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1a. Students will take turns with a practice plane listing
on the chalkboard the six axis of rotation.
1b. Students
will select partners and develop a strategy for building
the best airplane.
1c. Students will measure how far the
plane flew.
1d. Students can place a post it note on the
tail fin demonstrating a rudder action.
2a. Students will
be able to familiarize themselves with the machines and
equipment in the technology modeling
lab through a teacher demonstration and a teacher guided
walking tour.
2b. Students will write 5 safety rules for
safe X-Acto knife usage during lab times.
2c. Teacher
will guide students into a discussion describing accidents
observed in other places using the X-Acto knife
activating, prior knowledge relating to safety.
3a. Students
will tape to oak tag, the paper which will become the
covering material for the airplane.
3b. Working in groups,
students will prepare a motor stick and a vertical fin
for gluing together.
3c. Students will work at various
rates of speed to complete building all parts of the
airplane until assembly.
3d. Students will work collaboratively
building planes in an ongoing process with expectations
and directions
provided by facilitator.
4a. With the assistance of an
instructor, student will draw an airplane, label its
parts, and describe in writing
what they do during flight.
4b. Using a data projector
and a flight simulation program, students will demonstrate
the parts of an airplane, and
how they help create lift and control flight.
4c. Using
balsa wood and the appropriate tools as determined necessary
by students, building of the plane will continue.
5a.
Students can place one end of a sheet of paper inside
a book so that the paper hangs downward. Next, hold the
top of the book level with chin and blow over the top
of the paper. This will produce lift.
5b. As planes become
assembled, students will fly them as gliders using gravity
for thrust.
6a. Students will be able to fill a tumbler
with water, place a piece of cardboard on top, and invert
or turn.
Air pressure will keep the water in the tumbler from
all directions.
6b. Pour hot water into a bottle and allow
air to become warm, expand, and leave the bottle. Remove
water, and
seal the top so air cannot return into the bottle. As
the air contracts atmospheric pressure, it will crush
the sidewalls of a hard plastic bottle.
6c. Students will
be able to conduct a demonstration of understanding equilibrium
when one holds a book in
the palm of their hand and the other pushes down with
equal pressure as the person pushing up. The book stays
in place. If pressure is decreased from the top of the
book, it will rise.
7a. Estimate a reduced air pressure
of 1 pound per square inch on top of a wing surface.
Next, calculate the number
of square inches in a 6’ X 30’ wing. In theory,
this is how much weight a wing of this size could lift.
7b.
Using prior taught knowledge from the Bernoulli principle,
calculate a reduced air pressure of 2 p.s.i. using the
same size wing.
8a. Using the computer instrumentation,
students will be instructed to use full throttle to move
enough air
over the wings of an aircraft about 60 mph to create
lift.
8b. Students will use an altitude indicator to determine
appropriate height, for direction change, and compass
for correct heading.
8c. Student will fly a Cessna, to
the runway and establish a glide path toward earth, check
airspeed and apply flaps.
As the plane descends onto the tarp, standard procedural
flair and controlled stall will become a landing.
9a.
Upon completion of flight simulation, credit will be
recorded for successfully landing.
9b. Students, who
have proven their ability to land the Cessna, will be
selected as peer tutors to assure everyone
has successfully landed.
10a. Using a propeller, rubber
band, and custom-built model, students will prepare for
a hand-launched flight.
10b. Using flight stations, students
will practice flying. Mastery skills will be demonstrated
as students count
windings, counter torque, and develop a ratio of distance
to windings.
11a. Students can create thrust by winding
a rubber band powered airplane and releasing it, at the
correct angle.
11b. Students can wind a rubber band powered
airplane a maximum of 30 times to observe the propeller
over come
drag, and pull the plane through the air.
11c. Students
can fly a custom built plane, and watch lift increase
with speed but as gravity pulls the plane
down more lift is created.
11d. Students will view movie "Understanding
Flight" and
complete custom made pedagogical answer sheet.
12a. Using
the custom-built model airplanes, ailerons, elevator,
and balance, the students goal will be to fly
to a predetermined destination point (tarp) and land.
12b.
Using the custom-built model airplane, ailerons, elevator,
and balance, the students goal will be to fly
the most distance.
12c. Students achieving highest landing
or distance records will be awarded "Technology
Certificates" and
their names will be permanently placed on the "Wall
of Fame."
13a. Students will watch the movie entitled: "Amelia
Earhart."
14a. Students will write an Explanation
of Findings (EOF). The narrative should include at
least 10 facts they have
learned from this activity, career ideas, graphics
and a personal evaluation of their feelings for improvement.
14b.
Evaluation and grade should include highest number
of landings on tarp, greatest distance flown, and landings
on simulator.
14c. Portfolio should include drawings,
movie quiz, written test, achievements, handouts, and
explanation
of findings.
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