We talked about the different roles they had. The children had always been friendly to the museum staff, but we wanted them to do more than wave. We wanted the children to think about what these individuals do. The teachers found it difficult to create an age-appropriate lesson that communicated the idea of people being in need and how everyday superheroes could help. The everyday superheroes also inspired two class projects. The first was organizing a food drive.
The second was making thank-you cards for all the superheroes in the school and museum. In the third week the children let their imaginations turn to all the superpowers that fictional superheroes might possess.
This also gave us the chance to weave STEAM into the lessons by focusing on a fictional superpower and the real-life animal that uses it. We read Halibut Jackson , by David Lucas, and the children talked about the purpose of camouflage. Then the class visited the Butterfly Pavilion at the museum and identified different types of camouflage, such as fake eyes and color variations. In the classroom, the children designed butterflies that could be camouflaged on a colorful art print. Teachers laid a foot-long rope on the playground and timed the children running the full length.
Then we showed the group photos of a cheetah and explained that at top speed, it could run 90 feet—the length of the rope—in one second.
We repeated the experiment, inviting the children to run while we counted in seconds. This gave them a concrete way to compare their super speed to that of a cheetah. Our center director, an avid scuba diver, shared images from her dives that showed fish in the wild. Her photos also showed how humans can breathe under water. In the final week of the superhero study, the preschoolers demonstrated their knowledge by creating a museum exhibit for families. They collaborated on a comic book titled Super Koala Koala is the class name and put the finishing touches on the mural of Koala City, which by that point took up most of one classroom wall.
For the grand opening of their exhibit, the children decorated individual capes made from donated pillowcases with the first letter of their names. Meredith interviewed each child for a class video. The children also carefully dictated labels for their projects and helped arrange them in the classroom. Most important, each child chose a museum job and created a name tag listing his or her job title and superhero name. Exhibit designers kept the displays neat. Conservators worked with teachers when something broke.
Docents answered questions about the exhibit. Security officers made sure everyone followed the rules. They gave each child a purpose during the classroom exhibit opening. During the grand opening, the children proudly pointed out their projects and read books and graphic novels with their families. Did we do what we set out to do?
Books Video icon An illustration of two cells of a film strip. Video Audio icon An illustration of an audio speaker. Audio Software icon An illustration of a 3. Software Images icon An illustration of two photographs. Images Donate icon An illustration of a heart shape Donate Ellipses icon An illustration of text ellipses. The science of superheroes Item Preview. EMBED for wordpress. Perhaps ask students to draw ray diagrams that show how this could be achieved. In principle, if light could be bent around an object, rather than reflected or refracted by it, the object could appear invisible.
An observer looking at the cloaked object would then see light from behind it, making the object appear invisible. Although this approach shows promise, only tiny objects have been successfully cloaked so far. Superheroes are a fruitful source of questions on the motion of projectiles and other physics topics. Superman made his debut in the first issue of Action Comics in Readers were informed that he could leap one-eighth of a mile m high, which can be used as a starting point for finding out other physical facts, if we add some plausible assumptions.
If Superman jumps m high, show that his launch speed is about 60 ms There are two possible approaches to this problem: via an equation of motion or via energy conservation. Ask students to solve the problem using both approaches, as this is a good technique for checking answers.
It also illustrates what professional physicists do — if alternative approaches give consistent answers, this provides confidence in the result. Assuming that upwards motion is positive, the values of the variables are:. When he jumps, what force would Superman experience pushing off from the ground? Force, F, is defined as the rate of change of momentum, p. If Superman can jump m on Earth, what is the likely gravitational strength of his home planet, Krypton?
When most people jump, they can apply a force approximately equal to their standing weight. Superman has we assume a mass of kg, so:. From the question above, we know that when Superman jumps, he applies a force of 2.
This in turn suggests that the gravitational field on Krypton is some 25 times stronger than it is here on Earth.
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