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Lesson Class #: 14 Navigation and glider Design Science

Course
Title/Focus 25-30 Students 48 minutes

PROGRAM OF STUDY OUTCOMES

 (GLO 6-6) Construct devices that move through air, and identify adaptations for controlling flight
o (SLO6.3) Conduct tests of glider designs; and modify a design so that a glider will go
further.

LEARNING OBJECTIVES
At the end of the lesson students will be able to:
1. Identify the purpose of the aileron. (Remembering)
2. Identify the purpose of the elevator. (Remembering)
3. Propose possible design changes that could be made to a given glider design in order to make
the glider roll to the left. (Evaluating)
MATERIALS AND EQUIPMENT
 Paper
 Slideshow
 Bins to place the glider planes in for testing the next day.
 Package of straws
 Piece of paper folded into a bridge
 2 empty pop cans
 Drawing of Plane from previous class
 You tube navigation video
PREPARATION AND LOGISTICAL CONSIDERATIONS
 Have the slide show up on the classroom screen
 Have paper ready for their gliders

PROCEDURE
Introduction Time
 Slide 2: Give the agenda for the day
o Review of hot air balloons.
o Discuss Navigation
o Design gliders.
 Slides 3-7: Review what the students remember about the hot air balloons. 5 min
o What are the major parts of a hot air balloon?
o How does the hot air balloon go up?
o How does the hot air balloon go down?
o How does the hot air balloon steer?
Body Time
Topic 1) Have the students repeat Bernoulli’s Principle 5 min
Bernoulli’s a. If you increase the speed, you decrease the
principle pressure.
b. If you decrease the speed, you increase the
pressure.
2) Demonstrate with the following examples.
3) Using two empty pop cans place them 10 cm apart.
4) Ask the students what they think will happen if we
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blow between the two pop cans?
5) Have a student blow between the two pop cans to
demonstrate. The two cans should move closer
together.
a. We created faster air between the two popcans
so this decreases the pressure in between them.
The pressure outside them is now greater so it
pushes the cans together.
6) Place the piece of paper that is folded into a bridge
onto the table.
7) Ask the students what will happen when we blow
underneath the bridge?
8) Have a student demonstrate this for the class.
a. Again, when we blow underneath the bridge we
are increasing the speed so we decrease the
pressure. This creates low pressure under the
bridge and high pressure above so the bridge
collapses.

Topic 1) Along with Bernoulli’s Principle we have discussed in 15 min

Navigation previous classes the four forces of flight, who can tell
me what they are?
a. We know how an airplane gets up in the air.
i. Lift must be stronger than gravity.
ii. Thrust must be stronger than drag.
iii. Wings create lift utilizing Bernoulli’s
principle.
2) Can anyone see what we are missing in the movement
of our airplanes?
3) http://www.youtube.com/watch?v=YyeX6ArxCYI (6
minutes)
4) Have the students take out a pencil and their drawing
that they made of the plane on Friday.
5) Let’s review what we saw on the video.
a. Airfoil: Shape that creates lift.
i. The shape is aerodynamic and as air
moving over top will move faster than
air underneath and based on Bernoulli’s
Principle what do we know will happen?
ii. Remind the students that this is
indigenous ways of knowing because the
airfoil replicates what we see in nature.
b. Motor: Create thrust to move plane forward
i. Compresses air, lights it on fire and then
it is pushed out the end creating the
thrust needed for the plane to move
forward.
c. Slats and Flaps: Create more of a curve to the
wing and
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d. Elevator: Descend to lower and to ascend you
lift them
i. What direction is this plane going to go?
ii. Where are we creating lift to make the
plane descend?
e. Aileron: One up and one down to roll the plane
when it needs to turn.
i. Which direction will this plane roll?
f. Rudder: Can be used to turn but the turn would
be too extreme that it would cause discomfort,
we will discuss tomorrow

Topic 1) Label the plane found on the window of the classroom.

Label Airplane Have the students label the planes they drew that are
in their binders.
This can be done 2) Motor: Controls the thrust which sends the plan
as you move forward.
through the 3) Wing: Controls the lift of the plane
instruction 4) Horizontal Stabilizer: Stabilizes pitch motion.
10 min
5) Aileron: Part of the wing that can go up or down to
create a roll that turns the plane
6) Elevator: Lower or raised to make the plane ascend or
descend
7) Fuselage: Body of the plane and holds things together
8) Rudder: We will discuss this in more detail tomorrow.

Topic 1) We will be making a couple of different designs for

Glider Design #1 gliders in the next couple days and the students will be
required to alter them to produce specific results. Like
doing a loop or drifting to the left.
2) Give each student a piece of paper. Remind them that
5 min
science is about following instructions.
3) The instructions will be on the slideshow.
4) When the students are done, they need to place their
name on the plane and put it in a basket at the front of
the class. We will be flying these on Wednesday.
Conclusion Time
 Exit slip: Have the students write their names on a sticky note and answer
the following questions. They can place the sticky note on the door on their
way out.
3 min
o What do the elevators do on a plane?
o What can you change on your glider to cause it to roll?

Assessment
 Observation and student participation: While asking questions about the aileron, identify
the students willing to answer the questions. Circulate while they are making their gliders
and ask those students you are unsure of their knowledge individually.
 Exit slip (Learning Objective 2)
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Additional Notes: