••Classroom Activity by NJ Educators••

**Title and Author**

Aeronautics

Technology Education
Grade 7
 

 Name: Andrew Barcello
School: Marlboro Middle School
District: Marlboro Township New Jersey
County: Monmouth
**Objectives** **Standard**
Learner will demonstrate the ability to:
  1. Apply strategies to make a plane fly in a desired direction.
  2. Meet requirements for personal safety in the lab.
  3. Safely cut, glue, and build a rubber band powered airplane.
  4. Carry out self-directed activities directed toward the construction of an airplane.
  5. Show the affect of faster moving air over a curved surface such as an airfoil. (Bernoulli Principle)
  6. Compare how air pressure can be used to keep an airplane from flying and how air pressure can cause an airplane to lift off.
  7. Calculate wing loading using the standard barometric pressure at sea level.
  8. Use a computer simulation program to fly and safely land an airplane.
  9. Work collaboratively to solve related problems during flight.
  10. Understand and apply the principles of potential energy, torque, and kinetic energy all to do work.
  11. Engage in activities designed to encourage life long skills and interest in the area of aeronautics.
  12. Work collaboratively to solve problems related to flight.
  13. Gain an understanding of flight from a historical perspective.
  14. Create a written assessment that explains materials learned from the activity and personal feelings. (Performance based grading.)
     
Content Area Standard Grade Strand CPI
Technological Literacy 8.2 7 B 1-5
Science 5.1 8 A 1,2,3
  5.3 8 A
B
C		 1
1
1
  5.4 8 B
C		 1
1
  5.7 8 A
B		 1,2
2
Mathematics 4.5 8 A
B
C
D
E
F		 1-5
1-4
1-6
1-6
1-3
1
Language Arts Literacy 3.2 7-8 A
C		 3
1
  3.3 7-8 B
C		 1,2
1,2
  3.4 7-8 A
B		 1,2
3

**Goal/Overview/Purpose/Summary**

"Why Technological Literacy Is Important For All Students To Achieve"

Technological literacy is important for all students to achieve because it is the inspiration for all of the emerging needs of humanity in a contemporary society. The motivation for technological literacy is as old as mankind. The need for technological literacy continues to evolve as mankind ’s needs for increased goods and services advances.

The achievement of technological literacy is inevitable because as author Henry Petroski states, "To Engineer is Human" (1992). As a baby transitions from rolling over, to crawling, into walking and running they are experiencing their very first encounter with engineering, which is technology at its finest. It is valuable for all students to be afforded the opportunity to achieve technology education because it is natural and necessary. Children are born with an underlying understanding of technology. It is the job of educators to pursue this knowledge and cultivate growth in this essential area. This achievement is acquired through guided leadership in an organized course of study teaching safety while discovering predictable outcomes. This gains prevention to the well known fact that "history repeats itself," thus new, innovative technology is created.

The essential link between science and technology is obvious as the two are compared in national and state reform movements such as Project 2061. Technology Education is a necessary component of science education. In Benchmarks for Scientific Literacy, a publication of Project 2061, it was concluded that if scientific literacy is to be achieved, the "nature of technology" and the "designed world" must be essential components.

Understanding the symbiotic relationship between science and technology is key to gaining scientific literacy. By studying science and technology, students gain a unique perspective on these important forms of human thinking and doing. Science seeks answers to questions about the natural universe and answers the question "Why?" Technology, in attempting to adapt to our environment, seeks answers to questions about the designed world and answers the question "How?" Advances in scientific knowledge often support new technological inventions as the human need to learn more about the natural universe presents new problems for technological development.

GOALS

Technology Education Goals

  1. Students will understand the nature, role, and history of technology as it has evolved, and its relationship to people, society, and the environment.
  2. Students will demonstrate an understanding of the steps employed in solving real world problems using the technological design and problem solving process.
  3. Students will develop their ability to effectively communicate technological information and ideas through a variety of processes, tools, and media.
  4. Students will also develop skills in the areas of: teamwork, decision-making, critical thinking, logical reasoning, troubleshooting, problem-solving, independent research, and career exploration.
  5. Students will learn to integrate a variety of subjects, (i.e. art, math, science and language arts) while using the technology modules and computers linked as tools.
  6. Students will develop generic career skills.

     

 
**Activity**
1a. Students will take turns with a practice plane listing on the chalkboard the six axis of rotation.

1b. Students will select partners and develop a strategy for building the best airplane.

1c. Students will measure how far the plane flew.

1d. Students can place a post it note on the tail fin demonstrating a rudder action.

2a. Students will be able to familiarize themselves with the machines and equipment in the technology modeling lab through a teacher demonstration and a teacher guided walking tour.

2b. Students will write 5 safety rules for safe X-Acto knife usage during lab times.

2c. Teacher will guide students into a discussion describing accidents observed in other places using the X-Acto knife activating, prior knowledge relating to safety.

3a. Students will tape to oak tag, the paper which will become the covering material for the airplane.

3b. Working in groups, students will prepare a motor stick and a vertical fin for gluing together.

3c. Students will work at various rates of speed to complete building all parts of the airplane until assembly.

3d. Students will work collaboratively building planes in an ongoing process with expectations and directions provided by facilitator.

4a. With the assistance of an instructor, student will draw an airplane, label its parts, and describe in writing what they do during flight.

4b. Using a data projector and a flight simulation program, students will demonstrate the parts of an airplane, and how they help create lift and control flight.

4c. Using balsa wood and the appropriate tools as determined necessary by students, building of the plane will continue.

5a. Students can place one end of a sheet of paper inside a book so that the paper hangs downward. Next, hold the top of the book level with chin and blow over the top of the paper. This will produce lift.

5b. As planes become assembled, students will fly them as gliders using gravity for thrust.

6a. Students will be able to fill a tumbler with water, place a piece of cardboard on top, and invert or turn. Air pressure will keep the water in the tumbler from all directions.

6b. Pour hot water into a bottle and allow air to become warm, expand, and leave the bottle. Remove water, and seal the top so air cannot return into the bottle. As the air contracts atmospheric pressure, it will crush the sidewalls of a hard plastic bottle.

6c. Students will be able to conduct a demonstration of understanding equilibrium when one holds a book in the palm of their hand and the other pushes down with equal pressure as the person pushing up. The book stays in place. If pressure is decreased from the top of the book, it will rise.

7a. Estimate a reduced air pressure of 1 pound per square inch on top of a wing surface. Next, calculate the number of square inches in a 6’ X 30’ wing. In theory, this is how much weight a wing of this size could lift.

7b. Using prior taught knowledge from the Bernoulli principle, calculate a reduced air pressure of 2 p.s.i. using the same size wing.

8a. Using the computer instrumentation, students will be instructed to use full throttle to move enough air over the wings of an aircraft about 60 mph to create lift.

8b. Students will use an altitude indicator to determine appropriate height, for direction change, and compass for correct heading.

8c. Student will fly a Cessna, to the runway and establish a glide path toward earth, check airspeed and apply flaps. As the plane descends onto the tarp, standard procedural flair and controlled stall will become a landing.

9a. Upon completion of flight simulation, credit will be recorded for successfully landing.

9b. Students, who have proven their ability to land the Cessna, will be selected as peer tutors to assure everyone has successfully landed.

10a. Using a propeller, rubber band, and custom-built model, students will prepare for a hand-launched flight.

10b. Using flight stations, students will practice flying. Mastery skills will be demonstrated as students count windings, counter torque, and develop a ratio of distance to windings.

11a. Students can create thrust by winding a rubber band powered airplane and releasing it, at the correct angle.

11b. Students can wind a rubber band powered airplane a maximum of 30 times to observe the propeller over come drag, and pull the plane through the air.

11c. Students can fly a custom built plane, and watch lift increase with speed but as gravity pulls the plane down more lift is created.

11d. Students will view movie "Understanding Flight" and complete custom made pedagogical answer sheet.

12a. Using the custom-built model airplanes, ailerons, elevator, and balance, the students goal will be to fly to a predetermined destination point (tarp) and land.

12b. Using the custom-built model airplane, ailerons, elevator, and balance, the students goal will be to fly the most distance.

12c. Students achieving highest landing or distance records will be awarded "Technology Certificates" and their names will be permanently placed on the "Wall of Fame."

13a. Students will watch the movie entitled: "Amelia Earhart."

14a. Students will write an Explanation of Findings (EOF). The narrative should include at least 10 facts they have learned from this activity, career ideas, graphics and a personal evaluation of their feelings for improvement.

14b. Evaluation and grade should include highest number of landings on tarp, greatest distance flown, and landings on simulator.

14c. Portfolio should include drawings, movie quiz, written test, achievements, handouts, and explanation of findings.
 

**Assessment** (must “match” objectives!; include rubric if possible).
See 14a-c above.


 

**Additional Info**
Aeronautics Resources: http://www.lerc.nasa.gov/WWW/K-12/aerores.htm

Principles of Flight Teacher Sheets: http://media.nasaexplores.com/lessons/01-083/9-12_1.pdf

Course: Flight BasicsCourse: Flight Basics
http://www.suite101.com/course.cfm/17507/lessons
 
 

 
 

 

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