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
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10) Links to Industry
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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