many possible answers.
Page 9
PowerPoint presentation, slides 6 to 29
Present the slides to students. Students answer questions 5 and 6 while listening to the
presentation.
Each slide has details in the notes and suggestions for interaction with students. Students
discover the four forces that affect flight.
Correction Key for Questions 5 and 6
5.
Complete this diagram by writing the names of the forces in the spaces provided.
Lift
Drag
Thrust
Gravity
6.
In what direction will the plane go? (Look at the size and direction of the arrows.)
PowerPoint presentation, slides 30 to 34
These slides focus on the different types of aircraft and their characteristics.
Page 10
Let’s Build an Airplane
PowerPoint presentation, slide 35
We are now going to build the same airplane as we see on this screen.
1.
Hand out a copy of the paper airplane instruction sheet to each student. Tell them to follow
your instructions.
2.
Read out and demonstrate each instruction. As you are building the airplane, make sure
that each student is following the instructions correctly. Wait for all students
to finish each section (for example, rolling the fuselage).
3.
Important:
Roll the fuselage around a pencil in order to make it tight and round.
4.
Option:
You could encourage the students to colour the different parts of the plane
prior to building it.
5.
Option:
When all the planes are all completed, and if you have enough time, you
could hold a small competition to see whose plane will go the furthest or
which one has the fanciest flight path.
Note: Students should be encouraged to conceive ways to improve their airplanes and to test
these improvements. For example, they could place the wings on the underside of the
fuselage, add paperclips to the front of the airplane, etc.
To save time, you might ask a parent to help you pre-cut the three pieces of the airplane ahead
of time.
Page 11
Let’s Review!
PowerPoint Presentation, slides 37 to 39
Review the names of the different forces that affect flight.
Slide 38
Point to each of the boxes and let the students guess the different forces that affect flight.

Box 1:
What allows planes to fly?
 Airflow

Box 2:
Which force enables the plane to go up?
 Lift

Box 3:
Which force enables the plane to go forward?
 Thrust

Box 4:
Which force pulls the plane towards the Earth?
 Gravity

Box 5:
Which force pulls the plane backwards?
 Drag
Slide 39
Review the learning objectives.
Goal-Oriented Approach
PowerPoint presentation, slides 40 to 42
The purpose of these slides is to introduce occupations in the aerospace industry.
The occupations presented are related to:
- manufacture and maintenance of aircraft;
- aircraft design and aerospace engineering;
- human resource management and information technology.
Page 12
Part 2
Hit the Bull’s-eye!
Aim
Follow the technological design process to invent a game of skill.
Materials
•
Student Booklet
•
Model Airplane
•
Empty carboard storage box
Suggestions for the construction of the skill-testing game.
(To be adapted according to the materials available in the class.)
•
•
•
•
•
•
•
•
Tape
Scissors
Hole punch
Mitre box and handsaw
Glue gun and glue sticks
White glue
String and elastics
Pulleys
Various recycled materials
•
•
•
•
•
Cardboard
Wooden sticks, popsicle sticks and toothpicks
Styrofoam (food trays)
Aluminum or cardboard plates
Egg cartons
Encourage students to bring materials from home that they can use to build their skill-testing
game.
Duration
90 minutes
Evaluation
The weighting in the rubrics is suggestive and may be adapted.
Page 13
THE CHALLENGE!
Design a skill-testing game that triggers a mechanism when the airplane hits the bull’s-eye.
Specifications




The skill-testing game must be able to be stored in a cardboard storage box.
It must use a simple machine (lever, inclined plane, pulley, etc.).
When the airplane touches the target of the skill-testing game, there must be a visual
or auditory signal.
The game must be made from materials provided in class or brought from home.
We suggest forming teams of three or four students. This allows students to learn to work in
groups and facilitates the supervision of the activity. However, ensure that the elements that are
evaluated are completed by each student independently. For example, ask students to come up
individually with a solution and to draw the diagram in the Student Booklet. Then ask the
members of a team to choose one of their solutions to construct.
Source: Clipart.com
Page 14
Correction Key for Question 1
1.
You have probably already worked with simple machines. Write the name of an object that
uses each type of simple machine.
This may inspire you…
Simple Machine
Object
Lever
Teacher note: A lever is composed of a fulcrum, a driving
force that applies a force and a resistant force, which
undergoes a transformation or a displacement. Here are
relevant examples for the challenge.
Seesaw
Crowbar
Catapult
Balance Scale
Example of a use in a skill-testing game: The airplane
hits one end of a lever which raises a flag that announces
a win.
Inclined Plane
Moving ramp
Conveyor belt at a grocery store
Downhill ski trail
Example of a use in a skill-testing game: The airplane
hits a toy truck that rolls down an inclined plane to ring a
bell.
Pulley
Clothes line
Windlass (to raise a bucket in a well)
Elevator
Example of a use in a skill-testing game: The airplane
hits an object attached to a rope on a pulley. As it falls,
the object raises a poster announcing the win.
Wheel and Axle
Bicycle
Wagon
Roller skates
Wheelbarrow (a wheelbarrow has a wheel and uses the
principle of leverage to lift the load.)
Paddle Wheel (watermill, paddle boat)
A utility dolly (hand truck) is an inclined plane with
wheels.
Source: Clipart.com
Page 15
Correction Key for Question 2
2.
Draw a diagram of your skill-testing game.
Do not forget to indicate:

where the airplane will trigger the mechanism (use a solid arrow

the movement of your simple machine (use a thin arrow
);

the name of the simple machine that you used.
);
Describe the motion of each mechanical part in your skill-testing game, starting with your
airplane and ending with the visual or auditory signal.
Teacher Note:
Depending on the degree of autonomy of students, they may need to
be guided.
The diagram should be clear enough that the teacher understands the functioning of the game
designed by the student, even if it is not the solution chosen by the team. The solid arrow points
to where the airplane triggers the mechanism. The thin arrow indicates the movement of a
simple machine.
Appropriate Description of the Problem
Formulation of a
tentative
explanation or
solution
5
4
3
2
I propose a detailed I propose a
I propose a solution I propose an
provisional solution. provisional solution that respects some inappropriate initial
that contains all of of the specifications. solution.
the information that
was requested.
1
I build the skilltesting game without
making a diagram.
Correction Key for Questions 3 and 4
The student submits the materials required to build the prototype chosen by his team. As well,
the major steps of construction should be described. You may encourage students to go back
and forth between planning and making their game. The planning steps can also be
complemented with drawings.
Planning
of Work
Application of an Appropriate Procedure
10
8
I suggest relevant
additional
materials.
The materials and
the steps in the
procedure that I
propose are
almost complete.
I clearly plan my
procedure.
6
I plan several
steps in the
procedure.
4
The list of material
that I propose is
incomplete.
0
I do not propose a
list of materials or a
procedure.
Page 16
Correction Key for Question 5
There is a space reserved in the Student Booklet to record your observations about the
student’s use of tools and materials. The Science and Technology program stresses the
importance of appropriate behaviours while constructing prototypes.
Handling of
objects, tools or
instruments
Observance of
safety rules
Appropriate Use of Instruments, Tools or Techniques
5
3
I properly use the tools, equipment, and
materials.
AND
I work in a manner that is safe for me
and others.
I make some errors
using tools and
equipment, but I
observe the safety
rules.
2
I choose the tools
without thinking
about how they
work and I am
sometimes
careless about
safety.
0
I use tools and
equipment without
unerstanding
whay they are
used for, and
without thinking
about safety.
Correction Key for Questions 6 and 7
Comparing the prototype with the specifications is required. This allows students to validate
their solution. It is also important for the student to realize which aspect of the game did not
function, if applicable. Encourage students to imagine different solutions to problems that may
have arisen with their prototype.
The evaluation focuses on compliance with the specifications and identification of aspects that
could be improved.
Appropriate Use of Scientific and Technological Knowledge
Production of
explanations or
solutions
5
My prototype
respects all the
specifications.
4
I compare my
prototype to the
specifications and
suggest
improvements, if
required.
3
I propose a
prototype that
respects some of
the specifications
and suggest
improvements for
the specifications
not met.
2
1
I propose a
prototype that
respects only one of
the specifications.
I do not propose a
prototype.
OR
My prototype
respects none of the
I do not find ways to specifications.
improve my
prototype.
Page 17
Appendix
Feedback Questionnaire
(also available on http://bimonline.qc.ca)
Passion From Within
Elementary, 3rd cycle
4 = Very satisfied
3 = Satisfied
2 = Not very satisfied
Teacher’s Guide
1 = Dissatisfied
4
3
2
1
4
3
2
1
Visual presentation (layout)
Time allotted for the examination
Procedure/ Instructions
Relevance and appropriateness of the instructions for materials
(required, authorized, non-authorized)
Quality of evaluation tools
Use of evaluation tools
In accordance with the QEP, Progression of Learning, Evaluation
Framework
Student Booklet
Appropriate length and level of difficulty
Clarity of instructions
Appropriate vocabulary
Quality of language
If you have indicated Not very satisfied or Dissatisfied with any of the above, please comment and
provide recommendations:
Overall assessment of the examination:
Comments or recommendations:
School Board:
Name:
Please return to:
Telephone / Email:
BIM, GRICS, 5100, Sherbrooke Street East, Suite 300, 3rd floor, Montréal (Québec) H1V 3R9
Fax: 514 251-3920, email: [email protected]
Appendix