Wingin ItStephen Frederick and Robin Hill

Wingin It

http://aigcampwingin-it.weebly.com

Lets Go Fly a Kite and Flight Superheroes Wing StructureWing TesterFlight Simulator

How can you tell if something is flying or is merely being propelled through the sky? Lets glide and soar together as we investigate the physics behind flight. LIFT, WEIGHT, THRUST, and DRAG! Come join the exciting world of flying as you make your own plane, airfoil, turbine, and fly your own kite. The skys the limit!

What are the essential components that must be in place for an object to fly?

Stephen Frederick and Robin Hill2015 Summer 2 Practicum in Gifted EducationEast Carolina University

CONTENT RESEARCH PAPER

What is flight? How can you tell if something is flying or is merely being propelled through the sky? Mellett (1997) provides the example of a paper airplane versus a football. The football has nothing to keep itself in the air so it falls more quickly to the ground than the paper airplane. Things that fly include birds, air planes, rockets, and balloons. All of these stay off the ground longer than objects that are simply thrown, such as footballs, stones, or arrows.So what makes these objects fly? Balloons filled with helium fly because helium is lighter than air. Birds, bats, and insects use their muscles to power their takeoff and their wings to help them move forward in the air. Like birds, gliders have wings that keep them in the air, and the pilot uses wind currents to modify the shape of the wings. A kite uses wind to rise and stay in the air, and a long string which is a tether. Space flight uses gravity as a tether, and uses booster rockets to power themselves into the air. Airplanes use engine power to get them into the air and push them through the air. Their wings help them to stay in the air (Mellett, 1997).There are four important forces that are at work when something is flying. These forces are lift, weight, thrust, and drag. These forces work together to keep an object in flight, although they seem to oppose each other. For example, lift pulls the plane up while weight pulls the plane down. Force pulls the plane forward while drag pulls the plane back. Becklake (2008) states that a flying plane is pushed and pulled by four different forces in four different directions (p. 14-15). Asimov & Kaplan (1993) identified two of these forces as those which must be overcome in order for a bird or other flying object to soar through the air: gravity (weight) which pulls things toward the ground, and air resistance (drag) which slows things down as they move through the air. The counteraction of both the lift/weight and the force/drag is critical in the flight process.Lift - The upward force that happens as the wings move through the air is called lift. As the air flows over the wings, the upward lift occurs. In order for this to happen properly, the wings must be designed in a special shape, called an airfoil. The top of the airfoil wings are curved upward while the bottom of the airfoil wings are flatter. As the plane moves forward, air flowing over the top has further to go and is more spread out than the air beneath. The air beneath pushes the wing harder than the air above it, so the wing lifts, taking the plane with it (Becklake, 2008, p. 14-15). Lift works against the weight of the plane. Birds, gliders, and airplanes all have airfoil wings (Mellett, 1997).Weight - Gravity works to pull the plane down, so plane designers build planes with strong yet light materials (Becklake, 2008).Thrust - Engines give planes the thrust that moves the plane forward in the air. Thrust and lift must work together in the following way: As the plane travels faster, the lifting force grows stronger. This force must be equal to the weight of the plane before it can rise into the air and fly (Becklake, 2008, p. 15). The thrust must be forceful enough to give the plane adequate lift to fly. Planes use either jet engines, for airliners and fighter planes, or propellers, for slower planes or those that fly nearer to the ground (Becklake, 2008). Just as the airfoil wings provide lift, the propeller blades are also shaped like long, thin airfoil wings, making lift in a forward direction (thrust). The propeller blades in more modern planes are adjustable. Similar to a ten-speed bicycle, the blades must work much harder during takeoff but not as much during cruising once the plane is flying through the sky. Propellers work like a screwdriver, cutting their way into the oncoming air and pushing it backward, which makes thrust and pushes the airplane forward. (Mellett, 1997).Drag - Mellett (1997) states that drag is a force that slows down, holds back, or resists the movement of something in the direction intended (p. 64). Drag basically slows down things that are flying through the air. When the speed of an object in the air increases, the drag also increases. In fact, when you double the speed, the drag is quadrupled. Not only is drag impacted by speed. It is also impacted by the shape of the object flying through the air. Angular shapes create more drag than rounded ones, and this is important to remember as we consider what makes objects fly (Mellett, 1997). Becklake (2008) mentions that aircraft builders have a goal of minimizing the drag as much as possible by designing a smooth plane that cuts through the air easily.The Bernoulli Effect is an important concept in flight. The Bernoulli Effect is when air movement increases and causes a decrease in air pressure. According to Asimov and Kaplan (1993), air flowing over a surface changes the air pressure on that surface [and] the faster the air flows, the lower the pressure (p. 11). The Bernoulli Effect is essentially what carries the plane into the air, because the wings are lifted up by the greater pressure under the wings (Asimov & Kaplan, 1993). A plane can move in three directions: yaw, pitch, and roll. Yaw means the plane is turning left or right. Pitch means the nose of the plane is tilting up or down. Roll means the plane is rolling from one side to the other, and the wings tilt up or down. The pilot controls the plane by using foot pedals and the control column. The pedals and control column are connected the control surfaces on the wings and tail, and these steer the plane. Control surfaces are small, hinged flaps that determine how air will flow around the plane (Mellett, 1997, p. 36). The control surfaces include the rudder (attached to the fin), elevators (flaps attached to the back of the tail), and ailerons (flaps on the wings). When an airplane rolls, the aileron on one side raises and the aileron on the other side drops. The pilot moves the control column to the left or right to make the roll happen. When an airplane moves up or down (pitch), the elevators on a planes tail are either raised or lowered. In order for the pilot to make the plane climb higher, he must pull the control column towards him. For the plane to dive, the pilot must push the control column forward. When an airplane turns left or right, the rudders and the ailerons are used together (Mellett, 1997). For a left or right turn, the pilot pushes the corresponding pedal (left or right) (Becklake, 2008). In summary, to control an aircraft, the pilot moves the control column from side to side to operate the ailerons, moves the column backward or forward to operate the elevators, and maneuvers the foot pedals to move the rudder (Mellett, 1997).A plane has many important parts. According to Michael Giddens, the most important parts of the plane are the fuselage, the cockpit, and the wings (personal communication, January 29, 2015). The main body of the plane is called the fuselage, and is typically long and thin which helps it to move through the air. The cockpit sits at the front of the plane and is the place where the pilot controls the plane. The wings, curved on top and flatter on the underside, are attached on either side to the fuselage. Engines are attached to the wings, and fuel tanks are inside the wings. The control surfaces are also found along the front and back edges of the wings. At the back of the fuselage is a tail, which looks like a fin going up with two wings on the sides. Other control surfaces (the elevators and the rudder) are attached to the tail. Wheels fold up under the fuselage and provide a way for take-off and landing as well as moving along the ground (Becklake, 2008). In summary, flight requires four forces working together: lift, weight, thrust, and drag. These forces work in opposition to each other and keep a plane flying. The Bernoulli Effect carries the plane into the air, caused by a greater pressure beneath the wings. Planes move in three directions (yaw, pitch, and roll) and the pilot maneuvers the plane in these directions by using the control surfaces, which are some of the most important parts of the plane.

ReferencesAsimov, I., & Kaplan, E. (1993). How do airplanes fly? Milwaukee: Gareth Stevens Publishing.Becklake, S. (2008). 100 things you should know about flight. Pennsylvania: Mason CrestPublishers.(M. Giddens, personal communication, January 29, 2015).Maurer, R. (1990). Airborne: the search for the secret of flight. New York: Simon and SchusterBooks for Young Readers.Mellett, P. (1997). Flight. Milwaukee: Gareth Stevens Publishing.Quackenbush, R. (1976). Take me out to the airfield! New York: Parents Magazine Press.

CONNECTION TO THE THEME

What are PERSPECTIVES?

Perspectives are different ways of looking at something. Perspectives vary according to the person who is viewing the object. However, perspectives not only have to do with vision. One might also have a perspective in regards to hearing something, tasting something, smelling something, and feeling something. Perspectives are very individualized. In other words, one persons perspective of an experience may be similar in some ways and different in other ways with regards to another persons perspective. A persons perspective is based on his or her own prior experiences as well as individual strengths and shortcomings. What a person brings to the experience impacts that experience. Considering the story of the Six Blind Men and the Elephant gives evidence to this. Six blind men encountered an elephant. They began to touch the elephant to determine what it was. Because each man touched a different part of the elephant, they each determined that it was something different than the five other men. For example, the man who touched the elephants tusk said that it was a solid pipe while the man who touched the elephants tail said that it was a rope. Each man touched a different part and had a different perspective on what object the elephant was. After each of the six men argued their case, a wise man who had come by explained to them that all of them were correct. Initially, their perspective was impacted only by the part of the elephant they were touching. After speaking with the wise man, their perspective was changed because they gained new information. Often, as we share experiences with others, our perspectives become broader and deeper because we begin to see the perspectives of others and not just our own. Rather than just basing our perspective on our own experiences, we can benefit from the experiences of others to learn that each persons perspective may be different but is often valid.

How is the concept of PERSPECTIVES depicted by your topic? When our camp sessions on flight begin, students will have varying perspectives about flight. Perhaps some have flown in a commercial jet before while others may have never been on a plane. Some may enjoy flying while others are fearful of flying. Each of the students participating in the sessions will have their own unique perspective about flying. For the most part, we assume that the majority of the students lack basic knowledge about the ins and outs of how flight works. Therefore, their thoughts and feelings about flight may be varied, but many students will have a limited perspective on how flight actually happens. As part of our unit plan, we have included an activity to determine the students prior knowledge of flight is. Around the room posters with flight questions (questions having to do with the basics of flight) will be displayed. Students will write their answers on the left side of the poster. Students will revisit these posters at the end of the first day and write their answers on the right side of the poster. Teachers will use the students responses on this introductory activity to determine where students are in their knowledge of flight, and to determine their individual perspectives on flight. If there are students who are well-versed in how flight happens, the teachers can modify their instruction to enhance these students learning. Initially gauging the students perspectives will in turn affect the teachers perspectives on how to carry out the camp sessions to give students the best opportunity for learning about flight.On the first day, students will be given instruction on the four forces of flight lift, weight, thrust, and drag. These will be presented as superheroes. We are choosing to present them as superheroes so that these four new concepts dont run together. These four forces do work together and opposite each other in order for an object to fly, but it is critical for students to learn about what each force means on its own prior to understanding the relationship between each of the four forces. When the first superhero is introduced (either a picture or a live person), he will be introduced as Lift. Lift will begin in the following manner I am Lift. I am a force pushing upward. Air flowing over the wings is how I happen. The wings of an airplane must be a special shape called an airfoil. This is only the beginning of what Superhero Lift will say. By having Superhero Lift speak in first person, students will learn about Lift from his own perspective. Then each of the other three superheroes will be introduced. By planning this part of the session in this particular way, students will have the experience of hearing the individual perspective of each of the four forces. By considering one force at a time, students perspectives about how the forces work individually will build from less knowledgeable to more knowledgeable. It is critical for students to gain perspective of each force individually, so that they are experts on each different force before beginning to see how they work as a team to get an airplane into the sky.On the second day of our camp, students will get to experience being the pilot by learning about how the different parts of the plane work together to maneuver the plane in the sky. Students will learn about how the foot and hand controls in the cockpit work with the control surfaces to turn, tilt, or roll the plane. Learning how to work from the cockpit will give students a new perspective about how flight works. More complicated than just driving a bicycle or a car, students will gain perspective about how the pilot works with the parts of the plane to get it to go where you want it to go in the sky. Students will make models throughout the camp sessions. They will make or work with models of airfoil wings, parachutes, airplanes, propellers, jet engines, turbine engines, and paper planes. These hands-on experiences will impact their perspectives on flight. Rather than merely hearing about these different topics in flight, students can work with them and see them in action to broaden their own perspectives about flight and how it happens.

TECHNOLOGY INTEGRATIONTechnology will be integrated into the content of our unit in many exciting ways. These include Wing Caddy, Wing Tester, and Flight Simulator (www.pitsco.com).The Wing Caddy is a tool that students can use as they make paper airplanes. Students will learn about airfoils, which are the wings that provide lift for the plane. The Wing Caddy is a tool that helps students make paper airfoils. It helps by securely holding the wing paper while the student glues airfoil fins in place. This tool has individual fin-holding slots which guarantee airfoils that are in the right place every time. We are using this technological tool in our unit because we would like for our students to have the maximum amount of time working with planes that fly correctly.We are also going to use the Wing Tester, which provides students the opportunity to see the principle of lift up close. The Wing Tester also gives students a chance to evaluate the design and performance of model wing airfoil sections. Using this tool, students will be able to manipulate the wing to accomplish the desired balance of lift and drag, and they will learn about Bernoullis principle and Newtonian physics as we use this tool. The Wing Tester works by suspending the wing in a moving airstream, making it similar to actual flight. As the fans are turned on, the wing rises (lift). Also, students will work with varying weights to determine how much weight a wing can support, and will learn about efficient design of a wing. Students will have opportunities to experiment with adding weight to the wing in other ways and see its impact on lift as well as work with the concept of stall using the Wing Tester.To allow students to use a flight simulator, we will bring computers for the students to use. We are going to use the X-Plane 10, which provides a realistic flight model that predicts the flying qualities of aircraft. This engineering tool includes upwards of 30 different aircraft models as well as many more that can be downloaded. Students will add scenery for the world they are flying in. They will also have to fly in many types of weather with this simulator, including controllable wind, wind shear, turbulence, microbursts, rain, snow, and clouds. As part of the instruction in our unit, students will learn about how the controllers in the cockpit as well as the control surfaces help the pilot to maneuver the plane. Students will have a full control column to work with, and will have practice at making their airplane move in yaw, pitch, and roll. The control surfaces (ailerons, elevators, and rudders) are also part of this simulator. Maneuvering the control column will give students a feel for how real airplanes work. As a culminating activity, students will have access to cameras that they will use to make videos to explain flight to a peer. To kick this culminating activity off, we will introduce pre-selected videos about flight from YouTube. By viewing a few YouTube videos, students will get to hear how flight works via a video. Many of these videos have graphics which make the concepts of air flow, air pressure, and lift a little more clear, rather than just hearing about them and seeing a picture or diagram. Coupling these videos with our instruction will enable students to make their learning about flight more solid. We will let the students know that they will be making their own videos by the end of the week. As we work through the content and activities during the week, students will work and plan together on what information their video will contain and how they will present it.

CONTENT OUTLINE

I. What is Flight? A. Definition of flightFlight is an act or instance of passing through the air by the use of wings.B. What makes objects fly? How can you tell if something is flying or is merely being propelled through the sky?C. How do these particular objects fly?1. Helium balloons helium is lighter than air2. Birds, bats, and insects use their muscles to power their takeoff and their wings to help them move forward in the air3. Gliders have wings that keep them in the air, the pilot uses wind currents to modify the shape of the wings4. Kites uses wind to rise and stay in the air, long string acts as a tether5. Space flight uses gravity as a tether, uses booster rockets to power themselves into the air6. Airplanes use engine power to get them into the air and push them through the air, wings help them stay in the airII. Four Forces of Flight A flying plane is pushed and pulled by four different forces in four different directions, this counteraction is critical in the flight processA. Lift pulls the plane up1. As the air flows over the wings, the upward lift occurs.2. In order for this to happen properly, the wings are designed in a special shape (airfoil) in which the top is curved upward and the bottom is flatter. 3. The air flowing over the top has further to go and is more spread out than the air beneath.4. The air beneath pushes the wing harder than the air above it, which makes the wing lift. 5. The Bernoulli Effect is when air movement increases and causes a decrease in air pressure. This is what carries the plane into the air.B. Weight pulls the plane down, planes should be built with strong yet light materialsC. Thrust (force) pulls the plane forward1. Engines give planes the thrust that moves the plane forward in the air.2. As the plane moves along faster, the lift also gets strong. The thrust must be equal to the weight of the plane so that lift can occur.3. Planes use either jet engines, for airliners and fighter planes, or propellers, for slower planes or those that fly nearer to the ground.4. Propellers have the same shape as the airfoil wings, which makes lift in a forward direction (thrust). Propellers work like a screwdriver by cutting into the oncoming air.D. Drag pulls the plane back1. As the speed of an object in the air increases, the drag also increases.2. When the speed is doubled, the drag is quadrupled. 3. Angular shapes create more drag than rounded ones.4. Aircraft builders have a goal of minimizing the drag as much as possible by designing a smooth plane that cuts through the air easily.III. How to Maneuver a PlaneA. Three directions1. Yaw the plane is turning left or right. The pilot pushes the corresponding pedal (left or right) to make the plane turn.2. Pitch the nose of the plane is tilting up or down. The pilot pulls the control column towards him to make the plane climb higher. For the plane to dive, the pilot must push the control column forward.3. Roll the plane is rolling from one side to the other and the wings tilt up or down. The pilot moves the control column to the left or right to make the plane roll.B. Control surfaces The pilot controls the plane by using foot pedals and the control column. The pedals and control column are connected to the control surfaces on the wings and tail, and these steer the plane.1. Control surfaces are small, hinged flaps that determine how air will flow around the plane.a. Rudder attached to the fin. When an airplane turns left or right (yaw), the rudders and the ailerons are used together.b. Elevator flaps attached to the back of the tail. When an airplane moves up or down, the elevators on a planes tail are either raised or lowered (pitch)c. Aileron flaps on the wings. When an airplane rolls, the aileron on one side raises and the aileron on the other side drops. IV. Parts of a PlaneA. Fuselage the main body of a plane. It is typically long and thin which helps it to move through the air. At the back of the fuselage is a tail which looks like a fin going up with two wings on the sides. The elevators and the rudder are attached to the tail. Wheels fold up under the fuselage and provide a way for take-off and landing as well as moving along the ground.B. Cockpit sits at the front of the plane. This is the place where the pilot controls the plane.C. Wings attached on either side to the fuselage. Engines are attached to the wings, and fuel tanks are inside the wings. The control surfaces are also found along the front and back edges of the wings.

LESSON #1Forces of Flight Superheroes and Bernoulli Effect

I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVEThe learner will explain the four different forces that work together to make flight happen (thrust, drag, lift, and weight). The learner will explain the Bernoulli effect and how the shape of the wing affects flight.

POINT TO PONDEROnce you have tasted flight, you will forever walk the earth with your eyes turned skyward, for there you have been, and there you will always long to return.

ESSENTIAL QUESTIONHow do thrust, drag, lift, and weight work together to make flight happen? How does the shape of the wing affect flight? What is the Bernoulli effect?

CONTENTOutline the content you will teach in this lesson. I. What is Flight? A. Definition of flightFlight is an act or instance of passing through the air by the use of wings.B. What makes objects fly? How can you tell if something is flying or is merely being propelled through the sky?C. How do these particular objects fly?1. Helium balloons helium is lighter than air2. Birds, bats, and insects use their muscles to power their takeoff and their wings to help them move forward in the air3. Gliders have wings that keep them in the air, the pilot uses wind currents to modify the shape of the wings4. Kites uses wind to rise and stay in the air, long string acts as a tether5. Space flight uses gravity as a tether, uses booster rockets to power themselves into the air6. Airplanes use engine power to get them into the air and push them through the air, wings help them stay in the airII. Four Forces of Flight A flying plane is pushed and pulled by four different forces in four different directions, this counteraction is critical in the flight processA. Lift pulls the plane up1. As the air flows over the wings, the upward lift occurs.2. In order for this to happen properly, the wings are designed in a special shape (airfoil) in which the top is curved upward and the bottom is flatter. 3. The air flowing over the top has further to go and is more spread out than the air beneath.4. The air beneath pushes the wing harder than the air above it, which makes the wing lift. 5. The Bernoulli Effect is when air movement increases and causes a decrease in air pressure. This is what carries the plane into the air.B. Weight pulls the plane down, planes should be built with strong yet light materialsC. Thrust (force) pulls the plane forward1. Engines give planes the thrust that moves the plane forward in the air.2. As the plane moves along faster, the lift also gets strong. The thrust must be equal to the weight of the plane so that lift can occur.3. Planes use either jet engines, for airliners and fighter planes, or propellers, for slower planes or those that fly nearer to the ground.4. Propellers have the same shape as the airfoil wings, which makes lift in a forward direction (thrust). Propellers work like a screwdriver by cutting into the oncoming air.D. Drag pulls the plane back1. As the speed of an object in the air increases, the drag also increases.2. When the speed is doubled, the drag is quadrupled. 3. Angular shapes create more drag than rounded ones.4. Aircraft builders have a goal of minimizing the drag as much as possible by designing a smooth plane that cuts through the air easily.

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question? The student will demonstrate their understanding of the interplay between the four forces of flight (thrust, drag, lift, and weight), the Bernoulli effect, and how the shape of the wing impacts flight by correctly answering the essential question.

What will students be able to DO as a result of this lesson?Students will be able to explain the four forces of flight and the Bernoulli principle as they revisit the posters and answer the questions with their new knowledge. They will be able to demonstrate what they learned about the forces of flight as they write a Superhero Song.

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson. BE CREATIVE.Comment by Brian Housand: This is not a very creative hook. I was really thinking that you would start out with something far more interesting. This seems like a typical lesson. Try again. TIME: 10 minutes Take students outside and have them fly a kite. Ask them what they know about kites and how kites work. Ask them to share what they know about flight. Students will begin by participating in a What Do You Know About Flight? activity. Posters will be placed around the room with questions about the basics of flight. The questions for the posters areComment by Brian Housand: Where are these posters? I want to see ALL of the instructional materials. Comment by Brian Housand: But what are these questions? They should be a part of your plans. 1 How can you tell if something is flying or merely being propelled through the sky?2 What are the four forces of flight?3 What is the Bernoulli Effect?4 What is your perspective on flight? Students will write their answers on the poster with red markers. These answers will show where they began in their understanding of these flight questions. (Later in the lesson, students will revisit these posters with green markers to demonstrate what they know about flight after learning during the first lesson.) Photographs of these posters are included with this unit.

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Interactions here. Include ALL support and teaching materials with your unit. TIME: 50 minutes (I moved this (step #1) from the hook to the beginning part of the lesson instruction.)1 - Students will begin by participating in a What Do You Know About Flight? activity. Posters will be placed around the room with questions about the basics of flight. The questions for the posters areComment by Brian Housand: Where are these posters? I want to see ALL of the instructional materials. Comment by Brian Housand: But what are these questions? They should be a part of your plans. 1 How can you tell if something is flying or merely being propelled through the sky?2 What are the four forces of flight?3 What is the Bernoulli Effect?4 What is your perspective on flight? Students will write their answers on the poster with red markers. These answers will show where they began in their understanding of these flight questions. (Later in the lesson, students will revisit these posters with green markers to demonstrate what they know about flight after learning during the first lesson.) Photographs of these posters are included with this unit.

2 Introduce Flight Superheroes by showing the posters for each superhero (Larry Lift, Wendy Weight, Thad Thrust, and Davy Drag).Pictures of these posters are included with this unit. Posters will be pictures of generic superheroes, labeled with the superhero names, and have definitions and more information included on the poster about each one of the four forces of flight. After introducing the superheroes, display the posters around the room so that students can use these visuals as needed while they work throughout the week.Comment by Brian Housand: I like this, but I would love to see what this looks like. Comment by Liz Fogarty: Love this idea! Something that you can refer to throughout.3 Discuss what flight is and what it is not (plane versus football). Model with a football and a plane. When you throw a football, it is being propelled through the air and is mainly staying in the air because of the force of the person who threw it. A plane uses all of the four forces of flight. Have students throw footballs to each other, and then have them make paper airplanes and watch as they fly through the air. Explain how the superheroes (lift, weight, thrust, and drag) are at work in the paper airplane. Comment by Brian Housand: What are you going to say here? How will this be taught? What will this look like? 4 Explain the Bernoulli principle with the following activitiesComment by Brian Housand: How will this be done? a. Paper Tent Have students fold a piece of paper lengthwise in half and make a paper tent. Ask students to predict what will happen when they blow into the tent. Will it appear to get larger, will it remain unchanged, or will it bend down toward the table? Make sure students notice that the tent flattens. This is because the air moving through the inverted V has less pressure, so the higher pressure on the outside of the paper tent flattens the paper. Have students experiment with their paper tents and discuss their results. Ask these guiding questionsWhen you blew through the tent, was the air velocity greater on the inside or outside of the tent? Did the tent walls move in, out, or up when I blew through the tent? According to Bernoullis Principle, as air moves faster over a surface, does the pressure exerted on the surface increase or decrease?b. Moving Balloons Blow up two balloons. Tie them off, and then attach a string to each one. Have students hold the two balloons together. Ask them to predict what will happen when they blow between the two balloons. Have students hold the balloons 4-6 inches apart and blow between them. If they hold the balloons too close together, the balloons simply move away from the student. The balloons must be sufficiently far apart so that students can blow between the balloons, not at the balloons. Expect students to see the balloons come together just like the paper in the Paper Tent part of this lesson.c. Magic Moving Ball Place two plastic cups about 6 inches apart. Place a ping pong ball in one of the cups. Ask the students to predict how to get the ball from one cup to the other without touching either the ball or cup. Have the students try a few of their ideas. Tell the students to gently blow across the top of the cup with the ball in it. The ball should jump from one cup to the next. This is because the air pressure moving across the top of the cup is less than the pressure inside the cup. The higher pressure inside the cup forces the ping pong ball to jump out of the cup. Have the students experiment with how far apart they can place the cups and still get the ping pong ball to jump from one to the other.d. Bernoullis Water Gun Give the students one cup filled with water and two straws. Have students place one of the straws in the water. Then have students cut the second straw in half to use as a blower. Ask the students to predict what will happen if they blow across the top of one straw in the water with the other straw. Have students blow across the top of the straw with the other straw. Expect the water to rise up in the first straw and blow across the table. This happens because the air blowing across the straw in the cup reduces the air pressure at that point. The normal pressure underneath pulls the water up the straw and the moving air blows the water out and across the room. Have students experiment with different straw lengths as the blower.Bernoulli lessons taken from www.teachengineering.org

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials. TIME: 10 minutesStudents will now use a green marker to revisit the posters around the room, answering the questions again to show what they have learned. Discuss the answers to each of these poster questions (forces of flight, Bernoulli effect) to check for understanding. Also discuss with the students how the shape of the wing affects flight, and check for understanding in their answers and conversation. Also, with partners students will begin to work on a theme song for their favorite superhero (Flight Forces), including what they know about the superhero in the song. The guidelines for the Superhero Songs areChoose a superhero. Choose a familiar tune to set your words to. Create lyrics that tell the name of the superhero you chose, what this superhero (force of flight) means, and how this superhero (force of flight) works together with its opposing force of flight to make flight happen. Teachers will monitor students progress and check for accurate content in their songs. Students will continue work on these songs during Day 2. Comment by Liz Fogarty: If this will be a primary way that you assess kids, I would suggest giving them a few guidelines for what youll be looking for in these. Comment by Liz Fogarty: One of the things stated in your objective was that the kids would be able to explain the Bernoulli Effect but I dont see that youve addressed that here in the assessment. Be sure that your assessment is able to measure the objective(s) completely.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? Yes Students answers (in green marker at the end of the lesson) as well as their beginning work on their Superhero Forces of Flight Songs will help me to determine whether or not the students have met the stated lesson objective. Comment by Brian Housand: I appreciate your honesty here, but I really want to see a daily assessment related to the lesson objective. It can be something as simple as an exit ticket or a Visible Thinking strategy. Your assessment does measure some of the content that was covered in the lesson. Just be sure that you have a lesson objective that matches the assessment.

ASSESSMENT AND INSTRUCTIONAL MATERIALS

Kites (10)Posters What do you Know about Flight? 1 How can you tell if something is flying or merely being propelled through the sky?2 What are the four forces of flight?3 What is the Bernoulli Effect?4 What is your perspective on flight?Comment by Brian Housand: Connection to theme! Posters Superheroes Each poster will have a generic superhero labelledlabeled with its name and force (Larry Lift, Wendy Weight, Thad Thrust, and Davy Drag). Also included on the poster will be general information about each of the forces of flight.FootballRed and green markersMaterials for each student for Bernoulli activities: 1 sheet of paper 2 round balloons 2 pieces of string (18 inches long) 2 small plastic cups 2 straws 1 ping pong ball Water

Kites

Poster 1

Poster 2

Poster 3

Poster 4

Superhero Poster

Superhero Poster

Superhero Poster

Superhero Poster

Football

Paper Tent

Balloons/String

Plastic Cups

Ping Pong Balls

Straws

Red and Green Markers

LESSON #2Wing Structure (Wing Caddy)

I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVEThe learner will make a wing to show understanding of the proper design of an airfoil wing.

POINT TO PONDERThe process of scientific discovery is, in effect, a continual flight from wonder. Albert Einstein

ESSENTIAL QUESTIONWhat is the proper design of an airfoil wing and what are the desired lift and drag properties of the wing?

CONTENTOutline the content you will teach in this lesson. I. Four Forces of Flight A flying plane is pushed and pulled by four different forces in four different directions, this counteraction is critical in the flight processComment by Brian Housand: I really do not see how you are TEACHING this content. A. Lift pulls the plane up1. As the air flows over the wings, the upward lift occurs.2. In order for this to happen properly, the wings are designed in a special shape (airfoil) in which the top is curved upward and the bottom is flatter. 3. The air flowing over the top has further to go and is more spread out than the air beneath.4. The air beneath pushes the wing harder than the air above it, which makes the wing lift. 5. The Bernoulli Effect is when air movement increases and causes a decrease in air pressure. This is what carries the plane into the air.B. Weight pulls the plane down, planes should be built with strong yet light materialsC. Thrust (force) pulls the plane forward1. Engines give planes the thrust that moves the plane forward in the air.2. As the plane moves along faster, the lift also gets strong. The thrust must be equal to the weight of the plane so that lift can occur.3. Planes use either jet engines, for airliners and fighter planes, or propellers, for slower planes or those that fly nearer to the ground.4. Propellers have the same shape as the airfoil wings, which makes lift in a forward direction (thrust). Propellers work like a screwdriver by cutting into the oncoming air.D. Drag pulls the plane back1. As the speed of an object in the air increases, the drag also increases.2. When the speed is doubled, the drag is quadrupled. 3. Angular shapes create more drag than rounded ones.4. Aircraft builders have a goal of minimizing the drag as much as possible by designing a smooth plane that cuts through the air easily.

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question? The students will understand how a wing works as wind is blown over its surface.

What will students be able to DO as a result of this lesson?Students will build their own wings and will compare wings of different sizes and thicknesses.

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson. BE CREATIVE.TIME: 10 minutesChallenge students to make a paper airplane. Have students test out their airplanes and see which one flies the furthest. Is the length of the flight based solely on the wind? What else might come into play in the longer flight of a paper airplane?

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Interactions here. Include ALL support and teaching materials with your unit. TIME: 40 minutes1 Have students get back into groups from yesterdays lesson and have them finish their Superhero Song from yesterdays lesson. This Superhero Song was mentioned in Lesson 1 in the Assessment Portion. After students finish, have them share their Superhero Songs with the whole group. Lead discussionWhat do you know about the forces of flight? Which forces of flight are considered opposite each other? Comment by Brian Housand: WAIT! What are you talking about here? There was no mention of a Superhero SONG on Day One! What are the parameters for the song? Is this what they are doing with the posters? You need to provide clear and specific directions. 2 - Share with students that we are going to build our own wings today. Materials they will have to build their wings are: balsa wood, construction paper, Wing Caddy, glue, scissors, and cardstock. Students will begin building their own wings and I will demonstrate how to use the Wing Caddy. Students will listen and follow the following instructions step by step. I will walk around and monitor as students work through each of the following steps. Comment by Brian Housand: How will they do this? Wing Caddy instructionsa. On a piece of paper, draw the airfoil that will give the wing its shape. For successful lift, your design must cause the air that flows over the wing to travel faster than the air that flows under the wing. b. To use the wing Caddy, the individual fins must be no longer than 4 inches and no taller than one inch at the leading edge. When you are happy with the airfoil design, carefully cut it out with scissors and use it as a pattern for the first fin.c. Trace the fin onto cardboard and cut it out. Inspect it carefully for adherence to your original design. When you are satisfied, use it as your pattern.d. Trace 10 more fins onto the cardboard and cut them out. When finished, there should be 11 identical fins. Make sure they are all the same size. If they are not, discard those that do not match and cut out new ones.e. Locate the 9 x 12 piece of heavy paper. Draw a line 4 from the bottom of one of the wide sides.f. Fold along that line and then crease it to create an L-shaped piece of paper. g. Remove the upper portion of the Wing Caddy and set it aside. Sit the folded paper on the Caddy with the four-inch side on the bottom. The edge of the paper should line up with the edge of the Caddy. h. Replace the upper portion of the Wing Caddy. The paper should rest behind the front black dowel. Center the paper and push it back so it is flush with the back of the Caddy.i. Squeeze a line of glue onto a scrap of cardboard.j. Dip the bottom edge of a fin into the glue. Carefully slide the fin, leading edge forward, into one of the slots in the Wing Caddy. Gently push the fin back until it touches the paper at the bottom and the back. Repeat until all 11 fins are glued into place.k. Place a strip of masking tape over the top of the fins and secure the ends of the tape on the edges of the paper and the base of the Wing Caddy. Gently tap the tape down on top of each fin.l. Squeeze a line of glue along the top of the masking tape. Carefully remove the upper portion of the Wing Caddy and roll the heavy paper down over the airfoil fins. Gently press the paper into the glue.m. While holding the paper down, unstuck the ends of the masking tape from the base of the Caddy.n. Carefully remove the wing from the Caddy. Seal the edges of the paper with transparent tape and cut off the ends of the masking tape.o. Trim both ends of the wing flush with the airfoil. These directions were taken from the Pitsco Education Wing Caddy User Guide.

3 Share videos about basic facts of flight.https://www.youtube.com/watch?v=5ltjFEei3AI - We will narrate this video to help students relate these concepts to what we have already learned.

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials. TIME: 20 minutesPass out flight journals. Ask students to write down their thoughts about what they have learned and what else they are interested in learning about flight, questions they have, etc. Ask students to share what they wrote in their flight journals with the group and facilitate discussion about new flight knowledge gained through todays lesson.

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? Yes The teacher will facilitate discussion as students share what they have learned through todays lesson and what they recorded in their flight journal. Comment by Brian Housand: I really want this to be connected to your lesson objective. That is how you can earn the points for the first item on the rubric.

ASSESSMENT AND INSTRUCTIONAL MATERIALS

4 Wing CaddiesPaper and pencilsFlight Journals one per studentItems required for Wing Caddies 1 per student: 9 x 12 piece of heavy paper for making the wing, a piece of cardboard for drawing 11 finsscissorsgluemasking tapetransparent taperulerpencil

Paper Airplane

Wing Caddy

Flight Journal

Thoughts about what I have learned so far about flight

How my perspective on flight has changed

What I would like to learn about flight now

LESSON #3Flight Tester (Wing Tester)

I. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVEThe learner will learn how to test a wing with a wind test, with and without weights added to the wing, and measure the lift of the wing. The learner will determine how weights impact the lift of the wing.

POINT TO PONDERSame with anyone whos been flying for years and loves it stillwere part of a world we deeply love. Just as musicians feel about scores and melodies, dancers about the steps and flow of music, so were one with the principle of flight, the magic of being aloft in the wind. Richard Bach

ESSENTIAL QUESTIONHow can one use weights to determine the efficiency of the airfoil wing?

CONTENTOutline the content you will teach in this lesson. A. Four Forces of Flight A flying plane is pushed and pulled by four different forces in four different directions, this counteraction is critical in the flight processComment by Brian Housand: I really do not see how you are TEACHING this content. B. Lift pulls the plane up1. As the air flows over the wings, the upward lift occurs.2. In order for this to happen properly, the wings are designed in a special shape (airfoil) in which the top is curved upward and the bottom is flatter. C. The air flowing over the top has further to go and is more spread out than the air beneath.D. The air beneath pushes the wing harder than the air above it, which makes the wing lift. E. The Bernoulli Effect is when air movement increases and causes a decrease in air pressure. This is what carries the plane into the air.F. Weight pulls the plane down, planes should be built with strong yet light materialsG. Thrust (force) pulls the plane forward1. Engines give planes the thrust that moves the plane forward in the air.2. As the plane moves along faster, the lift also gets strong. The thrust must be equal to the weight of the plane so that lift can occur.3. Planes use either jet engines, for airliners and fighter planes, or propellers, for slower planes or those that fly nearer to the ground.4. Propellers have the same shape as the airfoil wings, which makes lift in a forward direction (thrust). Propellers work like a screwdriver by cutting into the oncoming air.5. Drag pulls the plane back6. As the speed of an object in the air increases, the drag also increases.7. When the speed is doubled, the drag is quadrupled. 8. Angular shapes create more drag than rounded ones.9. Aircraft builders have a goal of minimizing the drag as much as possible by designing a smooth plane that cuts through the air easily.

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question? The students will understand how the speed of the wind impacts how a wing works. By using the Wing Tester with their own wings, students will be able to answer the Essential Question.

What will students be able to DO as a result of this lesson?Students will be able to test their own wings to see how they perform in a wind-test, and will add weights to the wing to see how much lift their wings produce.

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson. BE CREATIVE.TIME:10 minutes

Have students work with rubber band gliders and discuss principles of flight learned thus far in camp.

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Interactions here. Include ALL support and teaching materials with your unit. TIME: 50 minutes

The Pitsco Wing Tester is designed to visually demonstrate the principle of lift and to evaluate the design and performance of model wing airfoil sections. The Wing Tester accomplishes this by suspending the wing in a moving airstream, simulating actual flight. As the air moved by the testers fans passes a properly constructed wing, lift is generated and the wing rises. Weights representing cargo can be added to the wing while it is in flight. The amount of weight supported by a wing before it sinks is a measure of its design efficiency. This visual demonstration is an excellent way to introduce students to the hard-to-grasp concepts of lift, drag,Bernoullis principle, and Newtonian physics. (Pitsco Wing Tester User Guide) Model how to use the Wing Tester with a teacher-made wing. Then have students use the Wing Tester by following these instructionsa. The wing support bracket is held on to the balance arm by a magnet carefully, pull the bracket at an angle until it comes free of the balance arm.b. Loop the rubber band onto the bracket. Place the test wing on the bracket so the two bracket ends are visible in front of the airfoil. Stretch the rubber band over the top of the wing and loop it over the bracket ends in front of the test wing.c. Reattach the bracket to the balance arm so the bracket ends face the tester.d. Balance the wing, which counters the effect of gravity on the wing. Hold the wing so the pointer is at zero on the weight gauge. Adjust the counterweight and release the mechanism. Make adjustments to the counterweight and then the micro counterweight until the pointer stays at zero. To ensure the wing is balanced, move it up or down and release it. When released, the wing should not move. A properly balanced wing can be moved to any position and will stay in that position when released.e. Turn on the fan switch. If the wing has an efficient shape, it will rise.f. While the wing is in the raised position, carefully drop washers in the funnel on the balance arm until the wing descends to the original level position.g. Now verify that the wing has lift by turning off the Wing Tester. After the motor has stopped, turn on the Wing Tester to the previous setting. The wing should rise to the zero point. h. On a piece of paper, record the number of washers the wing supported. This is the load that your airfoil supported. Efficient designs support the heaviest loads.These directions were taken from the Pitsco Education Wing Tester User Guide.5 - Lead discussion using these guiding questionsHow do the weights change what the wing does? How does this impact the lift of the wing? Why do you think this happens in this way? Which of the wings we tried out worked the best? What is the cause for this? What do you notice about the design of the wings that work the best? How is your perspective on flight changing as a result of todays lesson?

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials. TIME: 10 minutesPass out Flight Journals and have students record new understandings about flight. Lead with these questionsHow is your perspective on flight different as you have learned more about flight? What else would you like to know about flight?

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? Yes The teacher will facilitate discussion as students share what they have learned through todays lesson and what they recorded in their flight journal.

ASSESSMENT AND INSTRUCTIONAL MATERIALS Paper and pencilsWing Tester 3Wings made during Lesson 2 Flight journalsRubber Band Gliders

Wing Tester

Rubber Band Gliders

Flight Journal

Thoughts about what I have learned so far about flight

How my perspective on flight has changed

What I would like to learn about flight now

LESSON #4Flight SimulatorI. DEFINE OBJECTIVES AND CONTENT

LESSON OBJECTIVEThe students will learn how a flight simulator works. They will learn how the control surfaces are connected with the cockpit by using a flight simulator yoke to maneuver a plane. Comment by Liz Fogarty: This should not tell what they are learning. The objective should tell us what they will be able to do as a result of this lesson and how well they will be able to do it. That is the only way that you will be able to use the assessment to determine their mastery of the content in this lesson.

POINT TO PONDEROne of the greatest joys known to man is to take a flight into ignorance in search of knowledge. Robert Staughton Lynd

ESSENTIAL QUESTIONWhat are the control surfaces and how do they make the plane move in many directions?

CONTENTOutline the content you will teach in this lesson. How to Maneuver a PlaneA. Three directions1. Yaw the plane is turning left or right. The pilot pushes the corresponding pedal (left or right) to make the plane turn.2. Pitch the nose of the plane is tilting up or down. The pilot pulls the control column towards him to make the plane climb higher. For the plane to dive, the pilot must push the control column forward.3. Roll the plane is rolling from one side to the other and the wings tilt up or down. The pilot moves the control column to the left or right to make the plane roll.B. Control surfaces The pilot controls the plane by using foot pedals and the control column. The pedals and control column are connected to the control surfaces on the wings and tail, and these steer the plane.1. Control surfaces are small, hinged flaps that determine how air will flow around the plane.a. Rudder attached to the fin. When an airplane turns left or right (yaw), the rudders and the ailerons are used together.b. Elevator flaps attached to the back of the tail. When an airplane moves up or down, the elevators on a planes tail are either raised or lowered (pitch)c. Aileron flaps on the wings. When an airplane rolls, the aileron on one side raises and the aileron on the other side drops. II. Parts of a PlaneA. Fuselage the main body of a plane. It is typically long and thin which helps it to move through the air. At the back of the fuselage is a tail which looks like a fin going up with two wings on the sides. The elevators and the rudder are attached to the tail. Wheels fold up under the fuselage and provide a way for take-off and landing as well as moving along the ground.B. Cockpit sits at the front of the plane. This is the place where the pilot controls the plane.2. Wings attached on either side to the fuselage. Engines are attached to the wings, and fuel tanks are inside the wings. The control surfaces are also found along the front and back edges of the wings.

II. PRE-PLANNING

What will students UNDERSTAND as a result of this lesson? How does this connect to the Essential Question? By using a flight simulator, students will understand moving a plane in yaw, pitch, or roll. Students will understand how the control surfaces actually move the plane in particular directions. By using the flight simulator, students will be able to answer the essential question.

What will students be able to DO as a result of this lesson?Students will use a flight simulator to maneuver a plane in different directions. They will experience piloting a plane through clouds and many different kinds of weather.Comment by Brian Housand: This sounds interesting. I am surprised that it is coming on Day Three. How many of these do you have? Will everyone get a chance to do this on the same day?

III. PLANNING

HOOKDescribe how you will grab students attention at the beginning of the lesson. BE CREATIVE.TIME: 10 minutesAirplane pilot Michael Giddens (through skype) will speak about his experiences as a pilot. Students will have the opportunity to hear about first-hand flight from a pilot and ask questions.

INSTRUCTIONExplain Step-by-step what you will do in this lesson. Be explicit about ties to Points to Ponder, Essential Question, and Interactions here. Include ALL support and teaching materials with your unit. TIME:50 minutes1 Show a large drawing of an airplane. Go through each of the control surfaces (rudder, elevator, and aileron) and identify where they are on the plane. Also go through the other parts of the plane (cockpit, fuselage) and identify these on the big drawing. Comment by Brian Housand: This is a great question that I am surprised that you have not addressed. Might I suggest a careers in aviation section every day. 3-5 minutes highlighting a possible career. There are a lot more things to be than just a pilot. Why not think about the design of planes, navigation, etc. Comment by Brian Housand: You need to include this. Isnt this what you were doing yesterday? Ok, I went and looked, you were talking about four forces of flight. It seems that you would try to relate the content in a meaningful way. 2 Introduce yaw, pitch, and roll using the picture of the plane to demonstrate how these happen. Comment by Brian Housand: How will you do this? Instructional materials? 3 Model for students how to use the flight simulator and the yoke. Then have students take turns using the flight simulator. Students can experiment with clouds, weather, and many different options for testing a plane. Monitor students and facilitate discussion about how the students are applying what they have learned. Comment by Brian Housand: How long will this take? What will the other students be doing while the one student is flying? This really needs to be more developed. I would suggest giving other activities in a center based approach. Also, maybe you could have a group of three or four at a time with each having a different role. Right now there is just a LOT of unused time here. Comment by Liz Fogarty: Is this something only one student uses at a time? IF so, then what can the other students be doing? Perhaps they are working on their cheers during this time while they take turns, or they are adding to their wings, etc. Or they can begin working on their videos. 4 Facilitate discussionHow has your use of the flight simulator changed your perspective on flight? Comment by Brian Housand: You reference the theme here, but I am not sure exactly what you are going to do to facilitate this discussion.

ASSESSMENT(Performance Task) What will the students DO to demonstrate that they have mastered the content? Be specific and include actual assessment with unit materials. TIME: 10 minutesPass out Flight Journals and have students record new understandings about flight. Lead with these questionsHow is your perspective on flight different as you have learned more about flight? What else would you like to know about flight?

DOES THE ASSESSMENT ALLOW YOU TO DETERMINE WHETHER OR NOT THE STUDENTS HAVE MET YOUR STATED LESSON OBJECTIVE? YES By listening in on discussion about flight journals as well as new perspectives on flight, I will assess students understandings of what students have learned from this lesson.

ASSESSMENT AND INSTRUCTIONAL MATERIALS

Michael Giddens guest speaker, flight expertComment by Brian Housand: You had the guest speaker listed on another day. MarkersComment by Brian Housand: I have to say that I am disappointed with the unit. You have some good ideas scattered throughout, but there is a lack of cohesiveness to pull this together. The major issue with your submission is the complete lack of instructional materials. Also, I am not exactly sure why the students are making a video. There is no real problem to solve. When you initially talked about your unit, I thought that there was going to be some type of design challenge where students would have to construct the best functioning wing or plane. I thought that there was a wind tunnel and more experimentation. Also, there is not a whole lot of content that is taught here. Basically, this needs a lot of work before it is ready to be a unit. Laptops 2Flight JournalsFlight simulators 2Flight yokes 2Picture of a plane with the parts labeledPicture of a plane with yaw, pitch, and roll labeled

Flight yoke

Picture of a plane with the parts labeled

Picture of a plane with yaw, pitch, and roll labeled

Flight Journal

Thoughts about what I have learned so far about flight

How my perspective on flight has changed

What I would like to learn about flight now

Laptops

Page 38 of 46