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|Press Release 2005|
USA Contact: Jane Parker-Ambrose
|THOUSANDS OF KITES TO FILL
THE WORLD'S SKY SUNDAY, OCTOBER 10
For the 19 years every second Sunday of October has marked the One Sky One World International Kite Fly for Peace. "World Kite Day" as it has become known, will take place in hundreds of locations on Sunday, October 10 as the sun brightens the day around the world.
Some of the locations where One Sky One World events took place in 2003 are: Murooka; Singapore; Phnom Penh, Cambodia; Mumbai, Bombay, India; Yekaterinburg, Ural, Russia; Cape Town, South Africa; Kibbutz Metzer, Israel; Clermont-Ferrand, France; Inden and Berlin, Germany; Vienna, Austria; Ommen, Netherlands and Oostvoorne, Netherlands; Genova and Foligno, Italy; Oslo, Norway; Cheshire, Suffolk and Brighton, England; Guincho, Cascais, Portugal; Buenos Aires and Corrientes, Argentina; Pudahuel and Santiago, Chile; McGregor, Ontario and Montreal, Canada; Cape Elizabeth, Maine; Long Beach, Washington; San Diego, California; Denver and Pueblo, Colorado; Dorchester, Massachusetts; Madison, Wisconsin; Muskegan, Michigan; Moneterrey and Pachuka, Mexico.
The One Sky One World organization has had reports that the situation
in Afghanistan is still "difficult". The event planned for
Kabul in 2003 could not take place. However, Afghanis plan to be flying
their interesting and indigenous kites this October 10. 2004 will be
the first year that Lagos, Nigeria will participate in One Sky One World.
A One Sky One World event will also take place at the Annual American
Kitefliers Association Convention, this year held in Lincoln City, Oregon.
More information about One Sky One World is available on the organization's
website at http://www.oneskyoneworld.org.
|proclamation India Mumbai October 2003||Salaam Mumbai !
Kites for Peace
Sun 12th October, Priyadarshini Park, Nepean Sea Road
UNIQUE CELEBRATION OF PEACE IN THE SKY
Come fly a kite for peace and communal harmony. A kite is the most powerful symbol of freedom and the sport of kite flying knows no religion. Kites connect people and bring a smile to their faces; it is a happy sport. What better way of bringing people together from different communities than this unique celebration of peace in the sky?
On Sun 12th October the Nomad Heritage Trust will organize the 2nd Kites for Peace program in Mumbai in association with the Malabar Hill Citizens' Forum. The 1st, held on 12 Oct 2002, was a tremendous success - Over 300 street children from various NGOs participated along with schoolchildren and others.
Mr. Ahmad Javed, Jt. Commissioner of Police (Law & Order), has kindly consented to be the Chief Guest. Dr. Pradip Vyas, Collector of Mumbai, will be the Guest of Honour.
Kites for Peace is a non-political, non-partisan effort to bring together all section of our society in an event that affirms our belief in peace, harmony, understanding and tolerance - traditional Indian values that are being systematically eroded by vested interests that seek to polarize society along caste and religious lines. It is also an event with global connections. All over the world people get together to fly kites for peace on the second weekend of October with the theme "One Sky One World."
"Kites transcend many barriers. When you look up into the sky a lot of pre- conceived notions drop away and you can see the world with a new perspective; a wider vision, unfettered by the artificial boundaries that keep us divided The sky is a great place to discover that walls are merely the creations of man - they have no place in the original scheme of creation," says Ajay Prakash - Trustee of The Nomad Heritage Trust and chief organizer of the event.
"In the sky", says Ajay Prakash, "there are no boundaries
of caste, creed, race or social status. When you look up at the sky
with a kite line in your hand, all man-made boundaries drop away and
we can let our soul soar with the kites. Kite-flying is like meditation;
all earthly shackles drop away".
October 9th, 10th and 11th
|press release OSOW denver
| The Second Sunday Every
FOR IMMEDIATE RELEASE Contact: Jane Parker-Ambrose
October 10, 2002 Phone: +001 (303) 571-1744
17TH ANNUAL INTERNATIONAL ONE SKY ONE WORLD KITE FLY TAKES BACK THE SKY IN THE NAME OF PEACE
Thousands of people in the U.S. and around the world will fly their kites to symbolically take back the sky and demonstrate that it belongs to those that value and respect life and the planet earth. The 17th Annual One Sky One World International Kite Fly for Peace, also known as "World Kite Day", will take place in hundreds of locations worldwide on October 13, 2002. Every second Sunday of October thousands of kites rise into earth's one sky at the colorful events as a positive proclamation for a world at peace.
The OSOW events were inspired when Denver, Colorado kite maker, Jane Parker-Ambrose fashioned a kite and presented it to the Soviet Women's Peace Committee in Moscow prior to the historic 1985 Reagan/Gorbachev summit meetings. Since the first events in 1986, where 10,000 kite fliers around the world launched kites in the spirit of global friendship, it is estimated that more than one million people have attended One Sky One World events in hundreds of locations in more than 36 countries.
Internet communications indicate that One Sky One World will take place in the following locations this Sunday. Australia, New Zealand, Malaysia, Cambodia, Brunei, Nepal, India, China, Taiwan, Indonesia, Singapore, Kuwait, Israel, Brazil, Chile, Martinique, Canada, Guatemala, South Africa, Ukraine, Finland, Lithuania, Austria, Belgium, Germany, Netherlands, Norway, France, Denmark, Sweden, Italy, Spain, Great Britain and Argentina.* As in the past, Berlin, Germany will be the site of a large One Sky One World event. In the Denver, Colorado in the States, location of the One Sky One World headquarters, kite flying, a pet parade, entertainment, an off leash dog play area and Harvest Festival are all part of a major event.
The non-partisan and non-denominational events are sponsored locally
by a wide variety of community organizations and businesses including
religious and service organizations, schools, environmental and international
friendship groups and kite clubs. For more specific information on worldwide
locations and for live
on-line updates refer to events is available at http://subvision.net/sky/osow.
P.O. Box 11149 Denver, Colorado 80211 (303)571-1744 www.osow.org
* update 11-oct: plus mexico
|NG posting oct 06, 2002||next sunday october 13th.
ONE SKY ONE WORLD
FLY YOUR KITE, and join the sky with other cultures, nations, people,
JOIN - AND PLEASE SEND A PHOTO AROUND THE WORLD - NEXT WEEK
online-live communication platform currently on
JOIN - AND SEND GREETINGS TO OTHER CULTURES - October 13 OSOW DAY
but, as mankind is young.... :-) there will be enough time to try it
so far for that.
all the best, greetings, tomm.
(tomas jeckel, germany, webmeister www.subvision.net/sky -
sorry for using only english language.. [NG crossposting..]
LIST OF MISSING KITE-CULTURES with OSOWww oct 5th (examples, not all)
- spain / espana - portogal - hungary - russia - turkey - morocco /
but, not to forget, possible action is relative to enviroment.
|historic 1985 proclamation "One Sky One World" Denver, Colorado.|
text 23 aug 2002
we try to prepare a "WORLDWIDE LIVE ACTION for OSOW day"
> One Sky One World < - for explanation see text below.
the more kites will fly all over the planet, and the more these activities are
connected, the larger and stronger the result will be.
kites are flown in most cultures of our planet, and they CAN also be flown
there, where no kiteflying exists until now.
we have yet no response from your region,.
will you accompany with a kitefly to spread the idea local AND worldwide?
your (short) response is welcome,
best greetings, [ tomas jeckel ]
text 21 aug 2002
|All 47 hours of worldwide october 13th.
kiteflying for "peace, cultural transfer, understanding and tolerance"!
OSOW day on second weekend on october is happening since 1985.
this email goes to kiteflies, kite-clubs etc to all timezones.
program shall be the same like last year:
check our preparings at http://subvision.net/sky/osow/osow2002/index.htm
please forward the LINK or/and your own appeal to other kitefliers,
if you have a own webpage related to the theme, please tell us for link.
we dont want the page to become too big. so, as far as possible, try
dear kitefliers worldwide.
on sunday its OSOW kiteday - for peoples "understanding and peace" on this planet. it will be performed by kiters all over the planet.
the osow idea existists since 1985. this year we all are learning a special situation - due to world's trouble everyone is talking about - worldwide. and the discussions are very controverse. but we talk. in mankinds history there have not been many situations like this. so its is a perfect chance to add our kites, flying all around the planet at the same time, as a signal for peoples understanding.
and, this year we have the worldwide web system for our communication and our expression. so, for to strengthen this worldwide signal which our kites will give, i have prepared a website for 'live' documentation.
please do not forget your camera, when flying this sunday.
send your pictures to kiteflyers in other parts on this planet.
if you like, please send a photo of your OSOW kitefly-performance to me, so that i can add it to the web.
your help is welcome.
it is welcomed to give the above link to the press.
please pass this letter to other kitefliers.
it would be great if you translate the OSOW idea to your own language and spread it around in your country.
thanks for any cooperation,
meets nature, and no one gets hurt. "
[Doug Vaughan, about kites]
|" Kites connect
Kite-lines connect oneself to the Cosmos.
A friend of mine, Dan Leigh calls kite-lines "cosmic umbilical cords".
And kites are art, pure creativity. "
|1987-1999||The One Sky, One World
Kitefly began in 1985 with the presentation of a kite to the Soviet Women's
Peace Committee in Moscow.
It was made by Jane Parker-Ambrose of Colorado as a gesture of friendship between the United States of America and the Soviet Union, and was received with approval.
Since then, the idea of One Sky, One World spread from the USA-USSR to Australia, Italy, South Africa, Japan, Great Britain, Germany, Canada and beyond. An estimated 20,000 kites were flown in October of 1987, witnessed by close to 100,000 people, according to "Sky Times" newspaper.
[Dee Doyle 1999]
In regard to education, the following attached
materials be useful to you. I am enclosing a chart of what can be taught
using the kite as a tool and a kite teaching guide.
Suggestions about how kites might be used within schools.
A guide for teachers.
"We tried to make kites last year, but they didn't work."
"How do you know how to make a kite? Where did you learn how to make them?"
I have heard these questions and statements often while conducting kite workshops. Many teachers see kites as toys, with no legitimate reason for being included in the curriculum and being more trouble than they are worth. Nothing could be further from the truth. Kites are very much a part of the "real world". They form a part of our culture that we seem to have ignored in educational fields. It seems amazing to me that any child still knows how to build a kite when one considers how haphazard is the transmission of this knowledge from one generation to the next. Kites used to be made for and with children by grandparents, parents, uncles and aunts. This practice seems to be falling by the wayside, and kites are increasingly becoming the domain of toy manufacturers. I know, because I run a small business that makes and sells kites. A common occurrence is conversation with adults who remember their parents or grandparents making kites for them. They now want to do the same for their children or grandchildren, but the kites they have made have not worked, and so they've decided to buy one instead. Yet kites are not hard to design or construct. There are several excellent books readily available that contain foolproof plans for a number of kites that may be made from materials that you can find in a school art room, or a hardware store. All it takes is attention to details, and a willingness to learn from your mistakes.
By using kites for a particular purpose within the curriculum, we could expand the view and knowledge of students today. By presenting practical problems to be solved, we could make the knowledge the students use, and gain, much more meaningful. We could for example, set up a project that would require students to use a kite to lift a camera to take a photograph of their school from a height of 200 feet above ground level. In order to do this, the students would need to determine the best sort and size of kite to lift the weight of a camera in the prevailing wind for their school. They would also need to arrange for a release mechanism to take the photograph, and would need to work out how they were going to determine the height of their kite. By using a kite as an example of a design problem, students could come to understand particular concepts by relating them to meaningful situations, rather than simply "knowing" about them as abstractions. For example, the formula for determining catenary (the bowing of a line between two points) becomes important when you want to know exactly how high your kite is and you find that you can not simply measure the length of the line. For a start, the kite is not flying at 90 degrees, and furthermore, the flying line bows because of the wind and its own weight.
Even today kites retain a fascination and the ability to build a good kite is a skill that is prized by many, yet seemingly possessed by few. Making a kite requires a combination of several skills. The maker must display a great deal of manual dexterity, must be able to read a scale plan and follow instructions if making a kite from a book, and most importantly, must be able to identify and solve the many problems that can prevent a kite from flying well. These skills are relatively easy to acquire, and can lead to many hours of enjoyment. They can also be applied to many aspects of the curriculum of upper primary and junior secondary classes.
For a number of years I have been conducting kite making workshops in classrooms across Victoria, using kite designs that are simple and almost foolproof. The enthusiasm and interest displayed by the students I have taught leads me to believe that kites could be used within a classroom as a method of stimulating interest in a wide range of subjects. In these workshops the students have learnt much more than simply how to make and fly a kite. They have also made practical use of mathematics and science. They make use of measuring skills as well as perhaps finding out how to use a protractor and read a scale plan. They could well have made discoveries about symmetry and how in particular shapes the angles add up to either 180 (triangles), or 360 degrees (quadrilaterals). Students may have learnt through experience several important principles about graphic design; a design that looks great from less than a metre probably won't look so good from 50 metres. They will have discovered the necessity of cooperation and communication between members of their group if they wish to produce their kites efficiently. When the finished product takes to the sky, the boost in confidence for some children is phenomenal. The thrill of watching the kites that they made fly provides positive reinforcement and motivates them to take their investigation of and experiments with, kites much further.
Kites can be used as a method of promoting linkages between subjects. By making use of kites in a manner that stresses topics of interest relevant to several different areas of the curriculum, they could be used in schools to promote interdisciplinary study. There are many topics where ideas overlap more than one subject area. Computer Science students could well find themselves studying information more common in the Geography classroom, in order to develop the apparatus to be used in telemetry experiments involving kites. Science students might make use of skills more often found in the carpentry workshop in order to build the kites required for their experiments. Kite making is a very practical activity that emphasizes the need for problem solving skills. By making use of the enthusiasm many students have for building and flying kites it is possible to learn a great deal about other subjects as well. The following information is merely an overview, and a suggestion of possible uses. An approach which makes use of information from several branches of study, but which concentrates on science, is suggested later in this teachers' guide and in the accompanying worksheets.
As a result of flying kites, students may express interest in finding out more about the wind and the weather. Weather patterns can be studied, and experience gained about how wind speed varies with altitude. To follow this up, students could consider the use of kites in the development of meteorology, and this could perhaps lead into making weather stations and predicting the weather.
Practical work could be done on surface area, perimeter, shape recognition, and angles. Work could also be done on decimals, diagrams, graphs, equations, ratios and scales.
Whilst flying a kite, students could measure flying angles, distances and altitudes, making use of clinometers, range finders, and Pythagoras' Theorem and trigonometry.
By flying a kite in a variety of winds and recording the wind speed and the amount of tension on the line, students could generate the data necessary to create tables that could predict the weight the kite could lift in a given wind.
Geography and History.
Manual skills / home
Physical / Outdoor Education.
The first step was to meet the students involved. They were given information about the history of kites and they watched video footage on some of the best kite festivals in the world. This showed them what was currently being done with kite designs, and gave them a starting point for their own designs. I then taught the students how to build a simple kite using modern materials. The skills that they acquired whilst making this first kite were necessary for the students to be able to successfully complete their own kites later on in the project..
Once these skills were acquired the students were ready for the next stage in the project. At a group meeting the students were shown a variety of kite designs from countries in Asia, and the merits of many of these designs were discussed. Most of these kites were painted in one way or another, and emphasis was given to a discussion of the themes commonly used on kites from a range of countries. The students were then asked to do some research and decide what style of kite they wanted to build. Once that was done they were to draw a full scale mock up of the design they wished to paint on their kite. The design had to be consistent with the themes normally used on that style of kite. When they had done this they were to submit their work to their supervisor for approval.
The next stage was to actually make the kites. We did not have to time to acquire the skills necessary for working with bamboo and rice paper or tissue paper, so we substituted fibreglass and a material called tyvek. Tyvek is a synthetic fabric which has several attractive qualities for kitemakers. Easy to work with and to decorate, it has uses as diverse as surgery gowns and waterproof books. The kite skins were cut from the tyvek, and the spars were cut from a variety of diameters of fibreglass. The spars were then fitted to the kite skins. This work was done by the students, with assistance from me when they needed help in learning particular techniques. This work took several sessions to complete. One student decided to build a carp windsock, using appliqué techniques, and in doing so had to develop strategies for using a sewing machine on very fine materials in awkward proximity to other pieces of her design. A number of kites were built as a group effort as well, to be strung together into one long kite when everything else had been completed.
When the kites were completed the students started to decorate them. The more meticulous students spent some time perfecting the style of brush stroke traditionally used on Japanese kites, whereas others simply attempted to produce a finished product that approximated designs they had copied from books and the examples I had provided.
In completing this project, the students had learnt about the importance of symmetry of weight and surface area in kite design. They had developed some of the construction skills and techniques commonly used to build Asian kites, and had modified these techniques so that construction was possible using more readily available, modern materials. They had spent some time researching traditional Asian kite designs and their decoration, and made use of this information when they were building and decorating their kites.
The hanging of their kites in Queen Victoria Hall was seen as the culmination of the project, and a great deal of time was spent by the students determining how the kites were to be suspended, as well as their placement throughout the hall. The project was judged a great success by the directors of the Asialink Foundation, but it was evident that they had no real appreciation of how much effort the students had put into their work, or how much the students had learnt in the process.
Kites as a technology.
A study of the technology commonly known as the kite could be developed into such a unit of work. The information that is provided in this kit will be sufficient for you to explore the history of kites with your students, to make and fly your own kites, and to explore the aerodynamic principles involved in flight.
How do you teach about
Constructivism recognizes that information is not simply passively accepted by the learner, rather that the learner is actively trying to build up a set of rules that can explain every event that happens in their world. That is, knowledge should not simply poured into students in the expectation that once students have been given the information they will accept it as being true. Rote learning may produce the correct response on cue, but students will not necessarily understand or believe the information they have been "taught". In order for students to accept something as being true, they need to see that it fits into their perception of reality. If the new information doesn't match their experience and their current view of the rules that govern the world, students need to consider two options; firstly, that the new information is incorrect, or secondly, that there is something wrong with their view of the world. If several events occur that cannot be explained by the first alternative, then it is normal to try to find a new rule or a variation of an existing rule to explain why. This new explanation will in all probability change their view of the world and how it "works".
Some of Piaget's ideas about learning can be used when discussing constructivism, and some proponents of constructivism use Piagetian terms when explaining what happens in the learning process. Piaget formulated the idea that if people are given new information a number of outcomes are possible. If the new information is not at odds with the person's existing concepts, a state of equilibrium will exist, and the new information will be accepted as correct and will be assimilated into the current view of the world held by that person. But if this new information does not match what this person already "knows" then a state of disequilibrium will exist. The new information will either be rejected as incorrect, or the previous views will be modified to explain the new information. If this modification takes place then the person is said to be accommodating the new information. Although some of the language has been adopted, there are differences between Piaget's ideas and constructivist theory. One major variation between Piaget's views and those of a constructivist relates to the development of theories by the learner. Constructivists argue that people, regardless of their age, develop theories to explain any new situation. Piaget maintained that people were only capable of theorizing once they were in the formal operational stage of development, that is, only once they were around eleven years old. Many constructivists would argue that a major flaw in Piaget's theory is the view that we are governed by biologically determined stages of thinking and that until a student is of a particular age they cannot be expected to think in a particular manner. There is ample evidence to suggest that this is not the case and that students do develop ideas to explain what they have experienced, whether they have reached the age of eleven or not.
New experiences, which cannot be explained by previously held views or beliefs, form the basis of learning. As teachers, we should place in the way of our students new experiences that cannot be explained with their current understanding of a topic. It is our job to ensure that these new experiences are not so far outside the scope of their present knowledge that they are in fact inexplicable, yet for there to be enough variation between their existing ideas and what is presented to them for there to be a need for the disequilibrium to be resolved. We can present material about kites in this way. Students could learn a great deal about aerodynamics from kites, in such a way that they actually "know" it, rather than simply having been "taught" the information.
Appleton (1990) has proposed a learning model for science education based on Piaget's ideas of equilibrium, assimilation, disequilibrium and accommodation. He sees every learning situation as having four possible outcomes, or exits.
Exit 1. Assimilation. Students will have their existing ideas reinforced (right or wrong).
Exit 2. Accommodation. The previous ideas will be replaced with a better understanding of the concept.
Exit 3. False accommodation. Existing ideas will be unchanged, but there will be a "correct" answer to be used in school situations.
Exit 4. Existing ideas will remain unchanged because the student opts out of the learning process.
He suggested that this model could serve as a basis for developing teaching strategies ideally suited to science education. He calls these 9 strategies "teacher interventions". Listed below are the 9 steps or interventions identified by him as being necessary in ensuring that a concept or task is adequately covered.
The teacher needs to identify the preconceptions the students hold about the chosen topic. This may be done either by questioning the children directly, or from the literature already published on the subject.
The teacher must then provide a new encounter that will provide a link to past experiences, which will not be explicable by their present understanding of the topic. This needs to be both interesting and challenging, and allow for first hand investigation of the problem. If students can use their present understanding of the topic to explain the results of the investigation without revising any of their ideas then they are simply reinforcing their current set of ideas (whether they are correct or incorrect).
By discussion with individual students or the group, the teacher should find out what aspects of the encounter the students are focusing on and what ideas the students are linking to. For example, if the teacher was trying to teach that kites are more stable when they are bowed, then concentrating on the materials used in the skin of the kite would not be beneficial.
If some or all of the students appear to have simply reinforced incorrect concepts it is necessary for the teacher to challenge these incorrect ideas. Students may have focused on an inappropriate aspect of the encounter because of a previously held idea, or they may not have observed some important part of encounter. The teacher needs to identify these problems in step 3, and then present a situation where it is obvious to the student that their current ideas cannot explain what is happening. This may be done by challenging their ideas directly, getting the students to test their ideas, asking for other ideas and testing them, and by drawing attention to the important aspects of the encounter. This needs to be done until all misconceptions are dealt with.
It is important that every student be asked to provide their own hypothesis to explain what happened in the encounter. This is necessary to prevent students being able to sit back and wait for another student or the teacher to provide the correct answer. This is important as it stops students being able to give the "right" answer, whilst still maintaining their own erroneous views. This isn't something that happens only in primary or secondary schools. White (1988) conducted a study that showed that some medical students who had been taught about natural selection still believed that the skin colour of a family would change in a few generations if they moved to another climate. A student can be said to falsely accommodating an idea if they regard it simply as the "right" answer for the task, without actually changing their own conceptions.
Appleton also stresses the importance of knowing the students well enough to be able to recognize when particular students are losing interest or are frustrated enough to opt out of the learning situation. The teacher should be ready to encourage and provide more structure or other form of help in order to bring students back on task. If this does not happen, students will exit with the same set of ideas as they held at the start, and possibly with a negative attitude towards science as a subject because it is "too hard".
Whilst some students will not have any problems grasping the new concepts, many students may need help. The teacher could provide this help in a number of ways, such as helping students to plan activities, finding resources, or providing a forum for discussion and exchange of ideas. Accommodation occurs when students restructure their existing ideas, discard some old ones and make use of some new or improved ideas in order to achieve a more correct explanation of the observations they have made.
In order to reinforce the accommodation of the new ideas it is important that opportunities be provided for the students to use them in practical, real life situations. Appleton feels that this practice should be in the form of problem solving that has relevance to the students. In this case, students could be asked to build kites for specific situations, such as very light winds, carrying payloads, reaching a given height, and so on. Given the current popularity of manoeuvrable, two string kites, this could be another option, or a separate project in itself.
Before closure, the teacher should investigate the ideas that students have formed, in order to determine whether any remediation is necessary and if so, what sort of situation or encounter would be most beneficial.
Using this model, the teaching of a new concept, or group of new concepts may be described as a process running through a number of steps. The teacher should monitor the progress of each student and present opportunities to correct any misconceptions the student holds or might acquire along the way. This can be represented as a flow chart, with satisfactory progress being shown as a straight line progression through each step. When the student does not hold the appropriate concept or ideas it is necessary for the student to be placed back at that point in the process where this false concept may be reexamined and discarded in favour of one that better matches the observations of the encounter.
Appleton's 9 teacher interventions.
Before the start of the project the teacher should find out what the students know about kites. Questions could be designed to find out what the students "know" about what makes a kite fly, what is the best shape for a kite, what are the best materials, and so on. I have frequently found that students in primary grades concentrate on two factors when I have talked to them about what it is that makes a kite fly. It is common for them to feel that a kite must have a tail if it is to fly, and that the lighter the kite is, the better it will work. When students are launching their kites they frequently exhibit no understanding about the effect that wind has on a kite; at least half a dozen students from each class try to launch their kites by running with the wind rather than into the wind. A number of techniques could be used to find out what your students know about kites and kite flying. The more questions you ask your students, the better picture you will build up of their understanding about how kites fly. Examples such as the questions below might be of use;
"Why do you think a kite can fly?"
"What shape is a kite?"
"Name some other shapes that are used as kites?"
"What do you think might happen if we took the tail off the kite?"
"What might happen if we made the tail longer?"
"What would happen if the tail was shorter?"
"What is the best material to make a kite from?"
"Could a kite fly on the moon?"
"What keeps a kite up?"
From questions like these you should be able to build up information about what your students know about kites. Many children think that kites get "pushed" into the sky by a wind blowing the kite straight up, as if the wind blew at a right angle to the ground. Others concentrate on the weight of the kite and assume that the lighter the kite the better it will fly. Asking them to predict outcomes to a change in a kite, such as the length of its tail, allows us to set up a new encounter where they can test their prediction and explain why the prediction did or did not fit their observations. Give them a sheet with a drawing of a person and an arrow showing which way the wind is blowing.
It may be that all students in your group say that kites have tails, or that kites are a particular shape. Students could be introduced to a variety of kites that are of different shapes, and which do not need tails in order to be stable. Students could investigate exactly how much tail is necessary for a kite such as a diamond. The traditional rule of thumb is that a single strand tail needs to be 7 times the length of the spine of a diamond kite, yet there are diamond shaped kites that need no tail at all, because they are not flat kites, rather they are bowed to make them stable. Use a "predict, observe, explain" strategy with your students. Ask questions that require them to give an opinion rather than questions that look for a yes/no response. Get them to give reasons for their answers. The following scenario more fully explains the "predict, observe, explain" technique. Ask your students to predict what would happen if the tail of a particular kite were taken off. Some students may say that it won't fly, while others might say that the kite will fly better because it will be lighter. Once they have made clear their views, get them to try flying the kite without a tail. If the kite they are using is a flat, diamond shaped kite it will probably not fly without a tail. Get your students to explain to you what happened when they tried to fly the kite, and to explain why it happened. You might like to try the same experiment with a bowed diamond kite, which will fly without the need for a tail. See if your students can explain why a bowed kite will fly without a tail, while a flat kite won't. Having done this, you could present the students with a number of different styles of kites, and ask them to predict which of them would fly without a tail. After they have tried flying them, ask your students to explain which flew without a tail, and why. It is likely that the students will build a rule to explain which sorts of kite need tails and which don't. Tails are generally needed on flat kites. Kites that allow the wind to make the sail billow, or form a pronounced upwards curve from the spine out to the wingtips will usually not need tails. A tail produces large amounts of wind resistance, or drag, and this drag holds a flat kite facing into the wind at the correct angle. A kite with a sail which bows in the wind normally doesn't need any extra drag in order to face into the wind
By comparing these two styles of kites students normally make the discovery that it is only flat, or planar, kites that need tails in order to fly well. If the kite is bowed in some way it is possible for the kite to fly without a tail.
Identifying ideas that links are being made to.
You should be aware of what information students are using in designing their kites. Students may consider ideas about bird wings, sails, aeroplane wings, and how they could be applied to their task. Ask students to explain to you what they are doing, and why. Careful questioning will help you discover more about how students think kites fly. It is important that you ask for the students to explain their reasoning to you, rather than for you to simply show them "the right way" to perform the task. Some students may well make a kite according to a design taught to them by a parent or other relative, Ask them about the design, and why they think it works. Try to get them to look at the design critically, and to see if there are ways of making the design better.
Challenging incorrect ideas.
Some students may be focusing purely on increasing surface area, or on reducing the weight of the kite. Others may concentrate only on the materials the kite is made of, or on making the frame as rigid as possible. Examples could be given in which simply increasing the surface area would not help, e.g. by doubling the surface area of a kite, much more stress is placed on the spars and fabric used. Therefore larger, and heavier, spars and stronger material would have to be used, reducing the supposed gain in efficiency. This would be a good place to explore the concept of scaling. Doubling the dimensions of the kite will increase the surface area fourfold, requiring much stronger spars. A similar situation occurs with the spars, except that the increase in weight is proportional to the cube of the diameter of the spar, rather than squared, as is the case with surface area. Because of this, a point can be reached where the benefits of an increase in surface area will be offset by the increase in weight. Many students will need to think carefully about how and why a kite flies, and you may need to present more information or additional resources for this purpose. Going back to the "predict, observe, explain" technique could be useful at this point.
Avoiding false accommodation.
It will be important to remember that there will be more than just one solution to the task. In a situation like this there could be several designs that could achieve the results required. It is most important that students are not given the chance to sit back and wait for the "right" answer to be given to them. Every student should make a contribution and form their own views on which design would be best. It is then up to them to prove it.
Preventing opting out, and helping towards accommodation.
Kites are difficult to design and build if one has little or no experience. It may be that you will need to provide additional information about kite designs, and possibly plans, for the students to consider. This would allow the students to examine a number of options without having to proceed on a hit and miss basis. The kite plans and the instructional video included with this kit would help considerably in this regard, but beware of "giving" the student all the answers. The video footage could be used as a way of finding out about construction techniques and design tips rather than just as a way of making the kite shown in the video. Also included on the video is a segment about how to fly a kite, which might be worthwhile watching before you venture outside to fly your kite.
Applying new ideas.
As suggested above, once the students had developed their prototype, and proven that it could lift the required weight, work could commence on building a bigger kite of the same design, suitable for lifting a camera. This project would entail solving the construction problems inherent in enlarging the existing design. Students would need to look at whether the materials that they used in the prototype would be strong enough to be used in the final kite. Once the kite had been constructed it would need to be tested to ascertain that it would lift the required weight. Students would also need to develop ways of aiming the camera and exposing the film whilst the camera was in the air. The solution to this may be as simple as a bracket on which the camera could be swiveled and using the automatic timer function on the camera. Other possibilities could include a spring loaded release mechanism, clockwork devices, fuses, or a string from the ground. It could also be more complicated, involving the construction of radio controlled or infrared equipment. The solution to the problem would depend on the "mission" the students had been given; whether the aim was to simply take one photo with the camera aimed straight down at the school or to take several photos, to get a panoramic view. Other tasks could also be suggested, such as raising banners, towing vehicles across an oval, and so on.
Diagnosis and remediation.
It may be that some students are unable to complete the task. This could be for a number of reasons, including poor understanding of how kites work, or difficulty with construction techniques. Throughout the task it would be important to watch for students who were experiencing difficulties. The sooner these difficulties were resolved for or by the student the less likely are they to opt out. A poor understanding of why a kite flies, or why one flies better than another could be dealt with by giving examples about lift; the simplest being to blow over the top of a sheet of paper with two adjacent corners held between your hands with the edge of the paper between those two corners placed directly underneath your lower lip. Students normally expect the paper to be pushed down when they blow over and towards the top of the sheet, yet the reverse happens because of the lift generated by air flowing over the upper surface of the paper.
The force of gravity is the force that determines the weight of an object. Weight is not caused by the size of an object, rather the weight of an object is determined by how much mass, or matter, an object has, and the strength of the gravitational field that object is in.
Lift is the upwards force generated when air moves over the upper surface of a wing faster than the air is flowing over the lower surface of the wing. If the amount of lift developed is greater than the weight of the aeroplane, that is, it exceeds the force of gravity, the aeroplane will accelerate upwards.
Thrust is best described as the force that drives the forward motion of the wing through the air. In an aeroplane this force is provided by an engine pushing air backward fast enough to move the whole aeroplane forward through the air. On a kite the thrust is provided by the string holding the kite steady in the wind.
Drag is the wind resistance, or turbulence caused by an object moving through the air. As drag on an aeroplane increases, more thrust is required to maintain a constant speed. Consequently, much research has been undertaken to determine how drag can be minimized, and on developing shapes that allow the air to flow smoothly around an object. This minimization of drag is called streamlining. The results of this research has been applied to cars, and most modern vehicles are heavily streamlined to reduce wind resistance. Spoilers on the back of cars are designed to reduce the amount of turbulence in the wake of a car. The less turbulence there is, the less drag, and so the car becomes that much more efficient. Early aircraft were quite inefficient, and their surfaces produced great amounts of drag. As the shape of aircraft became more streamlined they became more efficient and produced much less drag. Devices called wind tunnels were used to test for optimum shapes. Streams of smoke or steam were played over the surface of an object while the air was being forced over it at great speed. By using smoke or steam the flow of air became visible, and any areas of turbulence would show up.
A body will begin to accelerate in a direction only when there is a net force applied to the object, and that once that net force has been applied the object will continue in that direction with a constant speed until its direction or speed is altered by the application of another net force. In order to make the aeroplane move, a net force has to be applied to it. Initially this net force will be thrust, and it will have to be greater than the friction caused by the wheels on the tarmac if the aeroplane is to move. Once it is moving, it will continue moving as long as the amount of thrust is equal to the amount of friction, or drag being exerted on the aeroplane. If the amount of thrust is greater than the friction the aeroplane will accelerate. When it is moving, and air starts flowing over the wing surfaces, lift is being generated. Once the amount of lift is greater than the weight of aeroplane it will start to accelerate up away from the tarmac. In other words, the aeroplane will start to fly. Once the aeroplane is moving in this direction it will continue to do so as long as the four forces are in equilibrium, or in balance. If the amount of lift is greater than the weight of the aeroplane it will continue to climb at an increasing rate. If the amount of lift equals the weight of the aeroplane it will continue to climb at a constant rate. This will continue until another net force is applied to the aeroplane which will make it alter the speed or direction in which it is travelling
Kites fly according to the same aerodynamic principles. Instead of a motor the kite uses a line to the ground to prevent the kite being blown backwards as the wind flows over the surface of the kite. An aeroplane uses an engine to create its own thrust and to move through the air, while a kite uses the existing wind, and the flying line to hold it into that wind, to generate thrust. Consequently, if there is no wind there is no thrust, and the kite will not fly. If there isn't any wind, you can create some for your kite by running with the kite. Running at five kilometers per hour with a kite in still air is the same as standing still with a kite in a five kilometer per hour breeze. In both cases there is a five kilometer per hour movement of air over the surface of the kite. If the wind is strong enough for the kite to generate sufficient lift to overcome the weight of the kite, and the kite is not producing too much drag, then the kite will fly.
Deflecting the trailing edge of the elevator up will increase the air pressure above the elevator, reducing lift, and allowing the back of the aeroplane to move down. This pitches the nose of the aeroplane up and increases the angle of attack of the main wings. This increases the amount of lift generated above the main wings and the aeroplane will climb.
Other tasks could be set which were more
specific, such as an investigation on the effect of varying the nose
angle on a delta kite, or on what happens when the ratio between the
width and height of a diamond kite is altered. Another area which could
be studied would be about the technology involved in kite lines. For
small, simple kites, lines such as button thread is more than adequate.
High performance, dual control kites require much stronger lines, with
a minimum of stretch and as thin as possible in order to reduce drag.
A new technology develops not only when there is a need, but also only
when the necessary materials for that technology exist. The high performance
kites flown today could not have been built thirty years ago, because
the materials used have been developed as a direct result of the American
space programme. Students could be asked to determine what is the best
sort of line. "Best" is a subjective term, and the students
would need to develop their own criteria as to what are the most important
attributes for a flying line.
text 11 okt 2001
zum diesjaehrigen 'OSOW' tag bedarf es nicht vieler worte.
wir alle erleben einen historischen moment - der ganze planet spricht sehr intensiv ueber das gleiche thema, und das recht kontrovers.
doch, wie immer auch unsere persoenliche meinung gelagert sein mag, sind sich alle drachenflieger - weltweit - ganz sicher einig, dass drachen ein deutliches symbol fuer verstaendigung, toleranz und friedliche koexistenz darstellen.
deshalb werden weltweit viele drachenflieger an diesem sonntag signale in den himmel setzen. hierzu bedarf es keines drachen- festes, keiner besonderen orte. es ist ueberall moeglich.
dank internet wird es dann auch moeglich sein, die aktionen einfach und weltweit zu publizieren. vergesst also am sonntag nicht die kamera. drachenfreunde in den anderen laendern werden sich sicherlich ueber bilder sehr freuen. und: hoffentlich werden dadurch auch ein paar neue, internationale drachenprojekte entstehen. aber da bin ich mir eigentlich sicher.
Okt.14: Wuppertal "Day of the Goudi Paraan" OSOW Drachentreffen mit (exil-)afghanischem Drachenbauer: Afghanisches Kampfdrachen-Fliegen. ab 15 Uhr: Truppenuebungsplatz! Scharpenacken. Anfahrt:webinfo
apropos weltweit/online: nach unserer uhrzeit (gmt+1) beginnt der osow-tag in neuseeland schon samstag mittag um 13 uhr, und die kiter von eniwetok koennten montags um 11 uhr noch angemessen aktiv sein... mal schauen ob die neuseelaender ihre webseiten dann schon fertig haben...
gutes flugvergnuegen "jetzt erst recht" wuenscht
ps: i also adressed this mail to flyers who do not speak german language. i hope that you can help yourself with some translation. have fun, fly kites on 'osow' sunday and send photos please. [ tomas jeckel ]
|PAK team Kiteando +Alto! - 2003||Amigos, Este domingo 12
de octubre 2003 en todo el planeta se realizaran las 47 horas del mundo
"volemos cometas por la paz" u "OSOW day" (OneSkyOneWorld),
evento por la difusión de la cultura, el entendimiento y la tolerancia
Asi que reune a tus amigos y familiares para volar papalotes por la paz, toma fotos y envialas a Osow@PapalotesAndKites.com, o directamente a la pagina de Osow http://subvision.net/
Recuerda que es un evento mundial El día del OSOW (One Sky, One World) es el segundo fin de semana de octubre, se realiza desde 1985.
En el 2002, el vuelo mundial de cometas como un acto para detener las guerras y los problemas de fronteras recorrió el planeta como una gran ola, además fue una gran experiencia para la mayoría de los voladores de cometas que participaron. El reportaje completo del año 2002 esta en la red en la siguiente dirección: http://subvision.net/sky/osow/osow2002/
A los chilangos que quieran volar con nosotros la cita es el sabado 11 oct a las 2pm (en punto!) en la caseta que esta al inicio de la autopista Mexico-Pachuca, vamos para Los Jales a darle con buggies, lleven agua y comida ligera Si desean confirmar haganlo el sabado antes de las 12 del dia al 53 62 53 94 o al celular 0445525070570
Todos esperamos que la idea y la realización se incrementará con el
show de este año en toda America Latina. Saludos, PAK team Kiteando +Alto!
|Club de Barriletes
Cielos del Taragüí
|Por la presente, y como
presidente del Club de Barriletes "Cielos del Taragui", de Corrientes,
entidad sin fines de lucro creada en el año 1995 con un grupo de
amigos fanáticos de los barriletes y de la naturaleza, me dirijo
a usted para Invitarlolla a ser partícipe de un evento deportivo
cultural benéfico que estamos organizando para el 12 de octubre
de 2003, en adhesión al 18° Festival Internacional de Vuelo
de Barriletes por la Paz que invita la institución ONE SKY ONE
WORLD, Un Cielo un Mundo, con sede en Denver, Colorado.
Será ésta la novena edición que nuestro Club de Barriletes "Cielos del Taragui" organiza en forma consecutiva, pero en esta oportunidad queremos hacer partícipes del mismo a artistas plásticos de Corrientes Capital y de la ciudad de Resistencia, Chaco.
Nuestro proyecto consiste en invitarlo a pintar -con técnica libre y con los materiales que más le guste- sobre un barrilete modelo Rokkaku de origen Japonés, el que será provisto por nuestro club sin cargo alguno. El tema será "La paz y la Defensa del Medio Ambiente", que son los Ideales que promueve y defiende la Institución ONE SKY ONE WORLD.
Estamos contemplando la posibilidad
text orig 21 aug 2002
translated by lalo loescher, argentina.
|OSOW (One Sky, One World:
UN CIELO, UN MUNDO)
Las 47 horas del mundo el 13 de Octubre.
Volemos cometas "para la paz, la difusión de la cultura,
el entendimiento y
El día del OSOW (One Sky, One World: UN CIELO, UN MUNDO), el
segundo fin de
En el 2001, el vuelo mundial de cometas como un acto para detener las
Vean el reporte del año 2001 en: http://subvision.net/sky/osow/osow2001/
Todos esperamos que la idea y la realización se incrementará
con el show de
Este e-mail se envía a cometeros y clubes de cometas de todo
el mundo. Hemos
El programa será el mismo que el año pasado:
- vayan con sus cometas el sábado 12 de octubre, solos o en
Revisen nuestros preparativos en
Avísennos inmediatamente si no lo autorizan, así podemos
Por favor, reenvíen el Link y/o su propia idea a otros cometeros,
Si poseen una página propia relacionada con el tema, por favor
No queremos que nuestra página sea muy grande, por lo que, dentro
Cordialmente, Tomas Jeckel
Le 12 octobre, c'est parti pour 47 heures de manifestations pour la paix, les échanges culturels, le respect et la tolérance. Le jour d'OSOW qui se déroule le deuxième week-end d'octobre a lieu depuis 1985.
En 2001, les cervolistes, comme un acte pour arrêter les guerres, sont venus de toute la planète telle une grande vague (même si quelques zones manquaient à l'appel). Ce fut une grande expérience pour la plupart des cervolistes présents.
Vous pouvez consulter le rapport 2002 à l'adresse suivante : http://www.subvision.net/sky/osow/osow2002/index.htm
Nous espérons que les idées et la réalisation seront encore meilleures cette année.
Cet e-mail est destiné aux cerfs-volistes, à leurs clubs ..
Les activités de OSOW sont structurées par zones, ceci permet un meilleur rapport par rapport aux zones.
Le programme sera le même que l'année précédente :
Venez avec vos cerfs volants, seul ou en groupe,
Vous pouvez consulter les préparatifs de l'édition 2003 à l'adresse suivante : http://www.subvision.net/sky/osow/osow2003/index.htm
Cliquez dessus pour plus d'infos.
Attention, nous ne voulons pas que ce site devienne ingérable. Vous pouvez organiser un site selon votre région, votre pays, votre culture,
Jusqu'au 12 octobre et même les jours suivants, tout le monde attend votre apport 2003 : reportages, photos,
|from vliegerblad nederland||OPROEP
47 uur WERELDWIJDE VLIEGER-ACTIVITEIT!
Vliegeren voor de vrede met begrip en tolerantie voor elkaar!
We willen pogen een Wereldwijde live-actie voor een OSOW, One Sky One World-dag (sinds 1985) voor te bereiden op 13 oktober 2002. Sinds het initiatief voor een jaarlijkse vlieger-activiteit in 1985 werd genomen zakte het wat in, maar dankzij het wereldwijde internet kwam het in 2001 actief terug om via een wereldwijd vliegerinitiatief het stop de oorlog te bevorderen. We hopen dat dit idee en de realisatie er van dit jaar zal toenemen. Deze OPROEP is bestemd voor alle vliegerclubs/-verenigingen en individuele vliegeraars. Het programma zal hetzelfde zijn als in 2001; neem deel met je vliegers op 13 oktober in je eigen omgeving en maak er een groot feest van. Hoe meer vliegeractiviteiten over de wereld op die dag plaatsvinden des groter en sterker zal het resultaat zijn. Wek daarom in uw eigen omgeving belangstelling op en moedig deelname aan. Geef kennis aan de pers en lokale mensen en zend ons later een of twee fotos toe om daarvan een wereldwijd overzicht te verkrijgen. Ook acties via je eigen website om aan deze activiteit deel te nemen zullen op prijs worden gesteld. OSOW is daarmee blij en zal er een link naar maken.
Zie daartoe onze voorbereidingen op: http://subvision.net/sky/osow/osow2002/
Hoort zegt het voort!
Tot ziens op de wereldwijde One Sky One World vliegeractiviteit op 13 oktober in uw eigen omgeving!
tom/subvision (Initiatiefnemer One Sky One World activities 2002 LIVE WORLDWIDE on Octobre 13 2002 preparing).
Noot redactie VLIEGER:
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