Table of Contents

My Body in Space – Stepping Out

Activity: The whirligig

Pan-canadian protocol curriculum science outcomes

It is expected that the student will be able to:

STSE: Initiating and planning

• 204- 1: Propose questions to investigate and practical problems to solve.
• 204- 3: State a prediction and a hypothesis based on an observed pattern of events. (Grade 6)

STSE: Performing and recording

• 205- 3: Follow a given set of procedures. (Grade 6)

STSE: Communication and teamwork

• 207- 2: Communicate procedures and results using lists, notes in point form, sentences, charts, graphs, drawings, and oral language.

Skill 1:

• Propose explanations for or solutions to scientific or technological problems.

Materials

• An open space at least three metres in radius.
• A pivot (a broom handle firmly attached to a base)
• A handball on the floor more than one metre away from the pivot
• A basket or wastebasket three metres away in another direction.

Purpose of activity

After circling around the pivot, the experimenter must place the ball in the wastebasket.

Experiment

If possible, record the activity using a video camera or ask the students to do it.

Stage 1: The student must take hold of the pivot with one hand.

Stage 2: The student circles the pivot a dozen times (the student need not count the revolutions as the group will do it), as quickly as possible without letting go of the pivot.

Stage 3: The student takes the ball and tries to put it in the basket or wastebasket.

Ask the student how he or she feels. Another student in the group should note the student's reactions.

Make the necessary documentation available so that students can find the answers and write them in their notebooks.

Student activity

In their notebook, the student answers the questions or completes the notes for each stage of the scientific method (observation, hypothesis, experimentation, analysis and conclusion).

• Observation: Did the student succeed in placing the ball in the basket? If not, why not?
• Hypothesis: The student formulates a hypothesis to explain the findings.
• Experimentation: How and where can you find an answer to that question?
• Analysis of findings
• Conclusion

The explanation in the conclusion should resemble the following: The loss of equilibrium is caused by fluids situated in the inner ear, which also act as motion sensors. Dizziness will occur until these fluids resume their normal level and position.

The educator draws a parallel with seasickness. Mariners feel the same effects as astronauts in a weightless environment because of the lack of perspective and the roll of the ship.