Paper Airplane Challenge Lesson Plan

1)Objective

●Students are to design at least two different types of paper airplanes one for distance and the other for flight time.

2) CTE Standards

●B4.0 Understand the concepts of physics that are fundamental to engineering technology.

●B6.0 Employ the design process to solve analysis and design problems.

●5.4 Interpret information and draw conclusions, based on the best analysis, to make informed decisions.

3) Student Learning Outcomes

●Modify the design of their airplanes in an attempt to improve its performance

●Student need to become familiar with parts of a paper airplane and how they actually relate to a real airplane.

●Students will learn an array of aerospace engineering vocabulary / definitions.

4) Unit Name - Intro to Aerospace Engineering

5) Timing of Activities

●Introduction

○How many of you in your life ever made a paper airplane? How many of you have had a competition with a friend to see how far or how long your airplane could fly?

●Aerospace Engineering Vocabulary Terms

○aerodynamics: The study of the effects of bodies moving relative to gases, especially the interaction of moving objects with the atmosphere.

○aileron: Either of two movable flaps on the wings of an airplane that can be used to control the plane's rolling and banking movements.

○drag: The retarding (slowing down) force exerted on a moving body by a fluid medium such as air or water.

○elevator: A movable control surface, usually attached to the horizontal stabilizer of an aircraft that is used to produce nose-up or nose-down motion (pitch).

○glider: A light engineless aircraft designed to glide after being towed aloft or launched from a high location such as a building or mountain.

○launch: To set or thrust a craft or projectile into motion.

○lift: Force available for overcoming the force of gravity.

○nose: The nose of an aircraft is the structure at the very front of the aircraft that is shaped in such a way as to reduce drag. The nose is usually shaped like a cone or a dome.

○rudder: A vertically hinged plate of metal, fiberglass, or wood mounted at the tail of an aircraft, used for effecting horizontal changes in course.

○stability: Stability is the ability of an object, such as a ship or aircraft, to maintain equilibrium or resume its original, upright position after being displaced from its original course.

○streamlined: Designed or arranged to offer the least resistance to airflow.

○thrust: The forward-directed force developed in a propeller, jet, or rocket engine as a reaction to the high-velocity rearward ejection of air or exhaust gases.

○weight: A measure of the heaviness of an object.

●Basic Parts of a Airplane

●Paper Airplane Creation

○Students will be give 7 pieces of paper (8 1/2 x 11), tape, and a glue stick.

●Paper Airplane Testing

●Paper Airplane Redesign

●Paper Airplane Retesting

●Video of World Recorder Holder for Paper Airplanes

6) Class Discussion Questions

●Pre-Design Questions

○Engineering building models

○Factors affecting flight performance

○Parts of the Airplane

●Post-Test Questions

○Which designs were not successful? Why?

○Which designs were successful? Why?

○What modifications can we make to our designs?

7) How Will Student Learning Be Assessed

●Quiz on Vocabulary Terms

●Reflection

●True / False Quiz

8) Resources / Instructional Materials Required

●Paper

●Tape

●Glue

9) Video Links

10) Links to Industry

11) Classroom to Industry

●During Manufacturing Day we visited B & B Manufacturing. They specialize in flight control actuators, manifolds, and barrels, they also manufacture a wide variety of simple to complex machined hardware, structural components, sheet metal products and associated assemblies for commercial aerospace.

●Aerospace projects that B & B Manufacturing have/are involved with include Lycoming Engines, Gulfstream G650, and Boeing 737.

●Specific skills that B & B Manufacturing look for in employees are.

Growth Mindset

●Demonstrates learning is a lifelong journey

●Seeks feedback

●Grows from feedback

●Learns from problems

●Challenges the status quo by proposing “a better way”

Effective Communication

●Creates safe dialogue (pool of meaning)

●Asks questions

●Listens

●Separates fact from story

●Develops mutual understanding

●Provides relevant information to others quickly and accurately

●Maintains confidentiality

Problem Solving (PDSA i.e. Plan, Do, Study, Act)

●Separates opinion from fact

●Utilizes theory and data for problem solving

●Focuses on the root cause, not the symptom

●Goes an inch wide and a mile deep when problem solving

●Seeks collaboration (believes two minds are better than one)

●Understands the difference between common and special cause

●Separates what must be done well now, and what can be improved later

●Thinks strategically, and can articulate what you are (and are not) trying to do

Accountability

●Takes actions consistent with our values

●Takes responsibility for results (no blame)

●Team members can rely on you

●Self motivated

●Self disciplined

●Accepts responsibility for self improvement

●Appreciates and supports Systems

●Policies

●Standards

●Safety

●Quality

Collaboration/Teamwork

●Treats team members with respect

●Provides positive reinforcement

●Contributes ideas

●Actively participates

●Fulfills commitments

●Achievement driven

Student Recommend Classes

●Mathematics and science are the basis for as aerospace technology career. Some of the recommended high school courses are listed below.

●Algebra

●Biology

●Calculus

●Chemistry

●Computer Mathematics

●English

●Geometry

●Math Analysis

●Physics

●Trigonometry