{"id":53006,"date":"2023-09-15T15:23:50","date_gmt":"2023-09-15T13:23:50","guid":{"rendered":"https:\/\/stem.edu.gr\/lesson\/helicar\/"},"modified":"2023-09-18T15:51:28","modified_gmt":"2023-09-18T13:51:28","slug":"helicar","status":"publish","type":"lesson","link":"https:\/\/stem.edu.gr\/en\/lesson\/helicar\/","title":{"rendered":"Helicar"},"content":{"rendered":"<div class=\"wpb-content-wrapper\"><p>[vc_row][vc_column][vc_column_text]The invention of the aeroplane was the most current and fascinating topic in France in the 1930s, and the urge to apply the new technology everywhere, as in the automobile sector, was great. Propellers, it turns out, are a fairly inconvenient way to propel an automobile.<\/p>\n<p>&#8220;I don&#8217;t think I fully realized this until I drove this 1932 Helicron and really experienced the raw, instinctive feel of a car that can sometimes barely move&#8230;&#8221; says Jason Torchinsky, who attempted to drive one.<\/p>\n<p>When you&#8217;re not actually making touch with something solid, like the earth, a propeller is amazing, but if I had to pick between pushing the large, hard ground and pushing the nitrogen and oxygen mixture we call air, I&#8217;d take the ground every time. Using the accuracy of the BBC micro:bit platform sensors as a springboard for their investigation, participants will experientially explore the concepts of couple forces as they are asked to describe how it is pushed as well as describe one of the most fundamental quantities in kinematics, instantaneous velocity. They will then deal with the concept of equilibrium through the use of pairs of forces, their synthesis, and analysis by replicating Newton&#8217;s results on motion.[\/vc_column_text][vc_btn title=&#8221;Click here to contact us&#8221; style=&#8221;3d&#8221; color=&#8221;pink&#8221; size=&#8221;lg&#8221; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fstem.edu.gr%2Fkentra-stem-education%2F|target:_blank|&#8221;][\/vc_column][\/vc_row][vc_row][vc_column][vc_message message_box_color=&#8221;turquoise&#8221; icon_type=&#8221;entypo&#8221; icon_entypo=&#8221;entypo-icon entypo-icon-star&#8221;]<\/p>\n<h2>Expected Learning Outcomes<\/h2>\n<p>At the end of the activities students will be able to:<\/p>\n<ul>\n<li>They define a body&#8217;s instantaneous velocity and can define and distinguish it as the distance travelled by a body as a function of the corresponding time.<\/li>\n<li>Define and compute the component of two or more opposing forces acting in the same direction.<\/li>\n<li>They explain how to calculate the resultant force when the forces are in opposite directions.<\/li>\n<li>They describe how force analysis on axes is done.<\/li>\n<li>Define the equilibrium of a body by stating Newton&#8217;s first law and relating it to the forces acting on it.<\/li>\n<li>They recognise action-reaction scenarios by observing pairs of forces acting on the same or distinct bodies. on it.<\/li>\n<\/ul>\n<p>[\/vc_message][vc_message icon_type=&#8221;entypo&#8221; icon_entypo=&#8221;entypo-icon entypo-icon-info&#8221;]<br \/>\n<strong>Program Information<\/strong><br \/>\n<strong>Class:<\/strong> 2nd High School<br \/>\n<strong>Number of courses:<\/strong> 1 course<br \/>\n<strong>Duration:<\/strong> 90&#8242;<br \/>\n<strong>Number of students:<\/strong> the whole class<br \/>\n[\/vc_message][vc_btn title=&#8221;Click here to contact us&#8221; style=&#8221;3d&#8221; color=&#8221;pink&#8221; size=&#8221;lg&#8221; align=&#8221;center&#8221; button_block=&#8221;true&#8221; link=&#8221;url:https%3A%2F%2Fstem.edu.gr%2Fkentra-stem-education%2F|target:_blank|&#8221;][\/vc_column][\/vc_row][vc_row][vc_column][vc_empty_space height=&#8221;25&#8243;][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"<p>2nd year High School<br \/>\nPropellers are an inconvenient way to move a car. Using the accuracy of the BBC micro:bit platform sensors as a springboard for their research, participants will experientially explore the concepts of couple forces as they are asked to describe how it is pushed, as well as describe one of the most fundamental quantities in kinematics, instantaneous velocity.<\/p>\n","protected":false},"featured_media":52211,"template":"","meta":{"content-type":"","_initial_content":"","_new_post":false,"_quiz_has_questions":false,"_lesson_complexity":"","_lesson_length":0,"_lesson_course":12576,"_lesson_preview":""},"lesson-tag":[392,833],"class_list":["post-53006","lesson","type-lesson","status-publish","has-post-thumbnail","hentry","lesson-tag-high-school-en","lesson-tag-school-visits","post"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.6 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Helicar - STEM Education Program<\/title>\n<meta name=\"description\" content=\"Using the accuracy of the BBC micro:bit platform sensors as a springboard for their investigation, participants will experientially explore the concepts of couple forces as they are asked to describe how it is pushed as well as describe one of the most fundamental quantities in kinematics, instantaneous velocity.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/stem.edu.gr\/en\/lesson\/helicar\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Helicar - 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