Monthly Archives: October 2016

Paper Airplane Activity

paper-airplane – due Wednepaper-airplanesday at the start of class – to be handed in!

Paper Airplane Exploration

Today we are going to be building and flying paper airplanes! We will be using MATH to determine which airplane flew the best.

Materials (per group):

– 8 1/2 X 11 paper (one per person in the group) – small paper clips, a pencil and a ruler
– graph paper
– String (~150 cm long)

– Meterstick or tape measure

Procedure:
1. As a class, we will measure out and label the hallway in 50 cm increments.

2. Fold you paper airplanes in any design you feel will fly the farthest and glide the longest.

3. Tall people usually have an advantage in flying paper airplanes: they launch their planes from a greater height. To make this contest a little more fair, you won’t just measure how far your plane flies. You are going to calculate your plane’s glide ratio – the horizontal distance the plane flew divided by the launch height. The plane with the best glide ratio wins!

4. Once your planes have been folded. You will have your partner measure the distance from the ground to the top of your shoulders. Use the string to measure the distance. Use the meterstick to measure the string. This distance is your launch height, because you’ll throw your plane from about shoulder height. Write this height down on your data sheet.

5. Take your plane and your data sheet to the testing ground with the rest of the class. When told to, you will give your plane a gentle toss forward. Your goal is to have it glide smoothly and gently to the ground. to accurately measure your plane’s glide ratio, you have to throw the plane so that it never rises above your shoulder level. Experiment with your throwing techniques – some planes will fly a shorter distance the harder you throw it.

6. If your plane does not fly well, make a few adjustments (this is known as trimming your plane).

7. Try your plane again. Note where the nose of the plane lands, and mark that measurement on your data table. If your plane lands between two marks, use the meterstick to measure how far the plane flew past the first mark.

8. Test your plane three times, record the distance on your data table.

Data:

1. For each trial, divide the distance your plane flew by your launch height to get the glide ration. Round your answer to the nearest tenth. Write the results in your data table.

2. Calculate your average distance by adding the distance from all your trials and dividing the result by the number of trials. Calculate out the average glide ratio the same way.

3. Assume that the side of each square on the graph paper represents 50 cm in the real world. Draw a mark on the vertical side of the grid to show your launch height. Draw a mark on the horizontal side of your grid to show your average distance your plane flew. Connect these two marks to make a right angle triangle. The height of the triangle is your launch height. The base of the triangle is the average distance of your planes flight. The hypotenuse of the triangle shows the approximate flight path of your plane.

Trial

Distance Flown (D) (cm) ­ displacement­

Launch Height (H) (cm)

Glide Ratio (G)

1

2

3

4

Average

Team Task 2

Team Task 2

Reproduction, Growth & Development:

  • Are there certain cells specialized for reproductions, or can any cell give rise to offspring (binary fission, seed & spore dispersion, gamete production)?
  • What are the stages of growth for the organism?

 

Cell & Body Structure:

  • What is the basic body plan?
  • What are the organism’s cells like?
  • What are the cell walls made of?
  • What are some specialized cells?
  • How do organisms in your kingdom move (kinesis, taxis & locomotion)?
  • How do they maintain homeostasis (biofeedback, fluid regulation and thermoregulation)?

 

Digestion, Transport & Excretion of Nutrients:

  • How do organisms in your Kingdom acquire, breakdown, and transport nutrients in their bodies.
  • How do organisms in your Kingdom remove toxic by-products and wastes from their bodies?

 

Sensing & Responding to the Environment:

All organisms respond to their environment!

  • How do organisms in your Kingdom sense the environment (for food, for danger, for mating partners, light, touch, chemicals, gravity, etc.)?
  • In what ways do they respond to what is sensed & defend themselves against threats such as pathogens & disease (behaviorally, structurally and physiologically)?

 

Your presentation should be ~ 5 minutes

 

You must create a one page handout (single sided) for the rest of the class – these will be used for the assessment

 

You will be given two class periods to work on this  – Presentation is due to your blog by 9:00 am the third class day – be ready to present this day!

 

15 TOTAL MARKS 1 –

Poor

3 – Satisfactory 5 – Excellent
Presentation / Impact Difficult to find information
Little student voice is evident
Several errors in language
Adequate layout
Some student voice evident
Few errors in language
Layout very user friendly
Student voice very evident
No errors in language
Content & Handout

(weighted x2)

Several missing requirements
Little depth of content
Incorrect scientific information
Requirements generally met
Content coverage acceptable
Scientific info generally correct
All requirements met/exceeded
Great depth of content
All scientific info correct

Kindgom Animalia

Kingdom Plantae

Kingdom Fungi

Kingdom Eubacteria

Kingdom Archeabacteria

Team Task 1

Team Task 1: Energy transfer.

In your team groups:
To design, create and evaluate a model to demonstrate transportation of materials (energy into or out of the cell) at the interface of the cell membrane through the processes such as  active (i.e. exocytosis, endocytosis) and  passive (i.e. diffusion, osmosis, facilitated) transport. Yes – you will be creating multiple models (i.e. not just 2)!
You will only be given two class periods to work on this.  You will need to research the above types of transport – make sure you have a clear understanding of each (will be on the assessment).  State which model is created for a unicellular or multicellular organism (or both) and why. Analyze how intercellular and intracellular processes and biofeedback maintain homeostasis at the cellular level.
Models are due in three class periods (at the start of class = homework), you will be assigned a team to evaluate!