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Notes for Teachers

Context: This lesson takes place in the classroom for 45 minutes.

Information for teachers is located in the Speaker Notes below.

List of Materials

straws w/o bendy parts (3 per student)
single hole punch
model of an aircraft to demonstrate with (such as a pre-built balsa plane)
balsa wood planes or gliders
pen/pencil

For Teachers:

Since an aircraft operates in a three dimensional environment, aircraft movement takes place around one or more of three axes of rotation. They are called the longitudinal, lateral, and vertical axes of flight. The common reference point for the three axes is the airplane's center of gravity (CG) , which is the theoretical point where the entire weight of the airplane is considered to be concentrated. Since all three axes pass through this point, you can say that the airplane always moves about its CG, regardless of which axis is involved. The ailerons, elevator, and rudder create aerodynamic forces which cause the airplane to rotate about the three axes. The simplest way to understand the axes is to think of them as long rods passing through the aircraft where each will intersect the other two. They intersect at the center of gravity. Each of these axes is also perpendicular to the other two. The axis that extends lengthwise through the nose and tail is called the longitudinal axis. Rotation about this axis is called roll. Drag is the force that acts along this axis, but in the opposite direction of the flight path. The axis that extends crosswise from wingtip to wingtip is called the lateral axis. Rotation about this axis is called pitch. Side force acts along this axis. The axis that passes vertically through the center of gravity when the aircraft is in level flight is called the vertical axis. Rotation about this axis is called yaw. Lift acts along this axis. Movement of the ailerons produces changes in roll. Movements of the rudder produce changes in yaw. Movements of the elevator cause changes in pitch.

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Standards

Engineering:

MS-ETS1-4.

Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

Physical Science:

MS-PS2-2.

Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

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Objective(s):

Today students will be able to build a model of the 3 axes of flight.

Today students will be able to name and label the 3 axes of flight.

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Agenda (45 minutes)

Teacher explains the objectives.

Teacher explains how aircraft can move on 3 axes.

Teacher demonstrates pitch, roll, and yaw using the model airplane.

Teacher passes out materials and instructs students to build the straw model.

Teacher informally assesses student understanding of the correct axes.

Teacher passes out balsa wood planes/gliders.

Teacher asks students to label the 3 axes and find the center of gravity.

Students listen/record objectives.

Students listen/take notes.

Students build the straw model with teacher help.

Students identify pitch, roll, and yaw.

Students assemble balsa wood planes/gliders.

Students label the 3 axes and center of gravity.

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Essential Question

Essential Question: How do aircraft move?

Using a model airplane, ask students how it moves when flying.

A plane can move the nose up and down, it can tips its wings up and down, and it can move its nose left and right. The names for these movements are pitch, roll, and yaw.

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Hands-on Activity Instructions

Each student will build their own straw model.

Each student will build their own balsa wood model from a kit.

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Assessment

Students should label the 3 axes using the words pitch, roll, and yaw. Older students can use the terms longitudinal, lateral, and vertical.

Students should find the center of gravity by balancing the airplane on their pointer finger along the body of the plane underneath the wings.

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Differentiation

Have students put their arms out like an airplane. Ask them to physically move their arms along the 3 axes they are trying to learn. Make sure they move correctly.

Create a word wall with key vocabulary and images.

Remediation

Extension/Enrichment

Older students should use the terms longitudinal, lateral, and vertical rather than pitch, roll, and yaw.

Explain the concept of dihedral- the wings are tipped up slightly at the ends to prevent it from rolling in flight.

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