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Correct. BUT, I've found this level of detail is often too much for a 5 to 6th grade level audience.

So I usually start with "what if the back rotors go a little faster?": it tips it forward, beginning a series of operations leading forward motion (like turning the wheel of a car away from center -- what happens if you keep it turned?)

I've also found that words matter: "attitude", "differential", "pitch", "velocity", "acceleration", etc. -- may be hard to access, and simpler terms like "faster", "slower", "speed", "tipped" are usually more broadly understood.

Spot on! The level of explanation and the intent behind the explanation hugely matter. An explanation that is correct but becomes inaccessible can become a demotivator for kids (not for all kids). An explanation that makes things too mundane can cause a consequent lack of curiosity.

A recent such explanation episode got me thinking more about this - I'd recently got a pair of noise cancelling headphones and wanted to demo it to my kids. In an inspired (or dumb) moment, I introduced it to them like this - "you know headphones play music right, this one plays silence." I'd like to think I caught a whif of both understanding and "what the .." in their expressions :D

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