Science Roadshow Resource Book 2021 by Science Roadshow

THEMES Te Hiko — Electricity Ngā Whakamātau Tika — Fair Tests Taiwhanga Rere — Flight Lab Mahi Tangata — Human Performance Te Aho — Light Te Autō — Magnetism

SHOWS He Whakamātau! — Experimenting! Ki runga, ki raro, hurinoa — Up, down, all around

UNIT PLAN

Te Rere — Flight

Science Roadshow

2021 RESOURCE BOOK

Teacher’s guide

CONTENTS

Introduction We have produced this comprehensive resource of activities to better enable teachers to plan and incorporate ‘The Science Roadshow visit’ into student learning programmes. The over-riding objective is to enhance learning outcomes for students.

GUIDE PREPARATION

TEACHER Making the most ... p 26

Before your visit

Hints p 27 ‘Flight’ unit pp 15–25 Exhibits and Shows for 2021 pp 28–30

During your visit

STUDENTS Language & numeracy puzzles linked to Roadshow Themes pp 3–8 (Answers on p 31)

ADULT HELPERS Hints p 27

‘Flight’ unit pp 15–25

TEACHER

STUDENTS

ADULT HELPERS

Organisation

View Shows, see p 30

Encouragement

Interact with Exhibits, see pp 28–29

Encourage and assist students

Safety Discipline

After your visit

TEACHER

STUDENTS

Post-visit investigations pp 9–14 (Answers p 31)

Post-visit science investigations linked to Roadshow Themes pp 9–14

Continue ‘Flight’ unit pp 15–25 TEACHER Further support

‘Flight’ unit pp 15–25

School Journals, Connected Series and BSC Books relevant to Roadshow Themes and Shows pp 28–30

Foundational Science Capabilities

We have incorporated many implicit and explicit Foundational Science Capabilities components (functional interpretations of the Nature of Science strand) both within our 80 minute Science Roadshow visit experience (exhibits and shows) and within this Resource Book. And, there is the exhibit theme called ‘Fair tests’.

Science kits to support science education

We would like to draw your attention to a range of hands-on science kits for science teaching, available from the House of Science. We have referenced them in relevant places throughout this booklet. House of Science website https://houseofscience.nz/resources/ Kits are available for loan to schools on a membership basis.

Sir Paul Callaghan Science Academy endorsement

Research gives us very clear pointers to the components of best practice science instruction. Key aspects are incorporated within this resource book, namely: a strong emphasis on explicit teaching of the Nature of Science (through the Science Capabilities), the 5 Es Instructional Model that is based on a constructivist view of learning, good questions leading to good investigations, and, a student-directed learning approach in which students are coached towards more and more opened ended forms of scientific inquiry. These practices are endorsed by the Sir Paul Callaghan Science Academy and are fundamental to creating critical-thinking, innovative students who will become part of a science savvy public. More information about the Sir Paul Callaghan Science Academy is found on the back cover of this book.

Numeracy and literacy

Many numeracy and literacy opportunities exist within the Science Roadshow programme, both during the visit experience and within this Resource Book. In particular, shows, science experiments and investigations, challenges, interactive exhibits and the Unit of Work found in this Resource Book, are all contextual frameworks within which the teacher can present integrated programmes.

Te Hiko Electricity

SCIENCE VOCABULARY PUZZLE

Circular circuits Answer the clues one by one. For each answer write one letter in each circle, starting from the outside of the spider web and working inwards. The first one is done for you. When you have solved all the clues the two rings of shaded circles will reveal the two-word answer to the question below. The first word starts at number 1 and reads clockwise around the outer shaded circle. The second starts at 8 and reads anti-clockwise around the inner shaded circle.

easily 1. Electricity flows _________________ through copper. 2. Created when a light bulb’s tungsten filament glows. 3. This person’s job is to install and maintain electricity supplies. 4. A flow of electrons, like a flow of water. 5. To complete a circuit, all the connections must _____________ . 6. A material that is a good insulator. Also in car tyres. 7. The filament is found _______________ a light bulb, not outside. 8. Material that lets electricity flow.

1 e

s i l y

6 Question: What is the name of paths of conducting material that let electricity flow?

Ngā Whakamātau Tika Fair Tests

SCIENCE VOCABULARY PUZZLE

Fair testing There are 22 hidden words in the grid below, but 24 are given in the word list. Can you identify the two extra words? Words in the grid can be found diagonally, vertically and horizontally, and some words may be reversed.

Word list COMMUNICATION METHOD DEPENDENT MEASUREMENT TENTATIVE CREATIVE OBSERVATION TEST DATUM CRITIQUING CONTROL INDEPENDENT VARIABLE CONCLUSION PREDICTION INVESTIGATION PROCEDURE ABSTRACT REPLICATE INTERPRET RESEARCH HYPOTHESIS EXPERIMENTATION THEORY

K C M P

K S

R W P

R E

C R E

C E

O I

A O B S

R O C E

D I E

C T I

R Q C A B S

N B G P

M I

U E

C F

B W M H J E

H F

M R A G R N U E

Y H P

R I

U V J

M C N E

Y L

M D R C E

O Y I

R W K V T

K U T N U D Q V C F

R H P

T I

B L

Y D M U L

N D E

V T C E

C O N T R O L A R U T E

G A T I

Y P

T A N H D

O N B R T E

U A O L

N T J

T N E

D A T U M H I

H N

R E E

O L

Z U N Q Y T V O T R O

N T A T I

A T I

R N K E

V B A Y Z U N T R T H A E S

C R E

O N T E

A G N C M I

N V E

M A B V U A I

N I

T F

O N R F

T R A C T S

U Q R S

U N E

R V A T I

O W X M T S U S

D U R E

V E

R E

V E

H O D N Y D

C A T E

Extension

Extra words

Here are some extra words about ‘fair testing’. Can you create your own word search using all these words? HINTS: 1) Use graph paper and a pencil. 2) Try and overlap the words.

INVESTIGATE, MEASURE, EXPERIMENT, COMPARISON, DATA, PREDICT, QUESTION, FAIR, TEST, AIM, TRIALS, OBSERVE, RESULTS, CRITIQUE, EVIDENCE.

Taiwhanga Rere Flight Lab

SCIENCE VOCABULARY PUZZLE

Flying high A cryptogram is a puzzle that matches numbers and letters. If you work out which number matches the correct letter, you will then be able to fill in the rest of the cryptogram and find out what the missing words are.

Pressur

Use some of the words in the paragraph directly below to solve the cryptogram. Fill in the lower grid, then use these letters to find out how pressure helps an aeroplane fly by completing the two sentences at the bottom of the page. ‘To pressurise the cabin in an aeroplane, the pressure inside is increased to maintain atmospheric pressure when the pressure outside is low.’

Cryptogram 8 5 16

o u t s i d e

16 4

11 17

o 1 2 3 4 5 6 7 8 9 10 11121314 151617 Faster flowing air above the wings makes the air pressure __ __ __ __ __ . The greater 9 4 10 11 5

pressure __ __ __ __ __ __ __ __ __ __ the wing pushes it up into the air. 12 13 17 11 5 13 11 14 7 2

Mahi Tangata Human Performance

SCIENCE VOCABULARY PUZZLE

Give me strength Find your way to the centre of the maze by filling in the answers to the clues. Every answer uses the last letter of the previous word as its first letter, so the words form a chain. Once complete, the shaded squares will spell out something you get when you exercise. Clues

Start

• to walk like a soldier • pumps blood around your body • a sense used to feel

S R

• this contains your brain • practice for your sport • a formation in rugby • unable to speak • what you hear with

• an imperfection or blemish • lenses to correct your sight

T R H

H L E

• a time of year to play sport in

• a Japanese martial art expert • an entertainer with good balance and agility • a device for measuring time • body’s ability to withstand disease

T S H

T D N D

A T

• opposite of start or begin • a person to visit when you’re sick • to move a boat through water with oars • a twisting injury to a limb or joint • how tall you are • to trial something • let your friend know something (using words) • untrue statements Mystery words:

Te Aho Light

SCIENCE VOCABULARY PUZZLE

Where do you see reflections? e r you you se t a or ok u lo e mirr self. o y th ur en Wh ction in ... of yo .. refle .... ...... . . .. a ..

Using a ruler, draw a line connecting each object with the type of reflection it creates. Take care to join the dots exactly. Circle the letter that each of the lines passes through. Write the circled letters in their numbered space to find the answer. Number 8 is done for you, and the first letter is given.

L T

S L

L R

reflects on one side, but is see-through on the other

seeing around corners

3 4

T C

T I C H

I E S

many reflections

I W A

Y M 11

radio waves collected from distant stars

to see what’s happening behind you

R S

T Q E H

to help you be seen at night

it hurts my eye

T I

L P

G S A B D J

U M

the very first mirror

T G H R H 5

right is left when reflected

X E

wider view for security uses a reflector to focus light into a beam

T C F

W O R S L T T

Te Autō Magnetism

SCIENCE VOCABULARY PUZZLE

Opposites attract

A cryptogram is a puzzle that matches numbers and letters. If you work out which number matches the correct letter, you will then be able to fill in the rest of the cryptogram and find out what the missing words are.  Use words in the sentence below to solve the cryptogram (a few letter clues have been given to you). A magnet has two poles, a north pole and a south pole. The opposite poles of two magnets will attract each other, but similar poles will repel.

15 14

14 1

P P

3 6

Once you have solved the cryptogram, use it to discover what is found around all magnets!

P T G A 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Around all magnets there are invisible

F 14 5 10 9

D L 11 9 8 11 15 9 4

which run from one pole to the other. Did you know the Earth is one huge magnet and has these too!

Te Hiko Electricity

INVESTIGATION

Bright idea Learning intentions Students will be able to build a basic light bulb then use observations and fair tests to find the bulb design that shines the longest.

Teacher: Engagement activity ideas Demonstrate different types of light bulbs, then focus on an old-style tungsten filament one. Discuss how Thomas Edison did over 1000 trials before he discovered tungsten as the best material for the filament.

Engage

What to do 1. Pull one thin copper strand out of the insulated wire and coil it around a small nail. Slip the coil from the nail and attach to the two wires coming through the jar lid. You have made a filament.

Explore

2. Screw the lid onto the jar. This setup is now your light bulb. Connect in series with the switch and battery. Turn the switch on. Watch the filament, timing how long it lasts. 3. Can you make the filament last longer? Put the candle inside the jar and light it. In a darkened room and with a new filament attached, put the lid tightly onto the jar. When the candle has gone out, turn on your switch and time how long it lasts.

Filament and wires attached through lid.

Explain

4. Can you make a better filament? Experiment with the length and the thickness of the filament, number of coils, and different materials, e.g. steel wool, to find the best design for a filament.

Questions 1. Does electricity flow when you turn the switch on? What happens? Why?

Candle burning in jar to remove oxygen.

Elaborate

2. What is the purpose of the candle? 3. What happens when you turn the switch on in 3. above? Does the filament last longer? Why? 4. Describe the filament design that worked the best in 4. above.

Find out about 1. When a light bulb has ‘blown’ what has happened?

Evaluate

Related science kit: House of Science Electric future.

2. What is the filament in a real old-style light bulb made of? What properties does this metal have? 3. Compare tungsten, fluorescent and LED lights. What are the advantages and disadvantages of the different types of lighting? 9

CHALLENGE

Finger touch Learning intentions Students will be able to make observations using touch and to design fair tests to find which parts of the body are most sensitive to touch.

Challenge 1 How well can someone detect by touch using the back of the fingers? Select some mystery objects and quietly place them on the cloth in front of the blindfolded person. Make up some rules by which the person can use the back of their fingers to figure out what the objects are. Can they do it? Don’t tell them the answers!

Setting the scene Work in small groups. Blindfold one person and have them sit at a desk. Spread the cloth on the desk in front of them.

Challenge 2 How well can we detect by touch using the tips of our fingers? Using the same objects, ask the blindfolded person to identify them using the tips of their fingers. Make up rules so it is a fair test. How accurate were they this time? Why? Objects arranged on a piece of cloth. The backs of the fingers are being used in the first test (see Challenge 1).

Exten si

1. Find out about how sense organs such as the ears, eyes and nose work.

2. Compare the importance of these sense organs in different animals.

Challenge 3 Experiment design Design an experiment to test how sensitive the tips of your fingers are to touch compared with another part of your body, such as your forearm. How did you make your test a fair one?

Using the tips of the fingers (while still blindfolded).

Taiwhanga Rere Flight Lab

INVESTIGATION

Rocket power Learning intentions Students will be able to 1) conduct an experiment involving a chemical reaction that gives forward thrust to a rocket, then 2) make stepwise adjustments to their rocket to see what happens.

Teacher: Engagement activity ideas Show pictures or videos of rockets lifting off.

What to do

Elaborate

Explain

Explore

Engage

Work outside on the plastic sheeting. 1. Pour 1 cup of vinegar into your bottle. Place this ‘rocket’ on its side on top of four or more drinking straws (these act as rollers). 2. Put a heaped teaspoon of baking soda inside a ‘capsule’ of tissue paper. 3. Place the baking soda capsule through the neck of the bottle into the vinegar, then quickly push the cork in. Caution: stand well back! 4. Make adjustments to see what effects they have. 5. Try launching the cork upwards. Can you control how high it goes?

Basic set-up.

Exten si

1. Find out about how a real rocket works.

2. What is a reaction jet engine? Why are they used in space?

Questions Evaluate

Key School Journal References: Blast-off! John Hart, Article, Part 03, No. 1, 1999. Bottles into rockets EAGLE, Rex Year 5 Part 03 No. 2 2003 Pgs 12-15. Sky High TU’AKOI, Feana and HILL, David Year 5 School Journal Story Library No. 03 2012 16. Related science kit: House of Science 1,2,3....Lift Off!

Placing capsule of baking soda into bottle containing vinegar.

1. What happened when the vinegar and baking soda came into contact? 2. What did this make the bottle do? Why? 3. What things about your rocket were you able to change or control? What effects did they have? 11

Mahi Tangata Human Performance

CHALLENGE

Bend and flex Learning intentions Students will be able to conduct and create their own experiments to measure the flexibility of different parts of their bodies.

Challenge 1 How flexible are your lower back and hamstrings? 1. Standing on a high step with the top of the tube between your feet, with your legs straight, bend forward as far as you can, pushing the ruler downwards with the index finger of each hand at the same time.

Setting the scene Can you test your flexibility? Put a large rubber band (or two joined together) lengthwise around an empty cardboard tube. Next put a 30 cm ruler through the middle of the tube with the zero of the ruler lined up with the bottom of the tube. (The purpose of the rubber band is to hold the ruler firmly inside the tube.)

2. Take a reading from the bottom of the ruler. How many centimetres can you push the ruler down? Compare this with our chart: Fair 1–2 cm Good 3–4 cm Excellent 5+ cm How flexible are you?

Challenge 2 Can you find a way to test the flexibility of your shoulder muscles? Use the photograph here (taken from above) to work out how you might test the flexibility of your shoulder muscles.

ruler

rubber band

Ruler inside cardboard tube.

Challenge 3 cardboard tube

Can you invent your own flexibility test? 1. Choose a different group of muscles and design a way of testing their flexibility. 2. Try your test on several of your friends, so that you get a range of results. 3. Draw up a table for your test using your results and a rating system, e.g. using ‘fair’, ‘good’ and ‘excellent’.

Te Aho Light

INVESTIGATION

Sunsets and rainbows Learning intentions Students will be able to conduct experiments to observe how rainbows, mirages and sunsets are created. Can you recreate nature’s special effects with light? When the shines through the atmosphere onto the land or water, it produces different effects. You can create some of these effects using some simple household items.

Teacher: Engagement activity ideas Show pictures of rainbows, mirages and sunsets to show different atmospheric effects.

Engage

Part A: Can you make a rainbow?

Explore

What to do

2. With your back to the sun hold a white piece of paper beside the bowl, so the sun shining onto the mirror reflects onto the paper. Try moving the mirror to see what happens.

1. On a sunny day take a bowl of water outside. Place a small mirror inside the bowl, so the sun shines directly onto it.

Shinning reflected light onto the paper.

Part B: Can you create a mirage? 1. Fill a square-sided glass or clear plastic container with water. Sit the container on a book and place a blank piece of paper behind the container.

Questions

Key School Journal References: The riddle of light CAMPBELL, Rob Year 5 Part 04 No. 2 1993 Pgs 20-23. What is light? BELL, Alison Connected No. 2 2006 Pgs 24-27. Related science kit: House of Science Enlighten Me.

2. Darken the room, then predict where on the paper the light of a torch shining directly through the water will show up on the paper (position A). Try shining the torch light through.

Angle the torch to shine upwards.

Elaborate

Explain

3. Now predict where the light will appear on the paper if the torch is angled up as shown in the photo (position B). Try this.

Evaluate

1. What do you see in Part A? How many colours can you make out? 2. Where did the light hit the paper in Part B, position A and position B? Were you right in your predictions? How does this relate to a mirage? 3. What colour is the water in Part C when the torch is to the side of the jar? Did the colour change when you moved the torch to the back? Why?

Part C: What makes a colourful sunset? 1. Fill a clean glass jar with cold water. Stir in one teaspoonful of milk. In a dark room hold a torch to the side of the jar. What colour is the water? 2. Move the torch around to the back of the jar. What colour is the water now?

Torch at side of jar.

Find out about

Torch behind jar.

1. What is at the end of a rainbow? 2. Where and how do mirages occur in nature? 3. How does our atmosphere affect the light we receive from the sun? 13

Te Autō Magnetism

CHALLENGE

Buzz off

Learning intentions Using logic and an understanding of cause and effect, students will be able to make an electromagnet to pick up steel items. They will then be able to modify their circuit to make an electric bell.

Challenge 1 What does an electromagnet pick up? Test your electromagnet by trying to pick up small pins, paper clips, etc. What happens when you turn your electromagnet off?

Challenge 2 Can you make an electric buzzer using your electromagnet? • Tape a screw to one of the wires coming from your electromagnet. Attach the thin metal strip to the piece of wood with a drawing pin.

Setting the scene Make an electromagnet Wind insulated wire tightly around the nail (the closer together the coils the better). Allow enough wire at each end to attach to the battery. Make a switch with a paperclip and two drawing pins. Using extra wire, make the circuit as shown in the photograph. Only turn your electromagnet on when you are ready to use it as it will drain the battery very quickly.

Find out about Where are electromagnets used in the real world? 14

• Work out how you can make your buzzer ‘buzz’ by completing the circuit (Clue: your electromagnet should be held firmly and very close to, but not touching, the metal strip).

Metal strip held upright using a drawing pin.

Challenge 3 Making improvements to your design 1. Build a housing for your buzzer so it is easy to use, move around and is well protected. 2. Design a way of making your buzzer ‘buzz’ when your bedroom door opens.

Related science kit: House of Science Electric Future.

Te Rere Flight

SCIENCE UNIT PLAN

Flight — Te rere

Topic: How do we control flight? L3 and L4 (but easily adapted to L1/2) Science Concepts

Contexts/Strands:

Physical World, Material World Curriculum Integration

Approach: This unit reflects how: • There are several main forms of flight: buoyant, aerodynamic “Curriculum integration is the process of experiencing and and ballistic. understanding connections and, because of this, seeing things as a • Humans (and other animals) have mastered forms of flight whole.” because they can control it. Best practice suggests drawing from only relevant Learning Areas: • We have copied and improved on methods of flight through In this unit, the most likely Learning Areas of value are bolded below learning from others and taking the ideas one step further. • English • Science gives us the tools to make these improvements • The arts through: systematic observations, pattern seeking, comparisons, • Health and physical education the use of models, an understanding of cause and effect, and • Learning languages fair testing. • Mathematics and statistics • Lift, drag, thrust, gravity, buoyancy, atmospheric conditions and • Science many other factors can affect flight. • Social sciences • Some types of movement are clearly ‘flight’, but the distinction • Technology between flight and non-flight can be grey.

Key concepts relating to Flight include:

Key aims

ICT

To investigate and understand ways of controlling flight. During this unit, good questions will be used to trigger investigations. Students will learn ways of scientifically investigating how flight is controlled, then apply their knowledge and scientific skills to investigate selected types of flight in more depth. They will take an integrated approach, using other Learning Areas where necessary, to support their learning.

Achievement Objectives Nature of Science (NoS) The five Foundational Science Capabilities are the main focus within NoS and are emphasised within this unit. It is suggested that one component of a given Capability is foregrounded at any one time. However, most of the five Capabilities are inherent within most activities.

Contextual The Physical World: Physical inquiry and physics concepts Levels 3&4 Explore, describe, and represent patterns and trends for everyday examples of physical phenomena, such as flight. The Material World: Properties and changes of matter Levels 3&4 Group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials.

Websites and YouTube demonstrations as outlined in specific activities.

Resources House of Science kit Weather Ready (see https://houseofscience.nz/resources/). School Journals and Building Science Concepts books as outlined for given activities.

The 5 Es Follow good practice by presenting the science unit using the 5Es instructional model. Use the 5Es at both the macro level (the whole unit) and at the micro level (for individual activities and investigations). In summary: Engage — ignite the students’ interest and enthusiasm. Explore — give students time to play, explore, make mistakes and ask questions. Explain — teacher and students build an understanding of the concepts. Elaborate — students expand on the concepts, apply them to new situations, attempt to answer questions and link ideas to the real world. Evaluate — an on-going diagnostic process where the teacher and students clarify what they have learnt and what needs further work. Google search 5 E’s instructional model for more detail.

Answers and teacher guidance for pages 19–23 Flying spinners p19: Challenge 2. Fold arms the opposite way. Spin faster — use shorter and/or narrower wing blades. Spin slower — use longer and/or wider wing blades. Fall faster — increase the weight (or design poorly so it virtually falls without spinning). Fall slower — use less paper clip weights. Collecting evidence: careful visual observations; use slow-motion video, e.g. to count the rotations per second; measure the time to hit the ground. Challenge 3. Make it fly by spinning between palms of hands. Curve edges of wing blades up (a bit like a propellor) to give it lift. Gripping gravity p20: 1. No. 2. Their shape was different (one wound up in its own strings, the other was not). 3. When dropped, air (friction) slowed the motion of the open parachute to a greater extent, so it took longer to reach the ground. However, when thrown upwards, the parachute that had been wound up, went up higher before it unravelled, so took longer to come back down. Extension: 1. Fold it back and forth, concertina-fashion. 2. Yes, in air those with greater mass fall more quickly. Circular-winged glider p21: 1. Diagram drawn by child. Symmetry, weight at front, position of wings, throwing technique, etc. 2. Yes, this is usually possible. 3. During forward steady speed flight, the forward arrow (thrust) should be of equal length to the backwards arrow (air friction). But, the upwards arrow (lift) should be smaller than the downwards arrow (gravity), since the glider accelerates downwards. 4. It will be somewhere in the range of 2–4 metres per second (approx.). © 2021 The National Science-Technology Roadshow Trust.

Straw rocket p22: 1. Diagram drawn by student. 2. The force due to the air being pushed out from the pump. 3. They make the rocket stable as it flies through the air—the weight keeping it pointing in one direction and the fins keeping the tail in a straight line to the direction of travel. 4. Examples of changes: length of rocket; weight used on the end of the rocket; size, number and position of fins; wings added; angle of launch; force that the pump was pushed, etc. Examples of effects: visual observations of flight path and stability in the air; measurements of distance travelled, etc. Water rocket p23: Challenge 1. Release the rocket alongside a tall tree, building, chimney or flagpole to obtain relative measurements; or, use a protractor mounted on a table (always the same distance from the launchpad) to measure the relative angle above the horizon that the rocket reaches; or, use trigonometry to calculate the height. Challenge 2. Answers will vary, but usually around ⅓ water and a high pressure setting works well. Challenge 3. To assist flight: Add fins to the tail and a weight or point at the front end. Also, decorate to make the rocket look realistic, ‘cool’ or ‘angry’. Best horizontal flight might require addition of wings.

Te Rere Flight

SCIENCE UNIT PLAN

Specific learning intentions and activities Endorsed by the Sir Paul Callaghan Science Academy, the following assumptions apply: a) The 5Es instructional model is used in all sections (see details on previous page). b) Student-directed learning is encouraged through teaching key techniques and approaches at the start of lessons/sections, then allowing students to build on these techniques through their own more open-ended lines of inquiry. c) Nature of Science (NoS) components (and therefore the Five Foundational Science Capabilities) are inherent — as they are mandatory — and here we treat them in an explicit manner. A combination of these approaches encourages skill development and Nature of Science (NoS) understanding, while ‘Flight’ is the learning context. That is, the emphasis is less on traditional content coverage, and more on the process of science as emphasised by the Nature of Science and the Science Capabilities. Note, you do NOT need to cover all sections, as there are many ideas presented here. The most valuable learning occurs when some areas are pursued more deeply.

Specific Learning Intentions Foundational Science Capabilities Students will be able to (as examples): Gather and interpret data • make good observations (flight behaviour, paths, etc.) • collect data using instruments • compare and understand measurement values and units, e.g. distance (m, cm), time (s, minutes, hours), speed (ms-1), angle (degrees) • use and build instruments to make measurements.

Learning Activities through 5Es model ENGAGE and EXPLORE

1. Are these things flying? Ignite interest with diverse flight-related ideas and discuss if these are flight or not. •

a gliding paper dart; a falling parachute

•

a launching space rocket; a firework going skyward

•

a stone dropping

•

a rock being propelled by a mangonel

•

pretending a toy aeroplane is flying; a spinning yo yo

•

a ‘zip release’ toy helicopter or a handcopter in flight

•

a released party balloon zooming around the room, or a launched teabag rocket

•

a gliding frog (video clip) https://www.youtube.com/watch?v=tf1bytsDDho

•

a traditional Māori kite (pākau) (videos): Use evidence https://www.youtube.com/watch?v=1VsWzwpxLfg • use observations along with logical https://www.youtube.com/watch?v=000GdASkmhQ thought and prior knowledge to make inferences about aspects of flight • ‘flying’ a kite (Indian kite festival video clip) https://www.youtube.com/watch?v=tSuWHNatra • use evidence from different sources such M&list=PLZPHiosVwz6d6lsgq6mON-M-XA5wmzXbI&index=135. as observations of flying animals and experiments on flying devices Think about these so later we can decide/define what is flight and what is not flight. • use evidence to support claims about what might be controlling the flight of Accumulate opinions in a table on the whiteboard. Yes, no, maybe? Discuss why? a device or a flying animal. Critique • critically appraise the accuracy of instruments they use • compare their findings with those of scientists • appreciate difficulties in defining a cause and the effect it has. Interpret representations • understand symbols like arrows used to represent forces (thrust, friction or drag, lift and gravity) • describe observations • display and summarise data • interpret or create diagrams that summarise findings • explain findings.

2. Do we need to control things when flying?

If we want to fly, do we need to be careful? Why? (Yes. One mistake and we can fall from the sky!!!) Tricky hot air balloon and aeroplane light video clips (Cau on, teacher discretion): Hot air balloon hits a tree https://www.youtube.com/watch?v=L56b06nO4_U&list=UU_ ZZi9YNvpbjc9ki4CeOrQA Sample of tricky aeroplane landings at https://www.youtube.com/watch?v=JioaAmbDG34 What about birds and other animals? Gullemot crash landing https://gfycat.com/openofficialannelida-guillemots-seabirds-fallinglanding Controlled landing of an eagle https://www.youtube.com/watch?v=VoofT2-nf8Q Spiders ‘deliberately’ ballooning https://www.youtube.com/watch?v=JrS0igctMi0

EXPLORE IN GROUPS

Selection of flight activities stations, e.g. potato gun, straw rocket, parachute, circular-winged Engaging in science • actively engage in hands-on making and glider, sycamore seeds and paper spinners. Directed ‘play’ or exploration. Open-ended focus doing question: “What is flight?” • demonstrate fascination and interest • appreciate the importance of controlling flight in everyday contexts. 16

Specific Learning Intentions

Learning Activities through 5Es model

Content examples Students will be able to (as examples):

EXPLAIN (by ‘doing’, discussion and conferencing)

Flight definition: Say what flight is and give examples.

• What is flight? What things are needed for flight?

Types of flight: Give examples of the main forms of flight: buoyant (e.g. hot air balloon), aerodynamic (e.g. an aeroplane) and ballistic (e.g. a firework rocket). Some things not easily defined as flight: Give examples of some things that are more difficult to define as flight, e.g. 1) a falling rock (whereas a thrown rock is more clearly ‘flying’ because it is defying gravity and its path is ‘controlled’, 2) a yo yo, and 3) holding onto a toy plane and pretending to fly it by moving it around in the air. Controlling flight: Give examples of factors that can control the flight of different types of flying devices, e.g. the ‘flaps’ on an aeroplane’s wings control roll, pitch, elevation, etc., and the engine’s thrust controls its speed, while for a bullet, the size of the charge and the angle of firing control the distance it travels. Forces: Give examples of forces that may impact on a flying object, such as lift, gravity, drag (air friction) and thrust. Integration: Apply knowledge and disciplines from other learning areas in order to understand and investigate specific forms of flight more deeply. Other Activities and Challenges pp 19–23 list their own Learning Intentions. [Theory notes titled ’Flight’, see over page.] Vocabulary: See keyword list on p 24.

Questions: • How can we change the way something flies? • How can we control flight? That is, what things/factors might we control? • So, what causes things to go wrong with flight? Examples: •

Can’t control lift

•

Can’t control turning or direction

•

Can’t control landing, e.g. speed too great, crosswinds

•

Wrong materials, e.g. Hindenberg explosion

•

Wrong weather conditions, wrong flight plan, e.g. Mt Erebus catastrophe.

Model an investigation: ‘How can we control the flight of a dart?’ Search Google Images for designs using the words: ‘make a basic paper dart’. • Discussion about how to perform fair tests. • Dart fair tests investigation: Perform flight tests using the basic design, then make one design change per group and discover effects on distance, flight path, speed, etc: Group 1 nose weight, Group 2 weight distribution, Group 3 material (paper, card, newspaper, etc), Group 4 flaps, Group 5 angle of launch, Other groups speed of launch, wing size, etc. • Explicit NoS/Science Capabilities: How will we gather data about the outcomes? (Grouping, pattern seeking, measurement). • Each group does one modification and reports back on how it affects/controls flight.

ELABORATE Students use their knowledge of fair testing to investigate the question: ‘In what ways can we control the flight of a ____________ [hot air balloon, air rocket, etc]?’ Students choose type of flight and investigate deeply using an integrated approach. Integration — Learning areas of possible value: •

Science, depending on the type of flight being investigated: •

Physical world (thrust, friction, buoyancy, lift, forces)

•

Material world (materials used, attachments, parachute canopies, blades, fins, air)

•

Planet Earth & Beyond (wind, atmosphere, weather, climate)

•

Maths (patterns and relationships in quantities and data, units of measure, measurement, counting, timing, calculating, graphing, data tables, tools for understanding our data)

•

Social studies (history of different forms of flight, how this topic relates to real life, etc.)

•

English (oral communication and presenting, report writing, scientific jargon and writing styles, reading and writing articles and instructions).

What information/content knowledge might we need to know? [ ‘Just in time’]? What cultural and community contexts/resources can we tap into? Students report back/communicate their findings. Further investigations:

Flying spinners challenge p19 Gripping gravity investigation p20 Circular-winged glider investigation p21 Straw rocket investigation p22 Water rocket challenge p23

EVALUATE

Teachers should be able to evaluate the success of their teaching so as to make adjustments and refinements to approaches throughout a unit of work. Are students learning? How do we know? Can we measure this? Students should also be evaluating their own understanding and success throughout the unit. © 2021 The National Science-Technology Roadshow Trust.

Te Rere Flight

SCIENCE UNIT PLAN

Theory notes Flight [Adjust language and content to suit student level and ability.]

Forces involved in flight When the forces acting on an aeroplane are balanced it will fly at a steady speed and altitude. lift from wings

What is flight?

Controlled movement of something through air or space without touching the ground. Types: • Buoyant flight — Being as light as air, e.g. hot air balloon, air ship, helium balloon.

air friction (drag)

thrust from engine and propeller

Students draw and label their own examples. downward pull of gravity

Means of control by: gas volume, gas temperature, materials, wind, weight. • Aerodynamic flight Unpowered — Not self-propelled, e.g. flying squirrel, lizard, or frog; paper dart, handcopter; sycamore seed; paper spinner; parachute, glider, kite, gliding buzzard, hawk, eagle, flying fish; spider ballooning; dandelion pappus. Students draw and label their own examples

When the forces acting on an aeroplane are unbalanced, it will either speed up, slow down or change direction. speeding up

slowing down

turning

Means of control by: weight, weight distribution, wing shape, wing area/size, materials, overall size and proportions, fins. Powered — Self-propelled flight, e.g. birds, bats, insects, or pterosaurs flapping their wings; aeroplane; helicopter. Students draw and label their own examples

Means of control by: weight, weight distribution, wing shape, wing area/size, materials, overall size and proportions, fins, effort or power input, propeller rotation speed and pitch.

The Bernoulli principle helps planes to fly The Bernoulli principle says that ‘the faster a gas or liquid is moving, the lower the pressure is within it’. Because of the shape of an aeroplane wing, when air flows over the top, it goes faster than beneath it. This lowers the pressure on top. The higher pressure on the lower surface thus lifts the plane into the air. Aeroplane wing in cross section. lower pressure faster moving air

• Ballistic flight — Move under action of momentum, gravity or thrust, e.g. a thrown ball or spear; arrow; bullet; firework rocket; air or water rocket; ballistic missile, space rocket.

slower moving air

Students draw and label their own examples higher pressure

Means of control by: power and angle of throw/firing, rifling, shape of projectile, fin shape/size, stored energy, exit angle relative to atmosphere. 18

Te Rere Flight

CHALLENGE

Flying spinners Learning intentions Students will be able to make a basic paper spinner, then modify it and use fair tests to find how flight can be changed and controlled.

Challenge 1 Build a basic spinner Mark out this design on a piece of paper. Cut out, then fold along the dotted lines to make a basic spinner. 1.5 cm cut

12 cm 3 cm

6 cm cut

1.5 cm cut 20 cm

Setting the scene Imagine you are a helicopter designer. You want to design a new type of helicopter based on a simple starting design called a ‘spinner’.

Drop your spinner from as high as you can reach. Even try from an upstairs veranda if you can. Note how smoothly it spins, how quickly it rotates and how long it takes to reach the ground. Do many trials.

Paper clip When made up, this is what you spinner should look like.

To start your project, you build the simple starting design and test it. Then you change parts of the design to see how these control your helicopter’s flight. Finally, you make changes to the types of materials you use.

Challenge 2 Re-design your spinner How can you adjust your spinner so it spins in the opposite direction? Make several new designs of your spinner so it 1. spins faster, 2. spins slower, 3. falls faster, 4. falls slower. Collect evidence to show you achieved these things.

Challenge 3 Use new materials Using a cork, some plastic and a kebab stick, along with hot glue, can you build this spinner? How do you make it work? Key resources from Learning Media: Building Science Concepts Book 17 Flight. Related science kit House of Science Up, Up and Away. Key School Journal References: Make a spinner, Jane Buxton, Article, Part CN, No. 1, 1999; You can make a feather helicopter, Brian Birchall, Article, Part 01, No. 3, 1995. © 2021 The National Science-Technology Roadshow Trust.

Te Rere Flight

INVESTIGATION

Gripping gravity Learning intentions Students will be able to build model parachutes and through fair tests, investigate how different methods of folding the canopy affect the ‘flight to ground’ time. Teacher: Engagement activity ideas Show a video clip of sky divers in action and their parachutes opening.

Elaborate

Explain

Explore

Engage

What to do Making parachutes 1. Cut a 30 cm x 30 cm square out of a light weight plastic or cellulose bag. 2. Tie a 30 cm length of string to each corner of the parachute and tie the other end of each string to the bung. Now make a second identical parachute. 3. Explore flying them. 4. Fold one parachute canopy up and wind the strings around it. From a high position, e.g. a second floor, release both parachutes at the same time.

Parachute canopy

5. Repeat this several times and observe which opens first. 6. Repeat, but this time throw both parachutes upwards as high as you can and see which one reaches the ground first.

Exten si

1. Can you fold one of your parachutes in such a way that it will open evenly when thrown high into the air?

Key resources from Learning Media: Building Science Concepts Book 34 Parachutes. 20

Questions Evaluate

2. Do objects of the same shape but different mass (weight) fall at different rates?

1. Did the parachutes that were folded reach the ground at the same time as the unfolded ones? 2. If both parachutes were the same weight, what was different about them? 3. If they did not reach the ground at the same time, why do you think this was the case? © 2021 The National Science-Technology Roadshow Trust.

Te Rere Flight

INVESTIGATION

Circular-winged glider Learning intentions Students will be able to use scientific modelling and measurement to investigate what design features change or control the flight of a circularwinged glider.

Explain Elaborate Evaluate

Exten si

Find out about real glider design. How do they stay in the air for so long?

Glider made from paper and a drinking straw.

2. First play with your glider. Now, fly it to test how well it goes into the wind, with the wind and across the wind. Use fair tests to make adjustments to the glider’s weight and the size and position of the wings to see if you can get it to glide in a better long, straight, steady path. 3. Once you have it flying in a straight line, time how long it takes in seconds to fly 10 metres. You will need to measure this distance out on the ground before you start. (Use a smaller distance if necessary.) Repeat this 10 times. Divide the distance (10 m) by the average time, to find the average speed in metres per second. 4. Now make one adjustment at a time to see if it affects the distance travelled, or the speed.

Questions 1. Draw your final best design and label all the measurements so you could make exactly the same model again. List things that seemed to make a difference to the flight of your glider. 2. Could you get your glider to fly straight ahead at a steady speed? 3. Draw a picture with arrows to show the forces acting on your glider.

Key resources from Learning Media: Building Science Concepts Book 17 Flight. Related science kit House of Science Up, Up and Away. Key School Journal References: A long glide north, Jane Thomson, Article, Part 04, No. 1, 1981; The winner loses, Alan Bagnall, Story, Part 03, No. 1, 1994.

The steps

Setting the scene Gliders come in many shapes and sizes, but no matter what design, every good glider must be able to float in the air for a long time.

1. Measure and cut a piece of paper 3 cm x 30 cm in size and another one 2 cm x 18 cm in size. Make each of them into a loop and sellotape them to the straw as shown in the picture. Add some weight to the front of your glider using blu tack or plasticine.

Explore

Teacher: Engagement activity ideas Show examples of different types of paper darts, and examples of real gliders. Discuss the idea that it is the initial push (or pull in the case of a real glider) that propels the glider and thereafter it is the wind that provides energy to keep it aloft.

Engage

What to do

4. What was your glider’s average speed in metres per second? 21

Te Rere Flight

INVESTIGATION

Straw rocket Learning intentions Students will be able to build model air rockets and through comparisons or fair tests, investigate how different designs affect the height or distance of travel. Teacher: Engagement activity ideas

What to do Engage

Demonstrate a rocket launch using an example straw rocket; show a video of a real rocket launch by New Zealand’s Rocket Lab.

Setting the scene Use your model to experiment on its design to see how changes affect the flight of the rocket. The set-up 1. Make your rocket from the thicker straw. It should be about 12 cm long. Cut out three fins and glue them to the straw. Push some blu tack into the other end for weight (see picture to right).

Elaborate Explain Explore

2. To prepare for launching your rocket, slip it over the thinner straw that is stuck into the bicycle pump.

rocket made using thicker straw

3. In an open area outside, hold the pump firmly on a flat, steady surface, pointing your rocket skywards. Push the pump handle in with a sudden force. 4. In what ways can you change or control your rocket’s flight? Experiment to find out. Gather evidence for any differences you observed.

thinner straw

bicycle pump

Rocket on bicycle pump launcher.

Questions

Evaluate

1. Draw a labelled diagram of your rocket. List measurements too. 2. What made the rocket fly into the air? 3. Why are the fins and weight important? 4. What changes did you make, and how did these affect the rocket’s flight?

Exten si

1. Find out about rocket engines and how they work. 2. What is a rocket’s trajectory? How is it useful to know about this?

Related science kit House of Science 3,2,1 ..... Lift Off! 22

Te Rere Flight

CHALLENGE

Water rocket Learning intentions Students will be able to use observations, measurements and fair tests to investigate the best set-up and rocket design to achieve maximum launch height. They will then elaborate on their designs to achieve maximum horizontal flight.

Challenge 1 How high does the rocket go? Find a way of measuring how high your rocket goes. For example, this could be measured in metres, using angles, or compared alongside a tall structure. Test the method so you are consistent with your measurements.

Challenge 2

Setting the scene A water rocket can be made from a plastic soft drink bottle. It uses compressed air to push water backwards through the bottle opening, thus propelling the bottle forwards. A launch pad and foot pump are used to pressurise, then release the bottle.

Controlling the flight Perform tests to find the volume of water that gives the highest launch of your rocket. You will also need to find the best pressure setting. What is your best combination of the two settings? Record these for future use. Decide on how you might record and communicate your findings to others.

Have fun with some launches.

water rocket

water in bottle

rocket launch pad

Challenge 3 Other additions and competition finale Add other features to your rocket that might assist its flight and test them. For the finale, decide on your best rocket design and launch plan and compete against the other groups for the ‘Top Rocket Award’. Later, present what you did and your findings to others.

Extension: Horizontal flight foot pump

Water rocket set-up. Exact set-up is dependent on the type of launcher available.

Build a rocket and launch system that propels your rocket the greatest distance horizontally.

Te Rere Flight

ASSESSMENT

Pre- and post-unit assessment One way of pre- and post-testing the knowledge of students on Flight, is to use ‘mind mapping’. Measure student knowledge by counting the number of words they use in their map that correspond with the list of keywords we supply to the right. Students draw a mind map on ‘Flight’ before they begin the unit. They repeat the same mind map after they have completed the unit and the scores are compared.

The students will need

An A4 sheet of paper. (The next page can be photocopied.) Coloured pens, pencils, felts.

Drawing and assessing a mind map Instructions to students Write the word ‘Flight’ in the centre of the page, then write as many words as you can about this idea. Arrange these in related groups and use lines to connect them in meaningful ways, branching out from the centre. When you have written as many relevant words as you can, draw colourful thumbnail pictures and symbols alongside them that help to explain or add to your ideas. Assessing the mind map Give one tick for each word (or variation of the word, e.g. glide, glider, gliding) the student has written that is also in the keyword list. If instead of a keyword, the student has drawn a symbol or picture that clearly represents one of the keywords, also give a mark. (You could give a bonus mark for each relevant word they use that is not in the keyword list.) Sample mind map This is a student’s mind map ‘post-test’ on Flight. Ticks show how marks were allocated. The score was 17.

✔

✔ ✔

✔ ✔ ✔

Flight ✔ ✔

✔

aerodynamic aeroplane aerospace air, air friction, air traffic airborne aircraft airship atmospheric conditions aviation ballistic balloon bat Bernoulli principle bird blimp buoyant control, control tower dart drag flaps fly, flying friction force glide, glider, gliding gravity helicopter hot air balloon hypersonic insect kite launch lift navigation pākau parachute powered flight projectile propel, propulsion, propeller pterosaur Richard Pearce rocket safety space space flight streamline supersonic takeoff te rere thrust unpowered flight weight wing Wright Brothers

✔ ✔ ✔

Keyword list

Plus extra words at teacher’s discretion.

Te Rere Flight — student sheet

ASSESSMENT

Mind map on ‘Flight’ Name Year level

Date

School

Flight

Teacher’s guide

DURING YOUR VISIT

Making the most of learning opportunities The Science Roadshow aims to

• Generate enjoyment and enthusiasm for science and technology that can enhance your classroom programme. • Increase students’ knowledge and skills over a range of topics relating to the New Zealand curriculum. • Provide hands-on experiences in science, technology and innovation that are not generally available in the classroom.

Research tells us that

• The benefits from an educational visit are greatest when the visit forms an integral part of the classroom programme. • The best learning outcomes for students are achieved when they are well prepared. • Students’ learning is enhanced by hands-on experiences. • The quantity and quality of students’ interactions with peers and adults have a significant effect on promoting students’ learning. • Group work that includes discussion helps students to consolidate their learning. • Numeracy and literacy are important so we aim to incorporate these learning areas within the programme.

What happens during your visit?

• You will be met outside by a member of the Science Roadshow team. (If at all possible please leave school bags at school or on the bus.) • Your session begins with one of the fifteen-minute shows (see details p. 30). During this time all students will be seated on the floor of the hall, possibly joining another group. • Students will have approximately forty minutes to interact with the exhibits set up in the hall. (See exhibit details on pages 28 and 29.) • Our Presenters will advise students when their exhibit time is over. • Students will return to the show area for the second fifteen-minute show. Your group may be joined by students from another group for this show. • Staff will direct their students to leave the hall at the end of the second show.

Your role as a teacher

• Move amongst your students. Interact with them and help them to engage with the exhibits and talk with others. Emphasise that they should try and understand what the exhibits are showing. • Remind adult helpers that the exploration and discussion process is more important for students’ learning than getting the ‘right’ answer (see next page). • Please remember that classroom teachers remain responsible for their students’ behaviour at all times.

Theme emphasis

• Prior to your visit, you may wish to organise groups who will be responsible for reporting back on specific themes or selected exhibits. Suggested ideas for reporting back: 1) exhibit name, 2) what it looked like, 3) what it did, and 4) what science idea it demonstrated. • Additional ideas: students take pen and paper for recording their selected exhibits; use a digital camera or video device to record selected exhibits for review back in class; do a project or inquiry-based investigation on the science behind one or more of the exhibits.

Managing junior groups

• Free exploration of exhibits by children of all ages is ideal. However, it is advisable to organise adults to at first supervise small groups of children of Years 0–1 (sometimes even Year 2 children) as they move around exhibits. As soon as children gain sufficient confidence they may be encouraged to freely explore exhibits in pairs or small groups. This way they are able to choose the exhibits they are most interested in while minimising time waiting in queues.

A visit to the Science Roadshow isn’t only for your students. We hope you will also see it as a great opportunity for your own professional development.

Support for the New Zealand Curriculum The Science Roadshow experience supports the New Zealand Curriculum at four levels, with respect to Principles, Values, Key Competencies and Specific Learning Intentions. The first three are outlined below, while Learning Intentions are covered within the Unit of Work found earlier in this booklet.

Principles The Science Roadshow experience embodies: Inclusion: by recognising and affirming learning needs of all, through an array of sensory experiences Learning to learn: by giving opportunities for students to reflect on their own learning processes by free exploration of hands-on exhibits Community engagement: by encouraging students to connect with real life experiences and activities in science research, technology, industries, the workplace and home Coherence: by linking science-related experiences with language and communication, technology careers and real life experiences Future focus: by thinking and investigating through a Nature of Science / Science Capabilities lens and encouraging students to look at future-focused issues relating to science and technology, innovation, medicine and communications.

Values The Science Roadshow embodies: Excellence: through perseverance to find answers and to understand how things work Innovation, inquiry and curiosity: by students thinking critically and creatively about ideas presented in shows, and reflectively about how and why exhibits work Equity: through access for all to an interactive experience Participation: through encouragement of students by presenters, teachers and parents and by the feedback offered by interactive exhibits Ecological sustainability: through specific exhibit thematic(s) (depending on the year) and wherever possible, environmentally friendly administrative and operational practices Integrity: through respect for others by listening, sharing and waiting their turn.

Key competencies All five key competencies are well supported by the Science Roadshow experience; namely; Thinking: by reflecting on shows and about how and why exhibits work and their relevance to everyday life Using language, symbols and texts: by student involvement with Presenters, Explainers, peers and with self-guided interactive exhibits Managing self: students decide who to work alongside, which exhibits to interact with and for how long Relating to others: by students working alongside and communicating with other students, teachers, parents, Presenters and Explainers as they interact with exhibits and participate in shows Participating and contributing: students participate and contribute to shows, and interact enthusiastically with exhibits.

Further science PLD opportunities are available through the Sir Paul Callaghan Science Academy — details on the back cover. 26

Teacher’s guide

DURING YOUR VISIT

Hints for teachers and helpers — during the visit and at home Teachers: Please provide each of your helpers with a copy of this page before your visit. Thank you for helping students to learn during their school visit to the Science Roadshow.

What is the Science Roadshow? The Science Roadshow travels around the country teaching children about science, technology and innovation. At the Science Roadshow we like to give students opportunities and experiences that they would not usually have at school. On your visit you and the students will be able to experiment with at least 60 hands-on exhibits. You will also take part in two exciting shows.

Welcoming the science barrier

A person w ho never mad mistake ne e a ver tried anything ne Alber t Eins w. tein

investigate further. What science is it showing? How do we use this in real life? • Ask them what the Context Board (the instructions board beside or on the exhibit) says. Assist the students to read it and repeat back to you what it means. By these simple steps you will encourage active involvement and learning ownership by the students that will carry forward as they move onto other exhibits.

Symptoms of a kid who loves science: • shows curiosity about the natural world • likes experimenting and trying things out • takes things apart and rebuilds them • asks lots of questions about why things are the way they are. Why does science matter? The late Professor Sir Paul Callaghan noted that the average person in the world today is better off than the richest aristocrat of 200 years ago — they will live longer, be healthier, happier, safer and more productive. Why is this? It’s largely because of science and the improvements in quality of life it has brought to millions of people around the world. Which isn’t to say that humanity doesn’t still face a great many challenges, from climate change to food and water shortages to disease. Science will play a leading role in how society responds to and overcomes these challenges, so that life as we know it today can be sustained in the future.

A room full of exhibits can be daunting to the non-scientist and you may feel unqualified to assist students with their understanding of an exhibit when you don’t understand it yourself. However, you don’t need to know any of the science yourself. Instead, consider this approach. • Stand alongside students who are experimenting with an exhibit. • Show interest in the exhibit and ask the student(s) what it does. • You might like to try asking a er pow the e question, then: now the sam at e e S uth; hich Pause (wait for an answer)… of tr ment w ed to em eri exp lance se , when , Prompt (give them a hint)… g ng i t s h ined t r fi one ly exam rary. w Praise (tell them they did well)… o l h u nt s f o e c r a e th ec mor es us of alilei • Tell them you don’t know about G r assu Galileo it yourself, but you want to know and you are relying on them to be the expert. • Encourage them to investigate and try things. The first level of understanding may simply relate to ‘making things happen’ on the exhibit. • Get them to tell you what they have found and show you how it works. Use questions to encourage them to © 2021 The National Science-Technology Roadshow Trust.

Every New Zealander needs to be science savvy!

Science at home • Spend time with your child pulling things apart to find out how they work, or building things like kit set radios. For even more fun, try engaging your child in real-life science experiments at home. You can find good ideas on the internet, and many toy shops sell relatively cheap experiment sets. • Take advantage of what’s out there in the community. Visit your local library to find books about science. Play with interactive displays and exhibits at places like museums and planetaria. • Develop a love of reading in your child — it builds a love of knowledge. • Maths is the basis of all science, so make it fun, encourage it. • If a child asks a question, don’t be afraid to say you don’t know but, importantly, show them how they can find out; do it together. • L atch onto opportunities whenever your child displays interest, and give practical and real examples of things. • The natural world is usually a child’s first interest; it helps if parents are a little ‘wide-eyed’ too.

Teacher’s guide

EXHIBITS

Exhibits Themes

Electricity — Te hiko Exhibits in this theme address specific learning intentions relating to the following: AC and DC current; series and parallel circuits; electrical conductivity; circuits; chemical cells; power generation; electrical discharges; electromagnetic induction; electrical efficiency; resistance; photovoltaic cells; and, static electricity. Exhibits include: • AC/DC generator • Batteries in circuits • Conductivity tester • Electricity quiz • Hand battery • Hand generator • Jacob’s ladder • Kicking wire • Light bulb efficiency • Magnet and coil • Resistance wire • Solar car • Van de Graaff generator Contexts — Electricity, Electrical energy, Power Related science kits: House of Science * Electric future. Key School Journal References: Electric map BONALLACK, John Article Connected 3 1998. Profile: Marc Yeung FRANCES, Helen Article 7 Connected 03 2010. Water power CARROD, Sandra Article 5 02 4 2005. Power TAYLOR, Alex Article 4 Level 2 Aug 2011. Jumping for joules ALCHIN, Rupert Article 7 Connected 03 2008. A new life for old machines HIPKINS, Rosemary Article Connected 3 2007. Power for Pukapuka GOODWIN, Maureen Article Connected 1 2000. Wind power: the debate BENN, Ken Article 7 Connected 03 2010. Harnessing the wind TODD, Ian Article 7 Connected 03 2010. Power from the Sun Year 3 JJ No. 57 2018 2-8. Driving Us into the Future GILKISON, Emma Year 8 CN L4 2016 5. Key ‘Building Science Concepts’ reference: Book 29 Solar Energy: Sun Power on Earth L2-4.

Fair tests — Ngā whakamātau tika Exhibits in this theme address specific learning intentions relating to the following: careful observations, comparisons, controls and objectivity that are required to conduct a fair test. Exhibits include: • Changing pendulum • Expansion of metals • Friction alleys • Metered appliances • Sounds of pulses • Spinners • Tensile testing • Tipping point • Toilet • Transformer effect • Wheels Contexts — Nature of Science / Science Capabilities

Flight lab — Taiwhanga rere Exhibits in this theme address specific learning intentions relating to the following: the Bernoulli effect; forces and motion; flight; fair testing; aerodynamics; making models; and, air density. Exhibits include: • Bernoulli balls • Bernoulli blower • Flying rockets • Hot air balloon • Venturi gun • Vertical wind tunnel Contexts — Flight, Forces and Motion Related science kits: House of Science * Up, Up and Away. Key School Journal References: Blast-off! HART, John Year 5 Part 03 No. 1 1999 Pgs 6-9. Bottles into rockets EAGLE, Rex Year 5 Part 03 No. 2 2003 Pgs 12-15. Sky High TU’AKOI, Feana and HILL, David Year 5 School Journal Story Library No. 03 2012 16. Key ‘Building Science Concepts’ references: Book 17 Flight. Book 34 Parachutes.

House of Science website https://houseofscience.nz/resources/

Exhibits Each year we identify six conceptual Themes under which we group our exhibits. By ensuring that exhibits fit within a particular Theme we are able to provide a number of experiences that build on each other, ensuring students have the greatest opportunity to expand their knowledge base. The notes on this page and the next page highlight the concepts that are covered within each of these Themes and may help you to focus pre- and post-visit activities and educational opportunities for your students. Although our primary focus is on objectives from the Science Curriculum, the exhibits also contribute across most other learning areas, particularly by providing students with opportunities to engage with others, to discuss what they are doing, and work cooperatively on a range of experiences not normally available to them within the school environment.

Effective use of Explainers Explainers are students selected from the host school to assist with explaining and demonstrating exhibits to visiting students. (They also play a vital role in assisting with setting up exhibits and later packing them away in the truck!) To prepare Explainers for their involvement we ask that before the Roadshow visit, teachers outline the following key aspects of the role with the chosen students. Explainers are there to: • Assist others to learn (and in doing so, they will learn a lot themselves). • Give hints and suggestions about how to use exhibits. • Show enthusiasm and encourage involvement from visiting students. • Ensure safe use of equipment. • Prevent mistreatment of Roadshow equipment. All in all, we hope that students enjoy their experience as Explainers and maximise their own learning by active, positive and enthusiastic involvement.

Extras for experts The purpose of this challenge is to stretch more able and/or determined students and encourage active learning through involvement with exhibits. How it works: Each year three or four exhibits are chosen for more detailed study. These are ‘flagged’ to identify them so that during the ‘floor session’ when students are using exhibits, they know which ones are for the ‘extras for experts’ challenge. At any time during this part of their visit, students have the opportunity to use and study these exhibits in detail, then to explain how they work to nominated adults (who have model answers). If they explain a given exhibit correctly, they have a card clipped. They repeat this process with the other exhibits and once they collect at least two clips, they are eligible for a prize drawn at the end of their visit.

Note: While every effort is made to have these exhibits on offer, we cannot guarantee that all of them will be on display at any one time. 28

Teacher’s guide

EXHIBITS Human performance — Mahi tangata

Curiosity probe

Exhibits in this theme address specific learning intentions relating to the following: food intake and energy in food; muscle strength; sense if hearing, touch, taste, smell and balance; hand-eye coordination; reaction speed; three-dimensional sense; and, problem solving . Exhibits include: • Balancing joule intake • Biceps vs triceps • Bird song • Braille • Co-ordination tester • Follow the path • Grinder • Hearing range • Honey types • Jump • Odours • Reaction tester • Rope puzzle • Rotating curtain • Special beaks • Walk the plank Contexts — Human performance, My body, The human body

A new type of exhibit is on display this year focusing on experimentation. Look for the exhibit with the big yellow question marks. The experimental scenario probes into student understanding of a science idea. The necessary equipment is displayed and students are expected to think about the outcome of the experiment before they check the answer and explanation. Students and teachers are also encouraged to discuss and/or perform the investigation back in class.

Back in class Repeat the setup in class and run the experiment in order to discover the outcome. This should lead to discussion around relevant key concepts and further questions could lead to student lead investigations. Probes like this can be used as a diagnostic or formative assessment tool.

Setup Using two identical thermometers, place one inside a mitten (or oven mitt) and leave one alongside the mitten. Check both their temperatures one hour later. (Ensure that the room temperature has not changed significantly over that period.)

Related science kits: House of Science * Dem Bones, Super Sense Key School Journal References: Why do our muscles get tired? ARMSTRONG, Dave Article Year 4, CN L2, 2015, 1. Bits in a jar DOUGLAS, Brian Story 4 02 1 1991. Goosebumps and butterflies SILKMARTELLI, Denise Article 4 01 04 2010. Mighty muscles GIBBISON, Sue Article 5 01 02 2011. Why do I blush? WALL, Julia Article 5 04 01 2006. The eye ANDERSON, K. E. Article Connected 3 1999. Don’t Sit if you want to Stay Fit PITCHES, Neale Article 7 CN L4 2015. Iron Tamariki TIBBLE, Paora Story 4 Level 2 June 2014. Key ‘Building Science Concepts’ references: Book 55 Mammals L3-4.

Light — Te aho Exhibits in this theme address specific learning intentions relating to the following: refraction; reflection; colours; mixing colours; spectra; lenses; light and dark colour perception; filters; spectrometry; and, luminescence. Exhibits include: • Bending light • Colour picture overlay • Creating a spectrum • Giant periscope • Lenses • Light combo • Multi-reflections • Mysterious black box • Newtons colour disc • Periscope - build y. o. • Reflectors spreading l. • Seeing red, seeing blue • Spectroscope • Torch wall Contexts — Light, Reflections, Light and sight, Colour

Question. Which of these outcomes will occur? 1. The thermometer inside the mitten will show a lower temperature than the one outside. 2. The thermometer inside the mitten will show a higher temperature than the one outside. 3. Both thermometers will show the same temperature.

Related science kits: House of Science * Enlighten Me Key School Journal References: Make a periscope Article 5 1999 Pt 03 No. 1 Pgs 30-32, FULLER, Sue. The riddle of light Article 5 1993 Pt 04 No. 2 Pgs 20-23, CAMPBELL, Rob. What is light? Article 2006 Pt CN No. 2 24-27, BELL, Alison. Key ‘Building Science Concepts’ references: Book 10 Light and Colour: Our Vision of the World L1-2. Book 11 Seeing Colours: The Spectrum, the Eye, and the Brain L3-4. Book 9 Shadows: Effects of the Absence of Light L1-2.

Magnetism — Te autō Exhibits in this theme address specific learning intentions relating to the following: how the eye works; visual learning behaviour; binocular vision; blind spot detection; visual illusions and tricks; virtual images; the brain’s interpretation of visual messages; 3-D perception; and, persistence of vision. Exhibits include: • Breaking magnetic fields • Levitating pencil • Magnetic attraction • Magnetic coupling • Magnetic pillars • Magnetising & demagnetising • Magnetism around wire • Radiation around as II • Separating sand • Wriggling filament Contexts — Magnetism, Electricity and Magnetism

Ask the students to explain their thinking.

Outcome Both thermometers will show the same temperature. This is because over the period of one hour, all items involved — the mitten and the two thermometers — will settle to room temperature, say 21o C. There is no heat source like a warm hand inside the mitten, so there is nothing to heat up the inside. The common misconception that it will be warmer on the inside comes from the fact that when your hand is inside the mitten it feels warmer than when it is outside the mitten. However, it is only the heat from your hand, trapped by the insulating fabric of the mitten, that elevates the temperature inside. This probe explores energy, heat and temperature.

Related science kits: House of Science * Magnetic Madness. Key ‘Building Science Concepts’ Reference: Book 49 Invisible Forces: Magnetism and Static Electricity L3-4.

House of Science website https://houseofscience.nz/resources/

Teacher’s guide

TEACHER INFO

Shows While being exciting and entertaining, our shows provide a great opportunity to enhance student knowledge in two science areas each year. The shows for 2021 are 1) Experimenting, an investigation into the process of science and how experiments are set up, and 2) Up, down, all around, focusing on the science of air and other gases. To assist you in preparing for your visit, we’ve developed a unit plan called Flight/Te rere — found in this book — that complements the Experimenting show because it has a strong emphasis on experimental processes. Other past units can be found within Resource Books at: https://www.roadshow.org/content/scienceRoadshow/resources.php.

Experimenting! — He Whakamātau This show covers specific learning outcomes relating to scientific investigations, including the following: • observations and wonderings • asking good questions • hypotheses and predictions • trialling ways to set up an experiment • iterations and multiple trials to establish a method • gathering and interpreting data • using evidence to support or refute an idea • critiquing aspects of the investigation • communicating your findings.

Key School Journal References: Heat it Up POTTER, Kate Article Year 4 CN L2 2015 4. The bat detective MOORE, Geraldine Connected No. 1 2002 Pgs 20-23. Garden with Science FERN, Sophie Year 4 Connected L2 2014 1-4.

Up, down, all around — Ki runga, ki raro, hurinoa This show covers specific learning outcomes relating to the science of gases, including the following: • the gases in air • coloured gases • expansion upon heating • contraction upon cooling • dissolving of oxygen in water • how heavy gases are • gases in chemical reactions and explosions.

Key School Journal References: One bad banana Article 2000 Pt CN No. 2 Pgs 22-23, THOMSON, Jane. The power of rubbish Article 1998 Pt CN No. 3 Pgs 10-11, QUINN, Pat. Captured in Ice Year 6 Connected L3 2017. Global Action Year 8 Connected L4 2017. Key ‘Building Science Concepts’ references: Book 64 Candles: Investigating Combustion L3-4. Book 30 The Air around Us: Exploring the Substance we Live in L1-4.

General Learning Outcomes relating to Shows After attending the shows students will have increased: • interest, enthusiasm, understanding and knowledge of scientific and technological principles and processes • understanding of the Nature of Science and Science Capabilities.

Teacher’s guide

ANSWERS

Answers to pages 3–14 Circular circuits

Finger touch

page 3

1. easily, 2. light 3. electrician, 4. current, 5. touch, 6. rubber, 7. inside, 8. conductor. Electric circuits.

Fair tests puzzle

page 4

page 10

Challenge 1 It is difficult to figure out what the objects are by using the backs of the fingers. Challenge 2 The tips of the fingers are far better. (They have more touch sense organs and these are more ‘trained’. The tips of the fingers can also probe into objects to detect contours.) Challenge 3 Answers will vary.

Rocket power

page 11

1. The two substances reacted to release CO2 bubbles. 2. The bottle moved forward along the rollers. This was because as the CO2 filled the bottle it pushed against the cork which was blown out (the ‘action’) causing the bottle to go the opposite direction (the ‘reaction’). 3. Things that could be changed or controlled: amount of vinegar; amount of baking soda; speed of reaction; size/ shape of bottle; weight of cork; how tightly the cork was inserted; size of hole and cork; direction bottle and cork travelled. Effects: Explosiveness; distance travelled; direction travelled, acceleration. Extension: 1. Answers will vary. 2. It works by expansion of gases, creating unbalanced forces. Because they don’t need air to work.

Bend and flex

page 12

Challenge 1 Answers will vary. Challenge 2 One method is lie on your front with arms straight forward and holding onto a stick. The further you can lift the stick above the floor, the more supple you are. Challenge 3 Answers will vary, but it is important that it is a fair test.

Sunsets and rainbows Extra words: METHOD, HYPOTHESIS.

Flying high

page 5

Lower, underneath.

Give me strength!

page 6

March, heart, touch, head, defect, training, glasses, scrum, mute, ears, season, ninja, acrobat, timer, resistance, end, doctor, row, wrench, height, test, tell, lies. Mystery word: muscle tone.

Where do we see reflections?

page 7

1. security mirror (I), 2. pond (R), 3. periscope (T), 4. reflective sunglasses (U), 5. torch (A), 6. bike reflector (L), 7. wing mirror (I), 8. kaleidoscope (M), 9. glare (A), 10. mirror (G), 11. radio telescope (E). Keyword: virtual image.

Opposites attract

page 8

Magnet, poles, north, south, attract, opposite, repel. (1p/2m/3t/ 4s/5r/6u/7g/8l/9e/10c/11i/12h/13a/14o/15n). Mystery words: force field lines.

Bright idea

page 9

page 13

Questions 1. A spectrum. Several. 2. Position A—In line with the torch. Position B—lower on the paper than expected (due to refraction). Light rays bend (are refracted) as they pass through warm air to create a mirage. 3. Bluish. It changes to orange when the light is behind the jar. Different colours of the spectrum are refracted by different amounts by the milk particles in the water, as they are when a rainbow forms. Find out about 1. Nothing. 2. Usually over warm or hot land (and sometimes water) surfaces due to light rays being refracted by the warm air above them. 3. It reduces its intensity and prevents some types of rays from passing through.

Buzz off

page 14

Challenge 1 When the electromagnet is turned off, the object falls off. (This works best when the electromagnet has an iron core. If it is steel it usually remains slightly magnetised.) Challenge 2 When the circuit is completed the electromagnet pulls the metal strip towards itself, in turn breaking the circuit. The metal strip then springs back to complete the circuit again and so on. The movement of the metal strip back and forth causes the buzzing sound. Find out about Fire bells, school bells, radio speakers, junk yard cranes.

1. Yes. The ‘filament’ glows briefly, then burns out as the metal oxidises by reacting with oxygen in the air. 2. To remove the oxygen. 3. The filament glows longer because much of the oxygen has been removed from the air by the burning candle. 4. Answers will vary. Find out about 1. The filament has broken or melted through, so that electricity can’t flow through it. 2. Tungsten. Hard and glows brightly when electricity flows through it. 3. Tungsten is cheaper to make, lights up immediately but uses more electricity and has a short life. Fluorescent is more expensive to make, is slower to light up, uses less electricity and has a longer life. LEDs are cheap to make and run, and have a long life. © 2021 The National Science-Technology Roadshow Trust.

development programmes that aim to build excellence in the teaching of science. Our vision is to create primary and intermediate teachers who celebrate science and inspire their students to explore and engage with the world through science. “zero course fees” for 2021.

You don’t need to teach a child curiosity. Curiosity is innate. You just have to be careful not to squash it. to foster and guide that curiosity. Sir Paul Callaghan

Academy Dates: Auckland 13–16 July 2021 Wellington 20–23 July 2021 A variety of excellent facilitators present the Academy programme. It is insightful, dynamic and interactive, as well as practical and hands-on, bringing a variety of of some key themes that will be the focus over the four days: • Learn how to target all types of learners by developing practical investigations that will stimulate all the senses. • Introduce more science to other areas of your teaching. • Unit selection and planning. adapted to meet the needs of all learners. • Discover that you don’t need to be an expert in science to teach science well. • Being a Science Champion within your school or area and inspiring science learning in all classrooms.

We specialise in developing and delivering nationally, quality science, innovation and technology education programmes and exhibitions for students, teachers and their wider communities.