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Science and Innovation A Boeing/Teaching Channel Partnership

Unit 4: Spy Gliders

Science and Innovation Unit 4: Spy Gliders

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Science and Innovation

The Boeing Company and Teaching Channel teamed in 2014 to create problem based curricula inspired by science and engineering innovations at Boeing and aligned with globally competitive science, math, and literacy standards. This two-week curriculum unit and the companion video series are designed to help teachers in grades 4-8 integrate the engineering design process into their classrooms. The collection of Teaching Channel curricula is one part of a collection of K-12 education resources intended to mark Boeing’s centennial anniversary and prepare the next generation of innovators.

The materials created by this collaboration were taught by the authoring teachers in Puget Sound and Houston. This fall, more teachers in Puget Sound and Houston will use, improve, and iterate on the units. In parallel, a panel of science educators will review this content to suggest improvements and validate its alignment to standards.

Partners at both the University of Washington’s Institute for Science and Math as well as Educate Texas were instrumental in teacher recruitment for this project. Teachers and engineers in the project received training from learning scientists at the University of Washington’s Institute for Science and Math Education, led by Dr. Philip Bell. He and his team also created a design template to support curricula development to promote alignment to standards and research on science learning and teaching.

Please note that the resource links provided in these lessons are intended as helpful illustrations to teachers adapting the unit for their classrooms and are not an endorsement of specific products or organizations.


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Unit 4: Spy Gliders

Next Generation Science Standards Checklist

For more information and the full description of each standard, please visit http://www.nextgenscience.org/ msets-ed-engineering-design L

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NGSS Performance Expectations for Engineering

MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.

MS-ETS1-2. Evaluate competing design solutions using a systematic process

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions

MS-ETS1-4. Develop a model to generate data from iterative testing and modification of a proposed object, tool, or process

Science and Engineering Practices

Asking questions (science) and defining problems (engineering)

Developing and using models Planning and carrying out investigations

Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (science) and designing solutions (engineering)

Engaging in argument from evidence Obtaining, evaluating, and communicating information

http://www.nextgenscience.org/msets-ed-engineering-design







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Next Generation Science Standards Checklist (cont.)

For more information and the full description of each standard, please visit http://www.nextgenscience.org/ msets-ed-engineering-design L

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Engineering Disciplinary Core Ideas

The more precisely a design task's criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge likely to limit possible solutions.

A solution needs to be tested, and then modified on the basis of the test results, in order to improve it.

There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem.

Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors.

Models of all kinds are important for testing solutions. Cross Cutting Concepts

Patterns Cause and Effect Scale, Proportion, and Quantity Systems and Systems Models Energy and Matter: Flows, Cycles, and Conservation

Structure and Function Stability and Change




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Unit 4: Spy Gliders

Unmanned Aerial Systems are becoming more common in many areas of the world. This module calls for students to design their reconnaissance vehicle, which will be released from a high position, such as a weather balloon, in order to travel a given distance. The engineering design process, forces of flight, and materials engineering will be the key topics throughout this module.

Unmanned Aerial Systems Unmanned aerial systems (UAS) are air vehicles which lack onboard passengers and crew. They can be autonomous “drones” or remotely piloted vehicles. While one could argue that the modern drone was invented near the end of World War I (see Kettering Bug), it has just recently been integrated into many aspects of military and civilian life. Many civilian uses exist, including, but not limited to: aerial surveying of crops, search and rescue operations, counting wildlife, delivering medical supplies to remote or otherwise inaccessible regions, and surveillance.

Students are introduced to the engineering challenges associated with the deployment, design and flight of autonomous UAS and asked to develop possible solutions to an engineering design problem. After creating and observing the flight of basic gliders, they are introduced to an engineering design challenge where they must explore various materials and then design and physically create their own solution to the problem.

Engineering Design in the Unit Gliders can be many different sizes and made of many different materials. Students will select materials to create their own glider. They will then manipulate the placement of additional weight on the body to study its impact on the flight of the glider. They will use this iterative process to design and then construct another glider that is capable of supporting a camera that will capture aerial footage. Students will record and document their engineering process and iterative design in an Engineering Design Notebook.

Unit Authors

Julia Ward, Seattle Public Schools Ken Dunkelberg, Boeing Engineer, Everett, WA Paul Smith, Boeing Engineer, Everett, WA

https://en.wikipedia.org/wiki/Kettering_Bug


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Unit 4: Spy Gliders Lesson 1: Defining the Problem—Criteria and Constraints

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

Learning Goals 1. Identify key terms related to the engineering profession.2. Introduction to the engineering design challenge

Lesson Overview

The unit begins with this introductory lesson where students are introduced to the key terms: criteria and constraints. They will then leverage this knowledge to prepare for the engineering design challenge.

Prior Knowledge

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

It is advantageous if students have some understanding or exposure to these topics or concepts: 1. Cooperative learning

Key Terms

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

criteria A standard of judgment or criticism; a rule or principle for evaluating or testing something.

constraints Limitations or restrictions.


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Lesson 1 Introduction (cont.)

Basic Teacher Preparation

This lesson sets the stage for much of the exploration and concept discussion that will occur later in the unit. Please preview the videos to ensure that your audio visual solution supports the media. Also ensure that you have enough copies for all students in your class.

Required Preparation Links/Additional Information Download, print, and photocopy the Spy

Gliders Engineering Design NotebookRefer to the Materials List below or access the file at this Link to resource

Download and preview the Spy GlidersSlideshow presentation (slides 1 - 5)

Refer to the Materials List below or access the file at this Link to resource

Review all identified videos Refer to the Materials below

Materials List

Item Description/Additional

Information Quantity Where to Locate/Buy

Spy Gliders Engineering Design Notebook

Download and print 1 per student Link to resource

Spy Gliders Slideshow Download for sharing with the class slides 1-5

PPT link

MIT- Engineering Design Process video

YouTube link

Helpful Tip

You may find it helpful to give students a “stamp” of completion each day as they work through the lessons in their booklets.

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




https://www.youtube.com/watch?v=5Dp2qHz8r2U


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Lesson 1

Introduction to Key Vocabulary (10 minutes)

Begin the lesson (and the unit) by passing out the Spy Gliders Engineering Design Notebook. Instruct students to open their notebooks to page 2, and have them spend a few minutes writing their best responses to the questions regarding criteria and constraints. When they have finished, ask the class to share and compare their answers to ensure understanding of these essential terms.

Introduction to the Engineering Design Process (10 minutes)

Watch this video and then and then review the Engineering Design Process chart in the Spy Gliders Slideshow slide #2 PPT link with the students.

Explain that the engineering design process will be used throughout this unit and discuss as a class.

The links to the videos can also be found in the Spy Gliders Slideshow slide #4.

Video Link

Introduction to the Engineering Design Process video [YouTube link]

The engineering design process



https://www.youtube.com/watch?v=-JsGggcQRTM


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Lesson 1 (cont.)

Introduction to Engineering Design Challenge (10 minutes)

Show the Spy Gliders Slideshow slide #3 and have students copy the information from the slide into their Engineering Design Notebook for later reference.

“Engineer a glider that can carry a mini camera for the longest distance.”

Address basic questions which focus on specifics of the challenge itself. Defer all other questions until after students have had a chance to discuss among themselves in the Think, Pair, Share activity later in this lesson.

Think, Pair, Share (10 minutes)

Have students go to page 3 of the Engineering Design Notebook. • For 3 minutes, have students think to themselves and jot down a few questions that will help

set up the criteria and constraints for this engineering design challenge.• Then, for 5 minutes, have students talk with their partners as a pair to come up with the best

set of questions.• For the last 2 minutes, invite students to share their questions with the class to develop the

criteria and constraints.

Criteria and Constraints for the Design Challenge (10 minutes)

Have students complete the Criteria/Constraints sheet on page 4 of the Engineering Design Notebook. Have students discuss with a partner and then add additional questions. Invite students to share their ideas with the class. The teacher should add the shared ideas to the Spy Gliders Slideshow Criteria/Constraint slide #5 in real time.

Web Resource

Spy Gliders Slideshow PPT link



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Lesson 1 (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 assessment for this lesson will be a walkabout to check for the completion of the Engineering Design Notebook.

Student Self-Assessment

Community Connections

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

The teacher can research and share companies in his/her region that engage in similar work.

Equity in the Classroom

What strategies are suggested for equitable engagement in this lesson?

Individual Individual students will respond to the questions supplied in their Engineering Design Notebooks.

Small Group There should be ample opportunity for students to turn and talk with a partner about unknown words, concepts from the videos, or other big ideas.

Whole Group The whole class will participate in the video discussion.

Suggested Teacher Resources

Spy Glider Engineering Design Notebook Link to resource Spy Glider Slideshow (slides 1-5) PPT link Adam Savage's Custom Quadcopter Gear video YouTube link MIT- Engineering Design Process video YouTube link Flite Test - Discus Launch Glider video YouTube link



https://www.youtube.com/watch?v=-JsGggcQRTM


https://www.youtube.com/watch?v=FGvllx83zAw


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Lesson 1, Suggested Teacher Resources (cont.)

The Engineering Design Process

Step 1 Identify the Need or Problem Describe the engineering design challenge to be solved: include limits and constraints, who is the customer, and why this is important to solve.

Step 2 Research Criteria and Constraints Research how others have solved this or similar problems and discover what materials have been used. Be sure to thoroughly research the limitations and design requirements for success.

Step 3 Brainstorm Possible Solutions Use your knowledge and creativity to generate as many solutions as possible. During this brainstorming stage, do not reject any ideas.

Step 4 Select the Best Solution Each team member presents their solution ideas to the team. Team members annotate how each solution does or does not meet each design requirement. The team then agrees on a solution, or combination of solutions, that best meets the design requirements.

Step 5 Construct a Prototype Develop an operating version of the solution.

Step 6 Test Test your solution. Annotate the results from each test to share with your team.

Step 7 Present Results Present the results from each test to the team.

Step 8 Redesign The design process involves multiple iterations and redesigns. Determine a redesign to address failure points and/or design improvements. Redesign is based on the data from your tests, your team discussion as to the next steps to improve the design, and the engineering design process steps 1-7. Once your team is confident of their prototype solution, you will find yourself at Step 7 where you will finally present the results to the client.

1. The client may accept your solution as is, or2. Ask for additional constraints and criteria to be included in the solution. At this point, you and

your team will revisit the engineering design process and begin the iterative redesign cycle –again.


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Unit 4: Spy Gliders Lesson 2: How Do You Make Things Fly?


Learning Goals 1. Explore forces of flight2. Optimize design of a paper airplane

Lesson Overview

As the unit progresses in this second lesson, students will participate in a hands-on activity. Student will create small scale models using paper airplanes to discover what features of gliders make them stable for long distances. They will test the paper planes to see which ones perform the best. Then they will look for design similarities between the successful tests. Students will then use the four forces of flight: Lift, Drag, Thrust, and Gravity to better explain what they observed throughout their test flights.

Prior Knowledge


No pre-requisite knowledge is necessary for this lesson.

Key Terms


drag The force that acts opposite to the direction of motion. It tends to slow an object. Drag is caused by friction and differences in air pressure. An example is putting your hand out of a moving car window and feeling it pull back.

lift The force that holds an airplane in the air. The wings create most of the lift used by airplanes.

thrust A force that moves an aircraft in the direction of the motion. It is created with a propeller, jet engine, or rocket. Air is pulled in and then pushed out in an opposite direction. One example is a household fan.

weight The force caused by gravity.


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This lesson will reinforce essential pieces of the Engineering Design Process—especially testing, making observations, and recording data. The students will also be introduced to the four forces of flight: drag, lift, thrust, and weight.

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

Slideshow presentation (slides 6 – 7)Refer to the Materials List below or access the file at this PPT link

Review all identified videos Refer to the Materials List below

Materials List

Item Description/Additional Information

Quantity Where to Locate/Buy


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

Spy Gliders Slideshow Download for sharing with the class slides 6 - 7

PPT link

Standard 8½ x 11-inch office paper

1 per student Available in most schools

Standard 12-inch ruler 1 per student Available in most schools

The Aerodynamics of Flight video

YouTube link

The Science of Flight—Part 1 video

YouTube link

NASA Forces of Flight resource webpage

Web link

PBS Learning Media: Challenge of Flight

Web link



https://www.youtube.com/watch?v=5ltjFEei3AI

https://www.youtube.com/watch?v=zLOviPA9hC4

http://www.grc.nasa.gov/WWW/k-12/airplane/forces.html

http://www.pbslearningmedia.org/resource/aeroeng-sci-eng-flight/


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Lesson 2

Concept Engagement (15 minutes)

Show Spy Gliders Slideshow slide #6. Distribute the paper and rulers to students. Then instruct them to turn to page 5 of the Engineering Design Notebook. Working as individuals, have them sketch a paper airplane that they believe will travel the greatest distance in the class, with a minimum expectation of at least 5 feet. Students should include labels and measurements in their sketches. They should also provide reasons as to why certain design features will help their planes fly farther.

After they have completed their designs, have students use the provided paper to carefully construct their paper airplane based on their blueprint. They should also write down a prediction about how far or how well their planes will fly.

Video (10 minutes)

Play either the Aerodynamics of Flight, Science of Flight—Part 1, or PBS - Challenge of Flight video for students.

The video links can be found on Spy Gliders Slideshow slide #7.

Review (5 minutes)

Have students provide definitions for the four forces of flight on page 6 of the Engineering Design Notebook. Then access the NASA Forces of Flight webpage, and as a class, review the students’ definitions.

Test and Record Observations (20 minutes)

Have students work with a partner to carefully test their gliders. Encourage them to throw the plane consistently so they can observe how different designs affect flight. They should also sketch and note design strengths as well as failure points or weaknesses for at least 2 of the gliders on page 7 of the Engineering Design Notebook.

Video Links

Aerodynamics of Flight [YouTube link] Science of Flight—Part [YouTube link] PBS – Challenge of Flight [Web link]

Web Resource

NASA Forces of Flight page [Web link]












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Lesson 2 (cont.)

Assessment




The primary method of assessment for this lesson will come from the Engineering Design Notebook, observations of the activity, and class discussion.




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



Individual Students have freedom of design and can choose another student’s glider to study.

Small Group Students will be encouraged to check and compare notes with others on their teams.

Whole Group Students watch and discuss the video and website about the forces of flight together. They also discuss design features of successful gliders, as well as identify design successes and failures.


Spy Glider Engineering Design Notebook Link to resource Spy Glider Slideshow PowerPoint PPT link The Aerodynamics of Flight video YouTube link The Science of Flight—Part 1 video YouTube link NASA Forces of Flight webpage Web link







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Unit 4: Spy Gliders Lesson 3: Worrying About Weight


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


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


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Key Terms


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.


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




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Materials List

Item Description/Additional Information Quantity Where to Locate/Buy


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+balance

http://www.bestbuy.com/site/sony-as30-hd-action-cam-black/1801272.p?id=1219064877868&skuId=1801272

http://www.amazon.com/High-Flying-Styrofoam-Gliders-Wingspan/dp/B00FJ5APVA/ref=sr_1_9?ie=UTF8&qid=1434680222&sr=8-9&keywords=foam+gliders

http://www.homedepot.com/p/Everbilt-1-2-in-Galvanized-Flat-Washer-25-per-Bag-802294/204276406


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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




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.




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.



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.


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




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Unit 4: Spy Gliders Lessons 4 and 5: Spy Gliders Materials

Grade Level 7th-8th Grade Lesson Length Two 50-minute sessions

Learning Goals 1. Learn about the iterative process of design focusing on strengths, as well as

failures.

Lesson Overview

In Lessons 4 and 5, student teams explore what materials to use based on strength and weight. Part of the time involves brainstorming and researching materials used on other planes and gliders, with the rest dedicated to hands-on material testing. Finally, students will use an argument scale (see Suggested Teacher Resources) to reach consensus on the best materials to use.

Prior Knowledge


In these lessons, students refine and compare their current design to previous designs. It is helpful if class members have had many opportunities to do this type of engineering design work in prior units.

Key Terms


material The substance or substances of which a thing is made or composed.

newton The standard unit of force in the International System of Units (SI), equal to the force that produces an acceleration of one meter per second per second on a mass of one kilograms.

strength The quality or state of being strong; bodily or muscular power; vigor.

weight The force that gravitation exerts upon a body, equal to the mass of the body times the local acceleration of gravity: commonly taken, in a region of constant gravitational acceleration, as a measure of mass.


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Lesson 4 and 5 Introduction (cont.)


Gather and set out all necessary materials for these lessons. Also, review all resources, including the identified videos and Spring Scale Primer presentation, and ensure that they can be played for the class. Also, consider some ways that students might be able to use the provided items to test the various construction 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


Preview all identified videos and the SpringScale Presentation

Refer to the Materials List below

Materials List





Spy Gliders Slideshow Download for sharing with class slides 11 - 12

Triple beam balance 1 per class Already used in Lesson 3

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 Already used in Lesson 3


1 per group Already used in Lesson 3

Metal washers 10 per group Already used in Lesson 3

Paper clips These can be used as fasteners or weights if you should use smaller gliders.

1 box per class Already used in Lesson 3

Duct tape 1 roll per class Already used in Lesson 3

Hot glue gun 1 for every 2 groups

Hot glue gun [link]

Balsa wood 1 per group Balsa wood [link] Foam board 1 per group Foam board [link]


http://www.amazon.com/Surebonder-GM-160-Mini-Temperature-10-watt/dp/B003L264JA/ref=sr_1_1?ie=UTF8&qid=1434718532&sr=8-1&keywords=hot+glue+gun

http://www.amazon.com/Balsa-Wood-Sheet-per-pack/dp/B002YHAE7Q/ref=sr_1_3?ie=UTF8&qid=1434719045&sr=8-3&keywords=balsa+wood+36

http://www.amazon.com/Elmers-Colored-16-Inch-10-Count-951120/dp/B0006VRTZM/ref=sr_1_6?ie=UTF8&qid=1434719101&sr=8-6&keywords=foam+board


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Lessons 4 and 5, Materials List (cont.)

Item Description/Additional Information Quantity Where to Locate/Buy

Scrap cardboard 1 large box per group

From school cafeterias or home

Very fine sanding blocks

1 per group Sanding blocks [link]

S hooks 1 per group S hooks [link] Fishing line, twine, or yarn

1 pkg Local store or home

Boeing Wing Failure Test videos

YouTube [link]

Mythbusters Force Gauge video

YouTube [link]

How to Use a Spring Scale presentation

Presentation [link]

http://www.amazon.com/3M-Sanding-Sponge-Fine-6-Pack/dp/B004MW4GFM/ref=sr_1_3?ie=UTF8&qid=1434719412&sr=8-3&keywords=sanding+block+fine

http://www.amazon.com/OPCC-Heavy-duty-Gardening-Installation-Hardware/dp/B00JQXWRPS/ref=sr_1_5?ie=UTF8&qid=1434725109&sr=8-5&keywords=s+hook

https://www.youtube.com/watch?v=rak2HldVp9M

https://www.youtube.com/watch?v=hOt-D_ee-JE

https://docs.google.com/presentation/d/1UVhO_FM5QX2Rg-O0n7qY8XtekPrdQTXNKWx40FYY4_Y/present?pli=1&ueb=true&slide=id.p


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Lesson 4

Warm Up Writing (5 minutes)

Show Spy Glider Slideshow slide # 11. Instruct students to complete the writing exercise on page 13 of the Engineering Design Notebook. Have students focus their writing on the importance of material selection in glider construction.

Videos (15 minutes)

Show and discuss the Boeing Wing Failure Test video. Then show and discuss the Mythbusters: video, which shows the use of a force gauge. These video links and the Spring Scale presentation can be found on Spy Glider Slideshow slide #12.

Spring Scale Primer (10 minutes)

Use the identified How to Use a Spring Scale document to lead a class discussion on the appropriate use of spring scales.

Material Hypothesis and Testing Procedures (20 minutes)

Tell students to turn to page 14 in the Engineering Design Notebook. Have them work as individuals to generate a hypothesis about the various glider construction materials. Then have them collaborate as a team to develop a strength testing procedure. The teacher should review and sign off on each team’s procedure.

Video Links

Boeing Wing Failure Test [YouTube link] Mythbusters force gauge [YouTube link]

Web Resource

How to Use a Spring Scalepresentation [Web link]

Helpful Tip

One basic method of strength testing is to have a rectangular piece of material suspended lengthwise between two desktops. A string is then wrapped down the middle, width-wise, with an S hook suspended from it. Washers or hooked gram stackers can then be added to the S hook.











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Lesson 5

Testing (25 minutes)

Inform students that they will strength test at least three different construction materials to the point of failure. Instruct them to refer to page 15 of the Engineering Design Notebook. As they conduct their testing, they must note the specific type of material, the mass of the material, and the amount of mass that that each material can support prior to collapse. They should also note the pros and cons of each material and provide a summary in the Results section.

Debrief and Argument Scale (20 minutes)

Have students individually reflect on the testing process as they complete the journal activity on page 16 of the Engineering Design Notebook. Afterwards, have students work in their groups to come to a consensus about which materials to use to build their glider.

Class Wrap-Up (5 minutes)

Discuss the events of the day, and address any questions and concerns.

Assessment




The primary method of assessment for this lesson will come from observations of the team interactions, lab work, and ability to follow directions; as well as the Engineering Design Notebook.


Helpful Tip

Consider using one of the argumentation activities to help each group come to a consensus.

http://www.jeffzwiers.org/tools--resources.html



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Lesson 5 (cont.)



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 fields to visit the classroom as volunteers or to share their work experiences.



Individual Individual students should each have an engineering role during the preparations as well as testing.

Small Group Most of the work in today’s lesson involves students working as productive team members while helping to develop the testing protocols.

Whole Group The teacher will acknowledge challenges, successes or questions during a brief review at the end of the lesson.


Spy Glider Engineering Design Notebook Link to resource Spy Glider Slideshow (slides 11 – 12) PPT link Boeing Wing Failure Test videos [YouTube link] Mythbusters Force Gauge video [YouTube link] How to Use a Spring Scale presentation [Presentation link] Argumentation Activity Web link








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Unit 4: Spy Gliders Lessons 6 and 7: Glider Construction

Grade Level 7th-8th Grade Lesson Length Two 50-minute sessions

Learning Goals 1. Students work collaboratively to create a detailed blueprint for their glider.2. Students work collaboratively to share their ideas and reasoning with the class.3. Students follow their blueprint to construct their glider.

Lesson Overview

On these planning and building days, students bring together what they learned about glider shape, payload, and construction materials as they work in groups to create their gliders. The groups start by creating labeled diagrams of their planned glider. The diagram should note what features they think will help their glider meet the challenge’s criteria and constraints. Once each group has presented their plan to the teacher and the class, the group can then begin to build. Students should have at least two days to build their gliders and allow for glue to dry.

Prior Knowledge


In these lessons, students work in collaborative settings. It is helpful if class members have had many opportunities to do collaborative work in prior units.

Key Terms

There are no new key terms for these lessons.


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Lesson 6 and 7 Introduction (cont.)


Coach students in how to give constructive feedback after each presentation. Also, make sure that all construction materials are laid out in an organized fashion. Make sure students know the safety precautions that should be taken while working with scissors and/or utility knives to cut the materials.

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

Materials List





Standard 12-inch ruler 1 per student Already used in Lesson 2


1 per group Already used in Lesson 3

Paper clips These can be used as fasteners or weights if you should use smaller gliders.

1 box per class Already used in Lesson 3

Duct tape 1 roll per class Already used in Lesson 3

Hot glue gun 1 for every 2 groups

Already used in Lessons 4 and 5

Balsa wood 1 per group Already used in Lessons 4 and 5

Foam board 1 per group Already used in Lessons 4 and 5

Scrap cardboard 1 large box per group

Already used in Lessons 4 and 5

Very fine sanding blocks

1 per group Already used in Lessons 4 and 5

Scissors 1 per group Available in schools or office supply stores

Utility knives [optional] 1 per group Available at hardware stores

Copy paper 1 ream Available in schools or office supply stores


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Lesson 6

Warm Up (10 minutes)

As a class, review the criteria and constraints previously established for the design challenge. Then have students refer to page 18 in the Engineering Design Notebook as they individually draw and label a detailed diagram of their final glider design. Be sure they include “camera” placement.

Conceptual Model (15 minutes)

Instruct each individual to share their design with other members of their group. Then have them refer to page 19 in the Engineering Design Notebook as they work together to develop a detailed team model to present to the class.

Presentation and Class Discussion (20 minutes)

Have students refer to page 19 in the Engineering Design Notebook. Invite each team to present their idea, and elicit constructive feedback from the class. Have each team consider which suggestions and recommendations they want to incorporate into their final glider design.

Debrief (5 minutes)

Have students complete the reflection activities on pages 19 and 20 of the Engineering Design Notebook. As time allows, discuss as a class.


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Lesson 7

Retool Team Glider Design (10 minutes)

Instruct teams to use the feedback received after their presentations in the previous lesson to update their glider designs. The teacher should review and sign off on each team’s updated design blueprint.

Glider Construction (40 minutes)

Working in teams, have students use the provided supplies to construct their gliders and conduct preliminary, undocumented flight tests. During these initial tests, students should focus on air worthiness and throwing methods.

Assessment


Type Description Formative Summative

Performance Task Projects

Completion of redesign, construction, and authentic flight tests are performance tasks that can be observed

Quizzes, Tests, Academic Prompts


Completed data charts and notes in the Engineering Design Notebook provide other assessment info the teacher can monitor.



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Unit 4: Spy Gliders Lessons 8, 9, and 10: Glider Testing and Optimization

Grade Level 7th-8th Grade Lesson Length Three 50-minute sessions Learning Goals 1. Use testing data, successes and failures, to optimize the design.

Lesson Overview

In these final class sessions, students have the chance to test their model gliders in the field. They begin by making predictions as to which gliders will travel the longest distance at the highest elevation. As the gliders are tested, each student records quantitative data about the distance traveled, as well as any qualitative observations. In Lesson 10, ensure that the gliders have a dummy of roughly the same weight and shape attached to the fuselage.

Prior Knowledge


Students should be familiar with previous elements of this unit.

Key Terms


optimize To make as perfect, effective, or functional as possible.


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Lesson 8, 9, and 10 Introduction (cont.)


Ensure that all of the required supplies are available and organized for the students. Also, identify a safe area and establish a clear cadence for throwing the gliders. To ensure testing consistency, think of a way to ensure that all groups throw in the same fashion, or identify a designated “thrower” to allow for a more equitable comparison. Also, ensure that each student and team has access to their Engineering Design Notebook.

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

Materials List

No new materials are needed for this lesson.


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Lesson 8


Instruct students to turn to page 21 in the Engineering Design Notebook. Have them work through the warm up prompt, which focuses on the design challenge’s criteria and constraints, as well as the students’ predictions. When finished, discuss as a class.

Glider Testing and Data Collection (40 minutes)

Using the predetermined procedure, have student teams fly their gliders and gather data on page 22 of the Engineering Design Notebook.

Engage students in a discussion regarding the Engineering Design Process. Choose from some of the prompts below, or create your own prompts.

1. Why is it important to engage in multiple tests?2. What is the purpose of redesign?3. Why gather input from other’s on your design?4. What types of engineers might be involved in the development of a real airplane? Why?5. How did the criteria and constraints impact your design?6. How might a varying payload (weight, height, width) affect your design?7. Why might building a scale model be important before constructing the final product?8. How did the four forces of flights affect each glider’s flight?9. When engineers design and build something, does it usually work the first time?10. What can we learn from failure?11. How does each group member’s role affect the glider testing?


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Lesson 9


Instruct students to turn to page 23 in the Engineering Design Notebook. Have them work through the warm up prompt, which focuses on design strengths and failure points. Afterwards, discuss as a class.

Optimize and Retest Gliders (40 minutes)

Allow the student teams to redesign and then fly their optimized gliders. Have students gather data using the data sheet on page 24 of the Engineering Design Notebook. Afterwards, have students complete the optimal design activity on page 25 of the Engineering Design Notebook.


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Lesson 10

Analyze and Make Inferences (20 minutes)

Direct students to analyze their testing results on page 26 of the Engineering Design Notebook. Instruct students to reflect upon their previous drawings, then identify and write down at least 3 modifications to their glider design. They should also provide reasoning for the modifications based on testing evidence. Have students predict how each modification might impact test results.

Further Optimization and Final Glider Testing (30 minutes)

Once the gliders prove to be air worthy, experiment with the placement of the added dummy weight. Once that design is optimized, the camera should be added to the body of one of the more successful gliders. At that point, the fully equipped glider can be flown from a high spot (upper story window, top of the bleachers, weather balloon, etc.) on school grounds to capture footage that can be shared with the entire class.

Assessment


Type Description Formative Summative

Performance Task Projects The gliders meet the given criteria within the given constraints.

Quizzes, Tests, Academic Prompts Other Evidence (observations, work samples, student artifacts, etc.)

Completed optimization summary in the handbook provides important assessment info to the teacher.



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Lesson 10 (cont.)



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 engineers to visit the classroom as volunteers or to share their work experiences.



Individual Individual students will complete their individual optimization plans in their Engineering Design Notebooks.

Small Group Team planning, discussion, data collection, and final optimization are all embedded into the testing activities.

Whole Group Ideas and questions shared by students can be acknowledged at various reflection points.


Spy Glider Engineering Design Notebook Link to resource


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