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Early childhood tools for investigation and discovery.

Wind Tunnel

Item# 10-WT-004

ORIGINAL KODO PRODUCT
OR
The Kodo Kids Wind Tunnel was specifically designed for children to experiment with and learn about the movement of air. This clear, pivoting tube is a unique teaching tool which supports exploration and invites investigation. Children will explore relationships with natural wind currents by adjusting the speed and direction of the air flow, and examine drag and force using various materials within the tunnel. Easily pivots from vertical to horizontal or any point in between and stays in place once positioned. Experiment with parachute men, tissue paper, packing peanuts, play silks, coffee filters, cone cups, or any other material that strikes intrigue!

**Please note that the fan (air circulator) is sold separately from the wind tunnel. We recommend purchasing this from Amazon. We can't beat Amazon's price, so we're passing the best deal along to you! This is a teaching tool. Teacher supervision required at all times.


The wind tunnel base is 22"x18". It's 64.5" tall. And the diameter of the tube is 10 1/4".

The Kodo Kids Wind Tunnel was specifically designed for young children to experiment with and learn about the movement of air. There are numerous in-depth activities using the Wind Tunnel which lend themselves to in-depth scientific exploration. These activities build on the basic understanding of moving air vs the object's drag on that air. The Wind Tunnel is designed for children to learn these concepts through play and hands on experimentation. By using open ended questions and providing a variety of materials, educators can reinforce certain concepts and guide children to a deeper understanding.

It is important for teachers to have played with the Wind Tunnel themselves so they understand the basics and have a plan for ways to challenge the children's notions of moving air.

Flying tip: Items fly best when the drag area (parachute) is on top and a weight (cargo) is at the bottom. The greater the distance between the drag area and the weight the more stable the craft becomes.

The beginning: Children often begin by stuffing anything they find into the tube to find out if it will blow through. Soon they learn through experimentation and play that only light items which catch the wind will stay airborne. Don't jump right into an activity with your Wind Tunnel until the children have plenty of time to explore and discover this fundamental concept. This might take days or even a few weeks for the children to grasp this concept.

Moving beyond the Intro: After the chaos of the initial introduction has subsided, begin the exploration of individual materials. A list can be created by the children of items they think will make it up the tube. Use this list and experiment with each item to test its flyability. Use these objects to talk about the concept of air drag vs object weight. Talk about these concepts as the children test each object on the list. Visual scales can be created to illustrate the objects attributes and relationship. A graph with each item's weight vs the drag area outlined on the board. (an orange would be outlined on this graph as a 3" circle, a parachute would be a 5"x 5" square) If there is a question about what the outline looks like, place it in the Tunnel or just drop it to see how the item falls (which way is up).

The Testing: Place each item in the Tunnel one at a time and chart how high in the tube the item floats. Start on the high fan setting and collect the items that blow out. These are the High Flyers. Only chart the items which do not blow out. Collect the High Flyers and test again on the medium fan speed. Again, chart the floaters and collect the High Flyers. Repeat this step on the low fan setting. If there are still high flyers, place a wind diffuser on top of the fan to reduce the airflow. Test the High Flyers and repeat with more air reduction until there are no more High Flyers. Everything should be charted at this point and the relationship between weight and air drag surface should be made obvious.
 


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