Phab+Physics

Above are files that may help you to teach the Phab Physics unit, gr. 3/4 - Rollercoaster Derby. Instruction focuses mainly on Newton's Laws of Motion.
ROLLERCOASTERS
 * The foam insulation tubes for the rollercoasters are [one and three eighths inch] diameter, with a[ three quarter inch diameter] opening. Each tube should be split along the seam and then cut lengthwise, to produce two tracks with hemispherical cross-section. A single length of track, in my materials, is three feet, so the competition may require 4, 5, or 6 lengths, for a total of 12 to 18 feet total. The exact parameters are pulled out at random that morning, so students should be familiar with various set-ups.
 * Masking tape use is not limited BUT cannot be on the actual rolling surface of the track (wrapping the back and sides and even the top flat edge is okay, but not within the curved interior).
 * Starting height is not pre-determined; students may set the start at whatever height works best for their track, as long as the marble is released close (within a few inches) to the start of the track.
 * Turns may be “banked,” (see photo of banked highway [] )to keep the marble from exiting the track.

The materials posted on the wiki provide vocabulary and lesson suggestions, and some links to internet resources; these are all provided to support your teaching of the content. The competition is based solely on the success of the system constructed and tested that day.

= = = MAGIC OF FLIGHT =
 * One more important point: the systems will tend to stretch back to their original shape (i.e. straight tubes) so students should tape securely – even excessively – to counteract this distortion of their system.

=== Phab Physics gr. 5/6 is Magic of Flight, which is developed around the Four Forces of Aerodynamics ; instruction focuses heavily on the Bernoulli's Principle of fluid motion. There are many resources available online for this; PLEASE feel free to add things as you find them! Email me if you have specific questions: bakerk@mansfieldelementary.org ===


 * NOTE: posted 2/19/13 -**
 * Hi folks,**
 * The question was asked, can we use weights in our airplanes**


 * I discussed this with Kate Mattison, our Science Coordinator, and this is the decision:**


 * We will allow up to 10 weights per plane – paperclips (provided at the contest) or pennies (provided by the students/individual schools). **


 * Please let your students know about this option.**
 * - KB**

The main content here is the Four Forces of Aerodynamics. We will have an actual pilot joining our science coordinator for the lesson portion of the Flight construction – wow!

__** Resources: **__ * ** Bernoulli's Theorem, also known as Bernoulli's Principle, states that an increase in the speed of moving air or a flowing fluid is accompanied by a decrease in the air or fluid's pressure. ( @http://www.ehow.com/how_2247750_explain-bernoullis-theorem-experiment-kids.html ) **
 * Bernoulli’s principle helps explain that an aircraft can achieve lift because of the shape of its wings. They are shaped so that that air flows faster over the top of the wing and slower underneath. Fast moving air equals low air pressure while slow moving air equals high air pressure. The high air pressure underneath the wings will therefore push the aircraft up through the lower air pressure. (@http://www.sciencekids.co.nz/lessonplans/flight/flightintroduction.html )

The Franklin Institute for Science Learning has great materials:

[] … the four forces of flight, explained and illustrated

[] … History of Flight, Aircraft Design, and Classroom Resources

Smithsonian National Air and Space Museum is also excellent:

[]... Hands-on experiments, propulsion, Bernoulli’s Principle

Paper Airplane deigns:

[] … Alex’s Paper Airplanes from the United Kingdom; I’m sure there are many other sites and also print resources available; original designs are welcome.