Lesson 2 • Aeroplanes protocols

Revise the question being investigated: What is the best design for a loopy aeroplane?. Revisit students’ experience flying planes in the previous lesson, focusing on how there was no conclusion on whether the small or large loop first was a better design.

Explain to students that they will work in groups, and that each group will collect data from four throws—two throws with the small loop at the front and two throws with the large loop at the front.

Divide the students into groups of 3-4. Provide each student the Testing aeroplanes Student sheet and ask them to plan to collect the required data. This sheet provides the following list of prompts to help groups plan their investigation:

• What data do we need to collect?
• How will we record our data?
  • This should include identifying equipment for measuring and recording their data.

Explain to the students that they will pilot their data collection plan—this means doing a small test run to see if the plan works, and noticing problems and opportunities.

Return to the open space for flying planes. Students should have with them their loopy aeroplanes and the equipment they identified in their plan for measuring and recording their data. Allow students to start to collect their data.

The purpose of piloting data collection is to help students to become aware of some of the problems and opportunities that may arise as they collect data from their loopy aeroplanes.

Take note of some of the inconsistencies that you notice across the groups in how students are throwing their planes and measuring the distance travelled by the planes. The following Checkpoint focuses on the need to agree on some throwing and measurement protocols for all students to use.

Checkpoint—Fair test

Discuss:

• Did you notice any problems or inconsistencies as you tested your data collection plan?
  • Possible inconsistencies/variables include:
    • Production—Lack of accuracy in constructing and attaching the loops, variation in sticky tape usage
    • Throwing style—Leaning forward to throw, strength of throws, not starting from the same throwing point, throwing loops down versus loops up, height of thrower/height plane released from
    • Measurement—inaccurate measurement, inaccurate recording, inconsistent or incorrect units of measure
    • Environmental conditions—breeze/wind gusts, hitting/flying into obstacles
• Are these issues and inconsistencies a problem? Why, or why not?
  • This will affect the data that is collected and so affect the final conclusions made on the best plane design. Highlight observations that suggest there needs to be consistency in plane design and how groups throw, measure and record in similar ways to ensure a fair test.

Discuss the importance of removing possible sources of variability and error to ensure the test is a fair test. You can read more about fair tests in the embedded professional learning.

Use slide 11 of Loopy aeroplanes PowerPoint as the stimulus for a whole class discussion. The purpose of this discussion is to elicit and help students to establish testing protocols in three key areas to reduce variability and error:

• Production—Establish protocols for making aeroplanes, specifically how to make and attach the loops, and the type and amount of tape used. An example protocol:
  • How to create and attach loops: a small loop measures 5cm x 15cm and a large loop measures 5cm x 30cm; measure and cut the loops carefully; make the loops by touching the two ends together (not overlapping) and use a single piece of sticky tape to join the two ends; use a single piece of clear tape to attach the loops to the straw; attach the loops at the ends of the straw and make sure that it is at right-angles to the straw.
• Throwing—Establish protocols for throwing aeroplanes, specifically how to stand when throwing (e.g. not leaning forward or taking a step), a common throwing point and direction, and whether the loops are up or down when thrown. Also consider where to throw planes to avoid unexpected wind gusts and flying into obstacles. An example protocol:
  • How to throw the planes: planes will be thrown in a large indoor space to avoid wind gusts and obstacles; throwers will stand along a common throwing line and take turns to throw their planes so there are no crashes; all planes will be thrown with the loops facing up; the throwers must throw with two feet on the ground and cannot take a step or lean forward
• Measurement—Establish protocols for measuring aeroplane throws, specifically consistent use of tools, units and recording methods. An example protocol:
  • How to measure throws: two people in each group will measure the throws using a tape measure (one person at either end of the tape); the measurement will be taken as a straight line from where the plane was thrown (point on the throw line) to where it landed (part of the plane furthest from the throw line); the measurements will be recorded in metres with one decimal point (rounded to the nearest 10 cm or 0.1 m).