High School Lesson Glider Design

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Hubert Clarke
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High School Lesson Glider Design Description Glider Design is the production of gliding products without the use of engines as demonstrated by the NASA space shuttle s return to the Earth s surface

1 High School Lesson Glider Design Description Glider Design is the production of gliding products without the use of engines as demonstrated by the NASA space shuttle s return to the Earth s surface after reentry from space. Advanced Manufacturing Jobs: plastic and metal model maker/engineering technician, commercial and industrial designer, aerospace engineer, mechatronics engineer Essential Vocabulary: Wing geometry: a wing s shape and area (length and width). Chord: refers to the imaginary straight line joining the leading and trailing edges of an airfoil (wing). Thickness: the longest distance through the wing from the top surface to the bottom surface. Airfoil Shape: the cross-sectional shape of a wing. Camber: to curve upward in the middle, varying the degree of curve of the top and bottom surfaces of a wing. Angle of Attack: the angle of the airfoil compared to the direction of the oncoming air. Sweep: the angle between a line perpendicular to an airplane s fuselage (central body portion of an aircraft) and the leading edge of it wing. Math Standards Standards for Math Practice A1. N. Q. A. 1: Use units as a way to understand MP1: Make sense of problems and persevere in problems and to guide the solution of multi-step solving them. problems; choose and interpret units consistently in MP2: Reason abstractly and quantitatively. formulas; choose and interpret the scale and the MP3: Construct viable arguments and critique origin in graphs and data displays. the reasoning of others. A1. N. Q. A. 2: Identify, interpret, and justify MP4: Model with mathematics. appropriate quantities for the purpose of descriptive modeling. MP5: Use appropriate tools strategically. 1

2 A1. F. IF. C. 8: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions. A1. S. ID. B. 4: Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers). MP6: Attend to precision. MP7: Look for and make use of structure. MP8: Look for and express regularity in repeated reasoning. Science Standards Sci. & Eng. Practices Crosscutting Concepts CHEM 1. PS.3-4: Analyze energy changes to explain and defend the Asking Questions/Designing Problems Pattern Cause and effect law of conservation of energy. Developing & using models Scale, proportion, and PSCI.PS 2-1: Use mathematical Controlled investigations quantity representations to show how various Data analysis & interpretation Systems and system factors (e.g., position, time, direction of force) affect one-dimensional Math & computational thinking models kinematics parameters (distance, displacement, speed, velocity, acceleration). Determine graphically the relationships among those onedimensional kinematics parameters. PSCI.PS 2-2: Algebraically solve problems involving constant velocity and constant acceleration in onedimension. PSCI.PS 2-6: Apply scientific and engineering ideas to design, evaluate and refine a device that minimizes the force on an object during a collision. Constructing explanations & designing solutions Engaging in argument from evidence. Obtaining, evaluating & communicating information Energy and matter Structure and function Stability and change 2

Teacher Background Knowledge: Model maker or engineering technician is one of the jobs available in Tennessee. Some model makers work with plastic and some work with metal.

3 Teacher Background Knowledge: Model maker or engineering technician is one of the jobs available in Tennessee. Some model makers work with plastic and some work with metal. Farming and agriculture are huge in the state and efficient ways to water, fertilize, or spray plants are needed. Gliders can be manufactured locally and used to support the needs of the agricultural industry or provide sporting/tourist opportunities. When building a glider, engineers have to know the parts of a glider and their functions. They have to design the wing and decide what the body will look like. Students should be introduced to the basic parts of an aircraft and their functions, because they will be designing a glider and calculating its glide slope. Engage Aerodynamics is the study of the interaction between air and objects moving through it. An airplane flies as a result of the imbalance of four forces thrust, drag, lift, and weight. A force is a push or a pull on an object. The airplane s engines generate a force called thrust which moves the plane forward. As the airplane moves forward, the air around the plane creates a resistive force known as drag. The same force can be felt when you stick your arm out of the window of a moving car. As air flows over and under the airplane s wings, the wings generate an upward force called lift. Airplanes take off and land into the wind to maximize air flow which creates the most lift. When enough lift is generated to overcome the airplane s weight, the downward (opposite) force of the airplane s mass caused by gravity, the airplane will take off (NASA). Start the lesson. Start with the videos How Do Airplanes Fly and How It s Made Gliders. These videos will set up discussion about aerodynamics and help the teacher assess the students background knowledge and misconceptions. Questions: 1. What are main forces that help an airplane to fly? 2. After watching the videos, what are the differences between airplanes and gliders? 3

4 3. What are some benefits to gliders over airplanes, and what goes into the manufacturing of a glider? Explore/ Explanation: Students should be divided up into groups of four and given team member roles for using the engineering design process. The students need to be able to understand that each role is important to the success of the challenge they will be given, and they will be collecting data for their glider design. The students will analyze their own data and tie the importance of manufacturing in TN to their presentations. 1. Divide students into groups of four. 2. The Challenge: a. Using the space shuttle as an example, design a shoebox glider in which the shoe box will simulate the cargo hold for water, research supplies, or agricultural purposes and not break apart during flight or landing. i. Research the aircraft, materials, how flight works, brainstorm and decide on a glider design. ii. Collect data on glide slope in order to analyze a percent change. 1. Glide slope ratio = horizontal distance traveled divided by vertical distance traveled. Another way to think of this is to ask, how far did the glider travel forward for every foot it dropped in altitude? 2. Percent change = (cccccccccccccc gggggggggg ssssssssss oooooooooooooooooo gggggggggg ssssssssss) oooooooooooooooo gggggggggg ssssssssss x 100 = percent change b. Redesign to improve glide slope and recalculate data. c. Analysis of data to support the success of the design or explain the reason it was unsuccessful. Elaborate Students will use their knowledge to compare and contrast gliders and airplanes. They will make a 2D model of flight for the glider in order to show understanding of Newton s First Law of Motion. 4

5 Students will use their knowledge about the glider and manufacturing to make an infomercial documenting their thought process throughout the project. They will use proper vocabulary and present the infomercial to the class. Evaluate Students will write a summary of their research methods, data analysis, and present their infomercial in order to show understanding, mastery of standards and the application of the engineering design process. Teachers can use a rubric to assess the infomercial and provide feedback. Resources Videos: How It s Made Gliders? How Do Airplanes Fly? Lesson Plan: Let It Glide 02_Let_It_Glide_Facilitation_Guide_FINAL.pdf References Brain, M., & Adkins, B. (2001, March 12). How Gliders Work. NASA. Let It Glide. Let It Glide: Facilitation Guide, National Aeronautics and Space Administration, 25 Sept. 2017, 02_Let_It_Glide_Facilitation_Guide_FINAL.pdf 5

6 How It s Made Gliders 1. Why is there no THRUST in a glider? 2. What are the three main parts of a glider? 3. What are the two materials used to make the glider? 4. Why must a glider be light, but sturdy? 5. Why are all gliders white? 6. How are cranes and robots used in the manufacturing of gliders? 7. How is a glider like a skateboard? After the video. 1. What makes a glider better or worse than an engine aircraft? 2. What are the benefits of a glider compared to an airplane? What are some drawbacks of a glider compared to an airplane? 6

7 Gliders vs. Airplanes? Gliders Airplanes Understanding flight 7

8 Glider Rubric Category Best= 3 pts Better = 2 pts Good = 1 pt Missing = 0 pts Introduction Statement Drawings Glider s key features are clearly stated with additional words and/or images. A detailed drawing of the final design and detailed drawings of each iteration are included. Key features are stated but no additional images are included. A detailed drawing of the final design is included but no other iterations. Key feature statement is incomplete. Rough drawings of the final design or other iterations are included. No statement is included. No drawings are included. Engineering Design Process Subject matter expert Video Criteria Evidence All phases of the EDP are addressed. All of the subject matter was mastered. All video guidelines were addressed and thoroughly explained. Video of the build and test phases are included with additional still shots added. Most of the phases of the EDP are addressed. Most of the subject matter was mastered. All video guidelines were addressed. The build and test phases are included in photos and video. One or more of the steps of the EDP are addressed. Some subject matter was mastered. Some video guidelines were followed. Only the build or only the test phase is included in photos and video. No steps of the EDP are mentioned. No subject matter was mastered. No video guidelines were followed. Photos and video showing the build or test phases are not included. Column Score Total Score: Group Name: 8

9 Glider Design Scenario: Flying like a bird requires a lot of precision and calculations that make birds different from airplanes. Ever wonder how it would feel to glide through the air as the astronauts do on their decent home or soar without the use of an engine. You will design a glider using a shoebox as the fuselage for equipment, materials, or liquid that could be used by emergency personnel or farmers. The glider must not break apart during flight or landing. You will collect data on the glide ratio and speed of your glider, then redesign and calculate the percent change indicating improvement. Problem Statement: Constraints/Limitations: What scientific knowledge do you need to understand before solving the problem? How would benefit from this problem being solved? How would this relate to everyday use? Brainstorming: To consider: What materials could you use for the glider? What features would help with maximum glide slope? 9

10 Best Solutions: Group Does the Member brainstorming design meet all criteria? What are the strongest elements? What needs improved? Prototyping: Materials: 10

11 Data Collection and Analysis: Glide slope = horizontal distance traveled/ vertical distance traveled. Another way to think of this is to ask, how far did the glider travel forward for every foot it dropped in altitude? Percent Change = Speed = Distance/Time (cccccccccccccc gggggggggg ssssssssss oooooooooooooooooo gggggggggg ssssssssss) oooooooooooooooo gggggggggg ssssssssss x 100 = percent change adapted from 02_Let_It_Glide_Facilitation_Guide_FINAL.pdf) Trial Distance Time Speed Conclusion: 11

12 Data is never made up, and you have to do more than collect numbers. After you collect the data and analyze the results, you will create an infomercial with your group to describe each step of the project from the beginning problem to the conclusion and summary of your results. What defines success? Was your design successful? Make sure to base your argument on the data. 12

Wingsuit Design and Basic Aerodynamics 2

WINGSUIT DESIGN AND BASIC AERODYNAMICS 2 In this article I would like to expand on the basic aerodynamics principles I covered in my first article (Wingsuit Flying Aerodynamics 1) and to explain the challenges