SHPE Foundation SHPE Jr. Chapter Curriculum Hands-on Activity Training

TeachEngineering Hands-on

Activity: *

Design a Flying Machine

TeachEngineering Digital Library: teachengineering.org

http://www.nasa.gov/audience/forkids/kidsclub/text/currentevent/Im age_Gallery_prt.htm

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

TeachEngineering Digital Library

• http://www.teachengineering.org

The TeachEngineering digital library provides free, teacher-tested, standards-based engineering content for K-12 teachers to use in science and math classrooms. • Engineering lessons and activities connect real world experiences with curricular content already taught in K-12 classrooms. •

TeachEngineering's comprehensive curricula are

hands-on, inexpensive, and relevant to children's daily lives.

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

General Advice

• • • • • •

Be prepared! Do each activity beforehand Make sure all materials are available Keep students on task Follow the time frame Be flexible Have Fun!!

http://travel.wikinut.com/img/2hpjpyizfd8ukz50/public-domain-photo%3A-airplane

• • • SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine

Full Activity on TeachEngineering

Students draw a design for their own flying machine. They apply their knowledge of aircraft design and the forces acting on them. Students start with a brainstorming activity where they come up with creative uses for every day objects and then use their creativity and knowledge of airplanes to design their own flying machine.

Engineering focus: o

Partial Engineering Design Process

• Students focus on the brainstorming and design aspect of the engineering design process.

Learning objectives: o o o o Work in a group to brainstorm a design of a flying machine.

Use principles of geometry (including surface area, shape and symmetry) in their designs.

Apply the forces of flight to a model design and justify their design in terms of those factors.

Share their design with the class and explain the important features to their peers.

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training • • •

Design a Flying Machine Suggested time:

45 minutes

Suggested group size:

2 students/group

Materials

o

Each group needs:

• • • 1-2 sheets of construction paper per student A variety of media: crayons, colored pencils, markers, etc.

4 or 5 kitchen or household utensils (“odd” shapes if possible, like a whisk, pastry cutter, a wire coat hanger, and tongs • • • • A brown paper bag A protractor, ruler or compass, if desired Assorted craft construction or recycled materials Flying Machine Worksheet http://commons.wikimedia.org/wiki/File:PSM_V58_D629_Blanchard_fl ying_machine.png

http://www.nasa.gov/audience/foreducators/topnav/materials/list bytype/The_Process_Involved_in_Aircraft_Design.html

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Engineering Connection

(Real World Application): • The key to successful engineering is to bring together knowledge of science, creative ideas, productive brainstorms, design/test/build cycles and scientific testing. When all these elements come together, an engineer is likely to come up with a successful design!

• Even though an engineer needs to know a lot about airplanes to design a new one, teamwork, communication and testing is required for the new aircraft to be a successful design • In this activity, tell your students that they will be working as aerospace engineers for NAVAIR (the US Naval Air Systems Command). NAVAIR would like teams of aerospace engineers to work together to brainstorm and design new, efficient and futuristic flying machines! Each small team will share their ideas so that NAVAIR can learn more about each creative design.

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Vocabulary Terms

lift thrust drag weight

Design a Flying Machine

Definitions

When the air pressure below a wing is greater than the air pressure above the wing, there is a net upward force called the lift.

The forward-directed force developed in a jet or rocket engine as a reaction to the high-velocity rearward ejection of exhaust gases or a propeller.

The phenomenon of resistance to motion through a fluid.

The force with which a body is attracted to Earth or another celestial body, equal to the product of the object's mass and the acceleration of gravity.

http://www.grc.nasa.gov/WWW/k 12/UEET/StudentSite/dynamicsofflight.html

http://www.teachengineering.org/view_lesson.php?url=collectio n/cub_/lessons/cub_airplanes/cub_airplanes_lesson02.xml

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Introduction:

o How many students like to doodle? Many inventions were “doodles” before they become reality. Leonardo da Vinci (1452-1519) was famous for his notebook doodles and sketches of ideas for “futuristic” things that today are realities, such as helicopters, parachutes, and airplanes. When you doodle an idea down on a piece of paper, you are really starting the invention design process – generating ideas.

http://www.nps.gov/nr/travel/aviation/ideaflight.htm

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Introduction:

o Brainstorming is another way of coming up with ideas. It is when a group of people get together and try to answer a problem by thinking of any idea (even wild!) and building upon it as a team. Have you ever heard the phrase “Two minds are better than one?” This is because each unique person has a different, unique way of answering a question, and sometimes when you are stuck on the answer to a question or problem, a little help from a friend or neighbor can help make the solution easier. Brainstorming generally occurs in the first part of the engineering design process.

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Introduction:

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Introduction:

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Before the Activity:

o Gather materials and household objects. Put several kitchen/household in a brown paper bag, and repeat for the number of student groups in the class.

o If time allows, make a sample invention (e.g., a rocket ship powered by water) to give students a model of what they will be doing.

o Make copies of the Flying Machine Worksheet .

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Activity Procedure:

1. Ask students what inventions they think were important in the history of flight. Examples: o Sir George Cayley invented a glider in 1804. o The Wright brothers invented the first powered airplane in 1903. o Seaplanes were invented in 1912 o In 1933, the Boeing Company designed the first modern airliner, the Boeing 247. o The jet engine was patented in 1930 by Frank Whittle in Britain. o In 1983, the Stealth fighters – planes that are difficult to detect using radar – were made public.

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Activity Procedure:

2. Go through brainstorming steps with the class. Describe brainstorming as a component to the inventing process, and bring up the point that engineers invent all the time. Explain SCAMPER as a way to think differently about an object.

o o o o o SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine

SCAMPER Example:

Take a common household object like a wire coat hanger. The first step is to the coat hanger? Perhaps your idea could be made out of pipe cleaners, or perhaps the coat hanger could be reworked into a square instead of a triangle.

Substitute

: can you substitute another shape or material for Next, we look at

Combining

so more clothes can attach to it? Can we combine it with a fragrance, so your clothes smell better? . Can we combine the coat hanger with Velcro® Then we go to

Adapt

: What could be adapted on the coat hanger to make it more useful? Would two hooks work better than one? Next, you would go to or smaller, and so on.

Modify/Minify/Magnify

, and ask what could be bigger, The final steps are:

Eliminate

and

Rearrange

. Here we try and find what can be removed from the coat hanger or what can be moved on it.

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Activity Procedure:

3. Hold up a paper bag and ask students to guess what it contains. Let them take a few guesses, and shake the bag once or twice. Then pull out one item and have students brainstorm other uses for the object. List ideas on the board. Then give each group of students one brown bag and have them pull out ONE item. Have them brainstorm uses of their particular item. When students’ ideas are exhausted, have each table share a few of the more creative ideas.

http://commons.wikimedia.org/wiki/Category:Brainstorming#mediaviewer/File:Brai nstorming.gif

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Activity Procedure:

4. Explain that now each student group will get to design a flying machine for NAVAIR. They will need to incorporate the ideas and concepts, such as drag, thrust, lift and weight. Make a word web on the board, with “Flying Machine” in the center, and those forces of flight as branches around the outside. Have the class brainstorm ways to incorporate those concepts into their flying machine design. Add the students’ ideas under each component on the web. Then add “Fuel” and “Materials” to the web. Ask them what types of fuel might be used in the future. http://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_ airplanes/cub_airplanes_lesson04.xml

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Activity Procedure:

5. Have students dump their bag onto their desk onto their desk or table and begin to brainstorm ideas for their new flying machine. Remind them of the rules of brainstorming. Roam around the groups to help them with brainstorming and to hear their creative ideas.

Note: Let students know that the models of their flying machines that they will build do not have to actually work!

5. Explain to students that engineers use many geometric ideas when they design planes. Airplane wings can move at different angles, some shapes are more aerodynamic than others (thus reducing drag), and a rocket ship or airplane usually has a symmetrical design.

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Activity Procedure:

7. Encourage students to complete a rough draft in pencil. Once a student group has decided on a plane design, encourage them to use a variety of materials for the final design.

8. Pass out any extra art materials and paper, and let students work on their flying machine.

9. Have students complete the Flying Machine Worksheet (Note: some

shapes have several lines of symmetry. Encourage students to find as many as they can for each shape.)

10. Finally, have student groups share their flying machines. Remind them that they have been working as aerospace engineers for NAVAIR and want to impress NAVAIR with their design!

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training o

Design a Flying Machine Assessment:

Pre-Activity Assessment o Discussion Question: In small groups, have students engage in open discussion. Remind students that no idea or suggestion is "silly." All ideas should be respectfully heard. Write down all the groups' ideas on the board to share with the class.

”What inventions may have helped with modern flight and airplanes?"

o Activity Embedded Assessment o o Brainstorming: Have students generate a number of possible ideas about the uses of an object from their paper bag. Word Web: Make a word web on the board, with “Flying Machine” in the center, and drag, thrust, lift and weight as branches off the center, around the outside. Have the class brainstorm ways to incorporate the four forces of flight into their flying machine design. Add the student ideas under each component on the web. Then add “Fuel” and “Materials” as branches to the web. Ask them what types of fuel might be used in the future.

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Assessment:

o Post-Activity Assessment: o Show and Tell: Have student groups show off their futuristic flying machine to the rest of the class. • Have them explain how they considered the four forces of flight (drag, thrust, lift and weight) in their design. • • • Then have them explain what they think is the best part of their design and what could possibly go wrong with it (i.e., what could be fixed in future models of their flying machine). Remind students that engineers go through the design-build-redesign process many times before they get to a finished product. Have other student groups write down one thing that they like about the presenters’ flying machine. Share these with the class.

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Teaching tips:

o Some students love to create and will want to start before you are ready, or before you have even finished explaining the directions. Other students will complain that they cannot think of anything to draw. They may need to start with your model, or a basic airplane, and add unusual components, or may need to make a web with their ideas to help their creativity. If they need to, students can refer to the web made in class.

o It may be helpful to put “tubs” with the art media at each table with various pencils, crayons and markers in them so that each team has ready access to art supplies.

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Design a Flying Machine Optional Scaling and Extensions:

o o Have students draw another view of their craft from the top or another side view. They could also add collage-type effects to their craft, using glue, other colored paper, textured paper, etc. to add another dimension to their work. Students could also be challenged to try to draw their design to scale and show all relevant measurements and an appropriate scale.

The flying machines can be hung up for display. o o Students could could continue with paper airplane design and inventing new prototypes. Real inventions can be studied and researched as they relate to the topic of flight, or inventions in general could be researched if students developed an interest.

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training

Activity Takeaways

• • • • Teambuilding skills o Working together on brainstorming and designing a futuristic flying machine.

Engineering skills o Partial Engineering Design Process: Students focus on the brainstorm and design steps of the engineering design process Encouragement through creativity o Students learn about the creative side of engineering design and are encouraged to use their imagination freely.

Motivation through having fun o Introduce the activity as a fun learning experience!

http://www.buckeyeaz.gov/index.aspx?nid=163

SHPE Foundation SHPE Jr. Chapter Curriculum Hands-On Activity Training • •

TeachEngineering

Contact Information

TeachEngineering:

http://www.teachengineering.org/ o over 1,300 standards-based engineering lessons and activities Carleigh Samson, TeachEngineering Editor o o [email protected]

303.492.6950

Questions?

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