The Arizona STEM Acceleration Project
Build a Better + Balsa Glider
https://docs.google.com/presentation/d/1unzUIa8hGyJKcpsnsfyoywDvjc2XNkOl7c54gq17Kg8/copy?usp=sharing
Build a Better Plus (+) Projects are designed for teachers who have used the original Build a Better Projects and want additional projects for their students These STEM projects allow teachers and students to develop skills that can transfer to even more intense STEM projects.
Build a Better Balsa Glider
A fifth/sixth grade STEM lesson
After school STEM Club
Patricia Briggs
May 2024
Notes for teachers
A glider is a great physical science/STEM challenge for fifth/sixth grade students. This project allows students to use scissors and utility knives to build and modify a glider that will travel as far as possible with only the human throw as the energy to provide the force to move the glider.
Even though this project may seem simple, students will be involved with science concepts, engineering processes, and applied math.
The teacher will build a basic purchased balsa glider with the students. The students will test this basic glider for function, distance, straight-line travel.
Students will construct a modified glider that travels the greatest distance possible by using the engineering design processes with various supplies. The students will test the modified glider for function, distance, straight-line travel.
On Day 1, each student will build and test a simple glider following the teacher’s instructions. Students will record procedures, materials, and data in their STEM notebook.
For Days 2-4, partners or teams will design, build, test, and modify a glider that will travel the greatest distance using only a human throw as energy for propulsion. Students will record procedures, materials, and data in their STEM notebook.
On Day 5, student team presentations will showcase their initial designs, modifications, and the performance improvements of their gliders.
List of Materials
For an excellent STEM journal: https://stemazing.org/ideas-engineering-journal/
Standards
Arizona Science Standards:
P2: Objects can affect other objects at a distance.
P3: Changing the movement of an object requires a net force to be acting on it.
P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.
Science and Engineering Practices:
● ask questions and define problems ● develop and use models ● plan and carry out investigations ● analyze and interpret data ● use mathematics and computational thinking ● construct explanations and design solutions ● engage in argument from evidence ● obtain, evaluate, and communicate information
Standards
Arizona Fifth Grade Science Standards
5.P2U1.3 Construct an explanation using evidence to demonstrate that objects can affect other objects even when they are not touching.
5.P3U1.4 Obtain, analyze, and communicate evidence of the effects that balanced and unbalanced forces have on the motion of objects.
5.P3U2.5 Define problems and design solutions pertaining to force and motion.
5.P4U1.6 Analyze and interpret data to determine how and where energy is transferred when objects move.
Arizona Sixth Grade Science Standards
6.P2U1.4 Develop and use a model to predict how forces act on objects at a distance.
Objective(s):
Day 1: Students will construct a basic glider to test for movement, distance traveled, straight-line motion, and function of the release (person) and the release system.
Day 2-4: Students will design and construct a modified glider to travel the greatest distance possible.
Day 5: Student teams will fly gliders and gather data to compare with other teams..
Students will design and construct a balsa wood glider, testing and refining their designs to understand principles of aerodynamics and engineering.
Agenda (lesson time)
This multi-day activity is designed for introductory 5/6th grade STEM after school club:
Day 1 - 60 minutes
Day 2-5 - 60 minutes each day
Day 5 - 60 minutes each day
Intro/Driving Question/Opening
The goal is to build a glider that travels the greatest distance possible.
Can we design and construct a glider that travels in a straight-line the greatest distance possible?
Introduce the project and demonstrate your example
Show students how the basic balsa glider works to get their attention and build up enthusiasm for the project.
Build a Better Balsa Glider
Hands-on Activity
Instructions - Day 1
Introduce the project and demonstrate your example (2 min)
Show students how the glider works to get their attention and build up enthusiasm for the project.
Explain how it works using key concepts (15 min)
Briefly discuss the basic principles of aerodynamics and motion, focusing on concepts such as air resistance, Archimedes’ Principle,and Bernoulli’s Principle including the basic principles of lift, drag, gravity, and thrust,.as well as potential and kinetic energy..
Build a basic example with students (25 min)
Show step-by-step how to build a basic example. (use video to show the process, if preferred)
Verbalize what you’re building as you do so. Students build with teacher.
Emphasize the importance of having parts secure
Designate the safe testing area and demonstrate how to launch the glider (3 min)
Demonstrate the glider launch at your testing area and outline the testing rules.
Launch glider and measure distance.
Launch basic projects and record results in STEM notebook (10 min)
Students in turn launch their gliders.
Measure distance and record results in STEM notebook.
Reflect on performance and possible modifications (5 min)
Introduce the idea of the engineering design process:
Assess using rubrics
Use the assessment suggestions in this plan. Click here for this slide.
Adapted from Build a Better Paper Airplane - Education.com https://www.education.com/activity/article/Paper_Airplane_high/?gad_source=2&gclid=CjwKCAiA1-6sBhAoEiwArqlGPmOjtinOV4xa896dODw1AIGjZXGYE5YKMIGmJgmtfjuTnxR06_0T8BoCbNgQAvD_BwE
Building A Purchased Balsa Glider
Building a purchased balsa glider typically involves more detailed assembly than a simple paper glider. Below are general steps to help assemble a purchased balsa wood glider:
Materials Needed:
Purchased balsa wood glider kit
Sandpaper
Glue (typically included in the kit)
Instruction manual (included in the kit)
Instructions:
Prepare Your Workspace:
Clean the workspace with enough room to assemble the glider. Lay out all the components and read through the instruction manual.
Identify Components:
Familiarize yourself with the different components of the glider kit, such as the wings, fuselage, tail, and any additional pieces.
Sand the Components:
Use sandpaper to smooth any rough edges or surfaces on the balsa wood pieces. This step helps ensure a better fit and finish.
Follow the Instruction Manual:
Carefully follow the step-by-step instructions provided in the manual. The instructions will guide you through the specific assembly process for your particular glider model.
Assemble the Fuselage:
Start by assembling the fuselage according to the instructions. This may involve attaching the nose cone, securing the tail boom, or other specific steps.
Attach Wings:
Attach the wings to the fuselage as directed in the manual. This may involve inserting wing supports into pre-cut slots or using glue to secure the wings in place.
Add Tail Surfaces:
Attach the tail surfaces (horizontal and vertical stabilizers) to the rear of the fuselage. Follow the instructions for proper alignment and secure them with glue.
Install Control Surfaces (if applicable):
Some balsa gliders come with movable control surfaces. If your glider has these, follow the instructions to attach them, ensuring they move freely.
Allow Glue to Dry:
After each step, allow the glue to dry completely before moving on to the next assembly step. This ensures a strong and secure bond.
Balance the Glider:
Check the balance of the glider by placing it on your fingertips at its center. Adjust components or add small weights if needed to achieve proper balance.
Test Flights:
Once the glider is fully assembled and balanced, take it for test flights. Adjust control surfaces or make minor tweaks as necessary to improve its flight characteristics.
Refer to the specific instructions provided with purchased balsa glider kit, as different models may have unique assembly steps and requirements.
Build a Better Balsa Glider
Hands-on Activity
Instructions - Day 2-3
Step 1. Introduction (10 minutes)
Introduce the concept of aerodynamics and the principles of flight. - Explain the goal of the lesson: to design and build a balsa glider that will fly effectively.
Step 2. Designing the Glider (20 minutes)
Demonstrate how to use paper to create a glider template. - Discuss the importance of wing shape, size, and weight distribution in optimizing flight performance. - Allow students to design their gliders, considering aerodynamic factors.
Step 3. Cutting the Parts (30 minutes)
Show students how to use the utility knives and shears safely with balsa wood sheets for cutting. - Guide students in cutting out the various glider parts, such as wings, fuselage, and tail. - Assist students in ensuring accurate cuts..
Step 4. Assembling the Glider (30 minutes)
Instruct students on how to assemble the glider, using glue to attach the parts together. - Encourage students to pay attention to detail and ensure that the glider is securely assembled. - Provide guidance on balancing the glider and making any necessary adjustments.
Step 5. Flight Testing (20 minutes)
Take the gliders to a designated test area for flight testing. - Have students launch their gliders and observe how they perform in flight. - Encourage students to make notes on the glider's flight characteristics and suggest improvements.
Adapted from Build a Better Paper Airplane - Education.com https://www.education.com/activity/article/Paper_Airplane_high/?gad_source=2&gclid=CjwKCAiA1-6sBhAoEiwArqlGPmOjtinOV4xa896dODw1AIGjZXGYE5YKMIGmJgmtfjuTnxR06_0T8BoCbNgQAvD_BwEes.com/Build-a-Mousetrap-Car/
Materials you'll need:
Adapted from Build a Better Paper Airplane - Education.com https://www.education.com/activity/article/Paper_Airplane_high/?gad_source=2&gclid=CjwKCAiA1-6sBhAoEiwArqlGPmOjtinOV4xa896dODw1AIGjZXGYE5YKMIGmJgmtfjuTnxR06_0T8BoCbNgQAvD_BwE
Brainstorm ideas with students about what makes a good glider. Consider the different variables that can be changed and how each of these may influence the flight of the plane.
Physics concepts to consider:
Archimedes’ Principle – An object surrounded by air is buoyed up by a force equal to the weight of the air displaced. If students use heavier materials in the plane construction, thye needs to take into account that more air must be displaced in order to keep the plane aloft. Students might consider compensating with a broader wingspan.
Bernoulli’s Principle – When the speed of a fluid increases, pressure in the fluid decreases. In this case, the fluid is air. In order for a plane to stay airborne, there must be less pressure above the wing than below it. This allows the greater bottom pressure to exert an upward force on the wing, giving the plane lift. In order to accomplish this, wings tend to have a greater surface area on the tops than the bottoms. Picture the curved, slightly upturned, top of a wing. Now, as the plane moves through the air, wind must travel faster over the curved top of the wing than the flat bottom of the wing, providing lift.
Air Resistance – Friction causes drag, an opposing force to the forward motion of the plane. In order to decrease air resistance, consider an aerodynamic design that allows the plane to “slice” through the air. Possible design accommodations might include a pointed nose and smooth body.
Graphics from Build a Paper Airplane - Education.com https://www.education.com/activity/article/Paper_Airplane_high/?gad_source=2&gclid=CjwKCAiA1-6sBhAoEiwArqlGPmOjtinOV4xa896dODw1AIGjZXGYE5YKMIGmJgmtfjuTnxR06_0T8BoCbNgQAvD_BwE
Modifying a glider
Build a Better Balsa Glider
Modifying Gliders
Instructions - Day 3-5
Once you’ve got it working well. Test it several more times and when it goes, watch it carefully to see if you notice anything that might be hampering its performance. See if you can tweak it to make it go better. Once you have a good idea how the it works, see if you can design another that can travel even farther. Use your STEM notebook to record modifications, results, ideas, and testing data.
1. Choose at least one characteristic of the glider to change. The length or width of the glider, the type of paper used, the center of gravity, and the wing design are characteristics of the glider's design that could be changed.
2. Sketch your design idea(s) on graph paper. Use a ruler to determine the dimensions of the stock materials. If you are changing the length or width of the chassis, this is a good opportunity to check that the wheels will have room to spin freely on the new chassis.
3. Build your glider.
4. Test your glider. Complete at least three test runs with your car. Use the tape measure to measure the distance traveled on each run, and record the measurements in a notebook.
5. Evaluate the strengths and weaknesses of your design. Make changes to the design based on the data from the test runs. Note the changes made. Use sketches and/or written paragraphs. Include a date and time with each entry.
6. Modify your glider making any design changes.
7. Test the redesigned glider. The goal is to achieve the maximum distance possible. Complete three test runs. You may make minor adjustments between runs. Record the distances. Also, track any repairs or modifications made between runs.
8. Compare the distances achieved by the redesigned glider with the distances achieved by the original design. Evaluate the results.
9. Write a report summarizing the design and testing process you went through. Include which design was most successful. Give reasons why you think that design was successful, including any factors that you feel might have contributed to the success or failure of the designs.
Remember, modifying a glider involves trial and error. Keep a record of your modifications and test the glider after each change to observe the impact on its performance. Use your creativity and problem-solving skills to continually improve the design and achieve better results.
Day 3/4: Modification and Improvement
Day 3/4: Testing and Iteration
Day 5: Reflection and Presentation
Modifying a simple glider can enhance its performance and make it more efficient. Here are some ways a basic glider can be modified:
Assessment
Here's a sample rubric
Each criterion can be assessed using a scale, such as:
Adapted from STEM Journals and Rubrics Website, 2023
Differentiation
Students who need additional time or assistance may take the project home or work on the project during recess or choice time in their school day.
Remediation
Extension/Enrichment
Students may continue to modify and test the paper glider or build a new glider at home and during club time.
This STEM notebook was created for use in 5/6th Grade STEM after school club.
To make a booklet of the sixteen pages, use the printing preferences to make double sided copies at 150%. This will create eight pages to fold and staple for the booklet.