OVERVIEW: This lesson will introduce students to aerodynamic concepts through virtual flight simulation and paper modeling of airplane control surfaces.

AUTHOR(S): Daniel Clements

VITAL INFORMATION

Subjects:

Technology Education, Science, Engineering

Unit and Topic:

Unit Title: Principles of Flight

Topic: Aerodynamics

Grade/Level:

Various (6-12)

Time Allotment:

approximately 180-min (two blocks or four periods)

Pre-Requisite Skills:

Students must have:

• Basic Computer Skills
• Basic Math and Science Skills
• Ability to construct, safely launch, and manipulate the control surfaces of a simple model airplane.

Objective(s):

The students will be able to:

• Describe four basic forces affecting an airplane, i.e., thrust, drag, lift, and gravity.
• Demonstrate movement of a model airplane in pitch, roll, and yaw.
• Control a virtual reality VRML airplane model in pitch, roll, and yaw.
• Predict the effect of airplane control surface movements, e.g. elevators up ► nose goes up.
• Construct a model airplane out of card stock, plastic straw, paper clip, and adhesive Mylar tape.
• Control the altitude and flight path of the model airplane by bending control surfaces.
• Successfully fly a virtual reality flight simulator (optional), e.g., takeoff, fly, navigate to a point, and land.

Summary:

1A. Absorb aerodynamics vocabulary.

1B. Compare and contrast four forces affecting an airplane.

1C. Describe how an airplane rotates in pitch, roll, and yaw.

1D. Learn how control surfaces affect airplane altitude.

2A. Construct a model airplane.

2B. Manipulate paper model airplane control surfaces to achieve desired flight characteristics.

2C. Fly a virtual reality simulator (optional).

PREPARATION

Instructional Materials

1. Virtual reality flight simulation software (optional).

2. VRML virtual reality airplane models (see attachments).

3. Video camera, TV on a cart, laptop computer, LCD projector, screen.

4. Model airplane on a pointer (visual aid).

5. Paper airplane components printed on card stock.

6. Mylar tape, rulers, scissors, color markers (optional).

7. Plastic straws (large and without flex feature is preferred).

8. Safety goggles.

Resources:

110 V.A.C outlets.

Computer Lab with a personal computer for each student.

Cortona Viewer software for viewing VRML files.

IMPLEMENTATION

Introduction/Motivation:

1. Inquire about student interest in airplanes; poll student knowledge of flight control surfaces.

2. Demonstrate virtual reality flight simulation with laptop computer, LCD projector, and software.

3. Ask students to predict how a paper model airplane will react if control surfaces are adjusted.

Learning Context :

Students will use newly acquired aerodynamics knowledge to construct a model airplanes with movable control surfaces to control the model’s flight and fly a virtual reality simulator (optional)

Procedure:

1A. Review some aerodynamics vocabulary by viewing a short PowerPoint presentation (sample attached).

1B. Compare and contrast four forces affecting an airplane (using a model airplane attached to a pointer).

1C. Describe how an airplane rotates in pitch, roll, & yaw (using a model airplane attached to a pointer).

1D. Learn how control surfaces cause an airplane to pitch, roll, & yaw (using a model airplane attached to a pointer).

1E. Practice maneuvering control surface-equipped VRML virtual reality model airplanes (VRML files attached).

1F. Experiment with flight control using a virtual reality flight simulator (optional).

2A. Construct a model airplane with movable control surfaces, i.e., ailerons, elevators, and rudder.

2B. Manipulate paper model airplane control surfaces to achieve desired flight characteristics.

2C. If a student can demonstrate proper control surface manipulation, they may use the flight simulator software (optional).

Differentiated Instruction:

Adapt the lesson as necessary for all possible learner abilities, various intelligences, individual learning styles, and all other possible human differences. Actual modifications depend on individual situations.

Sample Student Products:

Controllable paper model airplanes.

Collaboration:

Lesson designed for two (2) teachers to present in collaboration, but can be presented by one teacher.

Author's Comments & Reflections:

The optional virtual reality flight simulation software is expensive and of limited educational use other than in this type of lesson. However, it serves as a very good demonstration tool. Interested students can purchase the software independently from their favorite vendors.

STANDARDS & ASSESSMENTS

Standards

WV CONTENT STANDARDS AND OBJECTIVES:

SC.O.6.2.22	apply the effects of balanced and unbalanced forces on motion of objects.
SC.O.6.2.23	explain motion in terms of frames of reference and analyze graphs depicting motion and predicted future motion.
SC.O.6.3.02	construct a variety of useful models of an object, event, or process.
SC.O.6.3.03	compare and contrast changes that occur in an object or a system to its original state.

SC.O.7.1.06	formulate conclusions through close observations, logical reasoning, objectivity, perseverance and integrity in data collection.
SC.O.7.1.08	use a variety of technologies and scientific instruments to conduct explorations, investigations and experiments of the natural world.

SC.O.7.3.02	construct a variety of useful models of an object, event, or process.
SC.O.7.3.03	compare and contrast changes that occur in an object or a system to its original state.
SC.O.7.3.04	compare and contrast the influence that a variation in scale will have on the way an object or system works. (e.g., cooling rates of different-sized containers of water, strength of different-sized constructions from the same material, or flight characteristics of different-sized model airplanes).

SC.O.8.1.05	implement safe procedures and practices when manipulating equipment, materials, organisms, and models.
SC.O.8.1.07	design, conduct, evaluate and revise experiments (e.g., compose a question to be investigated, design a controlled investigation that produces numeric data, evaluate the data in the context of scientific laws and principles, construct a conclusion based on findings, propose revisions to investigations based on manipulation of variables and/or analysis of error, or communicate and defend the results and conclusions).
SC.O.8.1.08	draw conclusions from a variety of data sources to analyze and interpret systems and models (e.g., use graphs and equations to measure and apply variables such as rate and scale, evaluate changes in trends and cycles, predict the influence of external variances such as potential sources of error, or interpret maps).
SC.O.8.3.02	investigate, compare and design scientific and technological solutions to personal and societal problems.

USA - 21ST CENTURY LEARNING SKILLS & ICT LITERACY

21C.O.5-8.1.LS2	Student interprets abstract visuals and creates products (e.g. digital storytelling) that reflect a growing understanding of visual language and require the effective use of tools (e.g. cropped photos, original charts and graphs, well-chosen images from databases, video clips).
21C.O.5-8.1.TT7	Student uses advanced features and utilities of presentation software (e.g., design templates, design layouts (fonts/ colors/ backgrounds) animation and graphics, inserting pictures, objects, movies, sound, charts, hyperlinks, and graphs) to create an original product.
21C.O.5-8.2.LS3	Student engages in a problem solving process that divides complex problems into simple parts in order to devise solutions.

NATIONAL STANDARDS

1. Develop descriptions, explanations, predictions, and models using evidence.

2. Think critically and logically to make the relationships between evidence and explanations.

3. An object that is not being subjected to a force will continue to move at a constant speed and in a straight line.
4. If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced forces will cause changes in the speed or direction of an object's motion.
5. Identify appropriate problems for technological design. Students should develop their abilities by identifying a specified need, considering its various aspects, and talking to different potential users or beneficiaries. They should appreciate that for some needs, the cultural backgrounds and beliefs of different groups can affect the criteria for a suitable product.
6. Design a solution or product. Students should make and compare different proposals in the light of the criteria they have selected. They must consider constraints--such as cost, time, trade-offs, and materials needed--and communicate ideas with drawings and simple models.
7. Implement a proposed design. Students should organize materials and other resources, plan their work, make good use of group collaboration where appropriate, choose suitable tools and techniques, and work with appropriate measurement methods to ensure adequate accuracy.
8. Evaluate completed technological designs or products. Students should use criteria relevant to the original purpose or need, consider a variety of factors that might affect acceptability and suitability for intended users or beneficiaries, and develop measures of quality with respect to such criteria and factors; they should also suggest improvements and, for their own products, try proposed modifications.
9. Communicate the process of technological design. Students should review and describe any completed piece of work and identify the stages of problem identification, solution design, implementation, and evaluation

Assessment/Rubrics

RUBRICS

	Distinguished	Above Mastery	Mastery	Partial Mastery	Novice
Control Surfaces	Student can manipulate the control surfaces of a paper model airplane to optimize desired flight path, e.g., send it to a desired location or exceed a given flight duration.	Student can manipulate one or more control surfaces of a paper model airplane to accomplish an assigned maneuver, e.g. climb, descend, or turn in a given direction.	Student can manipulate one or more control surfaces of a paper model airplane to demonstrate a single maneuver, e.g. climb, descend, or turn in a given direction.	Student can manipulate one control surface of a paper model airplane to change its normal flight path.	Student can locate and manipulate a control surface of a paper model airplane.
Flight Simulation	Student can manipulate all 4 forces and five or more control inputs to fly, navigate to an airport, land, and/or take off in a virtual reality airplane.	Student can manipulate one or more forces and one or more control inputs accomplish a given task, e.g. fly, land, or take off in a virtual reality airplane.	Student can manipulate the controls of a virtual reality airplane to maintain the aircraft in the flight envelope.	Student can manipulate one or more controls to recover control of a virtual reality airplane.	Student can identify one or more of the forces acting on an airplane and can manipulate one control at a time to achieve a desired effect, e.g., descend, turn, or roll a virtual reality airplane.