Educational activity around the short film Wings and oars
Describe the states and constitution of matter on the macroscopic scale.
Observe and describe different types of movements.
Identify different sources and know some energy conversions.
Wings and oars © Lunohod
TitleWings and oars
ThemeMemory
Genre & keywordsSurreal, childhood, memory, boat, plane, sea, river
Age (for film)9-11 years old
Duration05 min 52 s
DirectorVladimir Leschiov
MusicP. Y. Drapeau & N. Roger
ProductionLunohod (Latvia, 2009)
Carry out experiments around devices using wind.
In Wings and Oars the wind is omnipresent. On each plane without exception it is materialized by the movement that it communicates to things: grass, flowers and waves waving, bucket or laundry being thrown around, cigarette smoke and floating clouds, swinging door or window, disturbed lock of hair... It constitutes an invisible and fragile but continuous force which, in the film, could symbolize change, the passage of time.
If wind, as a physical phenomenon, was only described from the 17th century with the experiments on atmospheric pressure by Torricelli and Pascal, devices using the force of the wind have existed since at least antiquity. It is the oldest source of natural mechanical energy identified by man. And at the same time, it is the support of myths and dreams.
In this activity, we will try to get children to manipulate some principles of wind mechanics in relation to the imagination.
1- Air and wind We can start by returning to the scientific basics by formulating the definition of wind as movement in the earth's atmosphere. Depending on the knowledge already established for the class, it may even be necessary to remember that the air that surrounds us is a fluid, and that it therefore has weight and pressure. The examples of experiments on these notions, which are very easily found, revolve around the surprise of observing that something invisible like air can have a significant materiality. We can then return to the film and explain the devices found there to measure the characteristics of the wind: the windsock and the anemometer.
2- Sails and wings In the form of discussion and questionnaires, we will focus on sails and kites: how the force of the wind can make them fly. We will draw a parallel with animal flight, focusing on distinguishing gliding and flapping flight, then attempts at human flight before aviation. The idea is to classify and put in order the properties linked to these flying objects.
3- The propeller The third step specifically addresses the principle of the propeller: by relying on the fluid, the rotation of the propeller produces its translation (and vice versa). The experiments to be prepared should show the 4 scenarios combining energy transfer and movement: fixed motorized propeller moving the fluid (fan creating wind), passive fixed propeller set in motion by the moving fluid (windmill), motorized mobile propeller moving in the fluid at rest (drone), passive mobile propeller moved by the moving fluid (balloon helicopter). We can then think about the case of the theft of the fruit of the lime tree.
4- The beasts of the shore The last step consists of presenting the sculptures of Théo Jansen, showing how they exploit the notions explained in the previous steps, while explaining his ambition to develop “autonomous creatures”. The majority of his work can be presented in the form of videos and images, a good part of which can be viewed on his site. In application, the class will be able to assemble and bring to life one of its small sculptures, kits of which are available on the web.
Activity sheet written by: Bruno Pellier
