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4 Points =
The student has a good understanding of the principles of
aerodynamics. He/she makes significant contributions to the cooperative
group. The group worked well to establish their best design. The model
produced flew well and represented an understanding of aerodynamics. Data
collected was accurate and well organized. The student was able to express
in good writing what he/she learned from the activity.
3 Points = The student displays only a limited
understanding of the principles of aerodynamics. He/she made only a little
contribution to the cooperative group work and had little impact on the
final design of the group. The model produced flew, but was somewhat
"crude." Data collected was not well organized. The student
writing was sketchy and lacked good writing style.
2 Points = The student displays only minimum
understanding of the principles of aerodynamics. He/she made very little contribution
to the cooperative group work, having almost no impact on the final design
of the group. The model produced hardly flew. It was difficult to get any
measurements, resulting in poorly collected data. The student writing was
poor and indicated that minimum learning took place.
1 Point = The student does not display any understanding of the
principles of aerodynamics. He/she made no contribution to the cooperative
group work, and at times was disruptive. The group was unable to produce an
effective model. Data was unorganized and insufficient to get any
meaningful results. The student writing had no organization and had no substance.
Notes to the teacher:
This activity is best done outside or in the gym. If using gym, make
arrangements with gym teachers. Have a brainstorming session with the whole class to discuss the question
"If gravity pulls things to earth, why do planes stay in the sky anyway?" Using prompting when necessary,
be sure that this brainstorming sessions covers the major principles of aerodynamics; namely, life, thrust,
drag, and weight. Do not formally define these terms at this time. Divide the class into cooperative groups of 4 or 5 students.
Let the groups decorate and name their models if they wish. This will add
interest and excitement to the activity. After the groups have completed their competition, you may want to define
the major aerodynamics principles. Weight vs. Lift: As an airplane flies, its wings are angled with the front
edges higher than the back edges. This causes the air going over the top of the wings to speed up slightly as
it gets sucked downward across the wing. The speeding up and slowing down of air is what creates lift. If lift
pulls harder than weight, the plane begins to speed up; if weight pulls harder, the plane goes down.
Drag is what pulls back on your airplane, and slows it. Thrust (engine or propeller) pushes the plane.
This activity could very well be integrated with mathematics dealing with
measurement and data collection and analysis. Commercial airlines might supply you with plastic flight wings to
distribute to students. An excellent resource book is The World Record Paper Airplane Book by Ken
Blackburn and Jeff Lammers.
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