Let Airplanes Fly!!

 

Tina Oleson

 

 

                                                                                   

 

Program: Microsoft Pulisher

 

Grade: 8

 

Subject Area: Science

 

Topic: Forces

 

Indiana Standards: 8.1.3, 8.1.6, 8.2.6, 8.3.16, 8.3.17, 8.7.6

 

ISTE Standards: II, III

 

Objective: Understand the forces of aerodynamics.

 

Steps of Lesson:

  1. Define the parts of an airplane.

 

2.   Study the forces that act on an airplane: thrust, drag, lift, gravity, torque, Bernoulli’s Principle, friction.

 

3.   Using Microsoft publisher, design an airplane plan using graphics of your choosing.

 

4.   Print out and make your airplane plan.

 

5.   While considering what you learned about the forces acting on an airplane, make alterations to your design to get the most distance and longest time in the air possible.

 

6.   Write a brief description of the experimental process.

 

7.   Take the class outside and let them fly their airplanes to see who gets the greatest distance and the longest time in the air.

 

Airplane Rubric

 

1. Does the student have a basic understanding of the forces acting on an airplane?

 

            5          4          3          2          1

 

2. Did the student design an airplane using Microsoft publisher?

 

            5          4          3          2          1

 

3. Did the student use precise folds and symmetry on the airplane?

 

            5          4          3          2          1

 

4. Were alterations made to the plane after the plan was drawn up?

 

            5          4          3          2          1

 

5. Did the plane glide straight and evenly?

 

            5          4          3          2          1

 

6. Did the plane achieve average time and distance?

 

            5          4          3          2          1

 

7. Was the powering thrust appropriate for the plane?

 

            5          4          3          2          1

 

8. Was the plane creative?

 

            5          4          3          2          1

 

9. Did the student write a synopsis of the experimental process?

 

            5          4          3          2          1

 

Each question is worth 5 points.

 

1

 

6

 

2

 

7

 

3

 

8

 

4

 

9

 

5

 

 

 

 

Sample of Student Work:

 

After learning about the forces acting on an airplane, I designed an airplane plan using the computer and printed it out. I then folded the plane being sure to use crisp and accurate folds. I tested the airplane for balance from side to side and front to back. I made several small test flights to check for stalling, diving, corkscrewing, etc. and made the corrections by using movable flaps, paperclips, clay, or even revamping the design at one point. Several more attempts were made until I had the airplane tweaked and ready to fly straight and even. I then flew for the record, noting my time of six seconds and distance of 17 feet.