Science and Innovation A Boeing/Teaching Channel Partnership

Unit 4: Spy Gliders

Science and Innovation Unit 4: Spy Gliders Lesson 3: Worrying About Weight

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Unit 4: Spy Gliders Lesson 3: Worrying About Weight

Grade Level 7th-8th Grade Lesson Length One 50-minute session

Learning Goals

1. Understand that engineers often work in groups and as such they often havedifferent roles that help the team accomplish their objective.

2. Manipulate weight on a glider, thus affecting its center of mass and causing theglider to fly in a different manner. Students will either have to adapt to this newflying style or add mass to the glider at different places to once again “balance out”their glider.

Lesson Overview

In this lesson, students dig into their roles as engineers by working through the Engineering Design Process to solve a challenge. This challenge involves modifying a Styrofoam airplane to travel a certain distance while carrying a certain number of paper clips. Adding payload to the glider, without affecting its ability to fly successfully, is a major component of the capstone engineering design challenge.

Prior Knowledge

(Foundational science, engineering, and math knowledge students should have)

1. Previous work in problem-based teams will be very beneficial for this lesson and others in theunit.

Science and Innovation Unit 4: Spy Gliders Lesson 3: Worrying About Weight

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Lesson 3 Introduction (cont.)

Key Terms

(Key Terms are under review for alignment to appropriate contextual scientific definitions.)

center of mass The center of mass is the point where all of the mass of the object is concentrated. When an object is supported at its center of mass there is no net torque acting on the body and it will remain in static equilibrium.

torque Something that produces, or tends to produce torsion or rotation. equilibrium A state of rest or balance due to the equal act of opposing forces. static equilibrium

When an object is at rest or stationary and is in a state of equilibrium.

center of gravity

The center of gravity is a geometric property that serves as the average location of the weight of an object.

Basic Teacher Preparation

Assign students to groups in advance, and notify students of their group assignments as they enter the classroom. Ensure that all of the supplies are laid out and that the students have access to the proper measuring equipment and materials.

Required Preparation Links/Additional Information Gather and set out all necessary materials Refer to the Materials List below Download and preview the Spy Gliders

Slideshow presentation (slides 8 – 10)Refer to the Materials List below or access the file at this PPT link

https://www.teachingchannel.org/glider-engineering-unit-boeing

Science and Innovation Unit 4: Spy Gliders Lesson 3: Worrying About Weight

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Lesson 3 Introduction (cont.)

Materials List

Item Description/Additional Information

Quantity Where to Locate/Buy

Spy Gliders Engineering Design Notebook

Download and print. 1 per student Already provided to students in Lesson 1

Spy Gliders Slideshow Download for sharing with class slides 8 - 10

Triple beam balance 1 per class Balance [link] Small action camera An action camera is an

engaging way for students to capture aerial footage during the final engineering design challenge. If it is cost prohibitive, then a battery would be a suitable alternative.

1 per class Camera [link]

Foam gliders The longer the wing span, the better.

1 per group Gliders [link]

Metal washers 10 per group Washers [link] Paper clips These can be used as

fasteners or weights if you should use smaller gliders.

1 box per class Any office supply store

Duct tape 1 roll per class Any hardware store

http://www.amazon.com/Frey-Scientific-Balance-Capacity-Readability/dp/B008C4PABU/ref=sr_1_1?ie=UTF8&qid=1434679984&sr=8-1&keywords=triple+beam+balancehttp://www.bestbuy.com/site/sony-as30-hd-action-cam-black/1801272.p?id=1219064877868&skuId=1801272http://www.amazon.com/High-Flying-Styrofoam-Gliders-Wingspan/dp/B00FJ5APVA/ref=sr_1_9?ie=UTF8&qid=1434680222&sr=8-9&keywords=foam+glidershttp://www.homedepot.com/p/Everbilt-1-2-in-Galvanized-Flat-Washer-25-per-Bag-802294/204276406

Science and Innovation Unit 4: Spy Gliders Lesson 3: Worrying About Weight

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Lesson 3

Assign Groups and Determine Roles (10 minutes)

Show Spy Gliders Slideshow slide #8. Instruct students to sit in their prearranged groups, and have them chorally read page 8 of the Engineering Design Notebook. Afterwards, have students work together to choose a role for each member of the team. Students will keep their roles for the remainder of this unit.

Determine the Mass of the Camera (3 minutes)

Have students zero the spring balance and then determine the mass of the action camera or the substitute item (battery).

Introduce Building Materials (7 minutes)

Show Spy Gliders Slideshow slide #9. Point out all of the materials and demonstrate how to assemble the glider. Point out that the glider Styrofoam is fragile. Also, talk about which weights are appropriate, and show students how to attach weights to the glider.

Team Planning (15 minutes)

Instruct students to review the design task on page 9 of the Engineering Design Notebook. Inform the class the distance the gliders should fly and the number of washers that should be attached. Have students record these goal numbers. Then have students work together in teams to sketch where and how to attach the washers to their glider.

Systematic Process (15 minutes)

Students are going to work in their groups to complete page 10 on their Engineering Design Notebook. Be sure they use the included guiding questions to help them determine which solution is the best option. Show Spy Glider Slideshow slide # 10 to prompt class discussion.

Helpful Tip

It is up to the teacher to determine the level of difficulty and to tell students the distance the glider should fly, and the number of washers it should carry. If desired, consider having the class work together to determine these goals.

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Lesson 3 (cont.)

Assessment

What evidence will show that students have acquired the enduring understanding of STEM and the Engineering Design Process for this unit?

Type Description Formative Summative Performance Task Projects Quizzes, Tests, Academic Prompts

Other Evidence (observations, work samples, student artifacts, etc.)

The primary method of assessment for this lesson will come from observations of team collaboration as well as the notes and ideas individual students include in their Engineering Design Notebooks.

Student Self-Assessment

Community Connections

What are the connections that can be drawn between this lesson and your local community?

If any student’s parents, guardians, family members, or relatives work as aerospace engineers, materials engineers, pilots, or aviation mechanics, consider inviting them, or other local professionals in these relevant fields to visit the classroom as volunteers or to share their work experiences.

Equity in the Classroom

What strategies are suggested for equitable engagement in this lesson?

Individual Students will be able to pose individual questions related to the engineer roles. Small Group Teams will work together to create some initial ideas about weight placement.

Whole Group The entire class will participate in the teacher’s overview of engineer team roles as well as the design challenge.

Suggested Teacher Resources

Spy Glider Engineering Design Notebook Link to resource Spy Glider Slideshow PowerPoint (slides 8-10) PPT link

https://www.teachingchannel.org/glider-engineering-unit-boeinghttps://www.teachingchannel.org/glider-engineering-unit-boeing