![]() For example, if you have a kite with a diagonal of 7 inches and another diagonal of 10 inches, the area of the kite would equal (7 x 10)/2, or 35 square inches. If you know the lengths of these diagonals, you can plug them into the formula A (area) = xy/2, where x and y are the two diagonals. By measuring the distance from the end of the paper clip to the brick, Hasini can compare the lift of different kites.You can easily find the area of a kite if you know the lengths of the diagonals, or the two lines that connect each of the adjacent vertices (corners) of the kite. When the kite pulls on the string, the rubber band will stretch. However, this relationship is only true because the shape of the two kites is identical (one is an enlargement of the other).Ĥ. If the perimeter is halved, the area will be one-quarter of the first kite’s area. If the perimeter of the kite is twice that of the smaller kite, the area will be 4 times larger. Modern engineers use models and wind tunnels to explore flight dynamics. The Wright brothers used kites to test the performance of gliders because the forces operating on an aircraft flown as a kite are very similar to those operating on a glider. Testing a technological product is an important part of the design process. Investigate the history of kites, including how they were used by the Wright brothers (see Exploring the technology-related context.Investigate customary Māori kites, including their purpose and the materials used to make them (see.A speaking frame (similar to the writing frame on page 36 of these notes) is a useful tool. ![]() Some students, particularly English language learners, may need support and preparation time to take part. Question 5 asks students to share their findings with the class. The DVD Making Language and Learning Work 3: Integrating Language and Learning in Years 5 to 8 (Curriculum Focus, Year 7 Technology) includes an example of a class making lanterns and shows how the teacher incorporates support for language within a mainstream classroom lesson by using a similar strategy to the one described above. Review the charts as a whole class, noting key ideas and vocabulary. If possible, allow these students to explore the topic of kites in their first language (through written or audio-visual material or through discussing it with someone who shares the same first language) before beginning this activity. Groups read and discuss each other’s ideas.Įncourage students who know a first language other than English to contribute ideas in this language. When the allocated time is up, pair each group with another group. Conduct a brainstorming activity with small groups recording words associated with kites on chart paper. Introduce the topic by showing students pictures of kites from around the world, discussing their origin. See also Support for English Language Learners Supporting students with topic- and subject-specific vocabulary Students could make and fly a small Eddy (diamond-shaped) kite or a miniature kite (see The latter are so small they fly at the end of just 2 or 3 metres of cotton line.įlight, Book 17 of Building Science Concepts, provides ways for students to investigate how kites achieve lift. Hasini’s device can be used to compare the lift of two kites by measuring the length of the stretched rubber band. ![]() Aside from measurement of time, most of the students’ prior experience of measurement will have involved objects that they can see or hold. ![]() In order to make a statistical comparison between the lift of two kites, students need to find a way to quantify lift. If the students’ kites lack stability, attaching a tail (strip of paper) to the end of each straw may help. Another option is to create the wind artificially, for example, using a large fan. One way around this is to measure the lift of the two kites simultaneously. In a good investigation, variables will be controlled, but there is no way to maintain a consistent wind speed. Kite flying requires a fine day with a steady breeze. For example, both of these rectangles have an area of 6 cm 2 but they have different perimeters: Introduce question 3 by showing your students that the perimeter of two simple shapes with the same area can be quite different. Note that this relationship only exists because the two shapes are geometrically similar. If each length is halved, the area of the resulting shape will be one-quarter that of the original. If the length of each side in a shape is doubled, the perimeter will double, but the area will be four times larger. Intuitively, it makes sense that some connection exists between area and perimeter: a large shape should have a large perimeter, a small shape should have a small perimeter.
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