UNIT 4
Flight Up, Up, & Away
Unit Overview Summary
General summary of unit:
Skills students need or will develop:
Goals For A Final Project:
Criteria | 4 - Distinguished | 3 - Proficient | 2 - Developing | 1 - Beginning |
Understanding of Lift and Forces | Demonstrates a thorough understanding of lift, air pressure, Bernoulli’s principle, and the other three forces (thrust, weight, drag). | Demonstrates a good understanding of lift, air pressure, Bernoulli’s principle, and the other three forces with minor inaccuracies. | Demonstrates a basic understanding of lift, air pressure, Bernoulli’s principle, and the other three forces with several inaccuracies. | Demonstrates a limited understanding of lift, air pressure, Bernoulli’s principle, and the other three forces. |
Creativity and Innovation | Designs are highly creative and innovative, showcasing unique and imaginative flying machines. | Designs are creative and innovative with some unique elements. | Designs show some creativity but are mostly conventional. | Designs lack creativity and innovation, with very conventional ideas. |
Sketching and Brainstorming | Consistently uses sketching and brainstorming effectively to generate and refine ideas. | Uses sketching and brainstorming effectively with minor lapses. | Uses sketching and brainstorming but with limited effectiveness. | Rarely uses sketching and brainstorming effectively. |
Application of Invention Process | Applies the invention process thoroughly, including doodling, sketching, and brainstorming. | Applies the invention process with minor gaps. | Applies the invention process but with noticeable gaps. | Rarely applies the invention process effectively. |
Knowledge of Flight History | Demonstrates a thorough understanding of the history of flight and early inventions. | Demonstrates a good understanding of the history of flight with minor inaccuracies. | Demonstrates a basic understanding of the history of flight with several inaccuracies. | Demonstrates a limited understanding of the history of flight. |
Teamwork and Communication | Works exceptionally well in a team, with all members contributing equally and effectively. | Works well in a team, with most members contributing effectively. | Works in a team but with uneven contribution and collaboration. | Struggles to work in a team, with minimal contribution from some members. |
Final Project Execution | Final project is highly innovative, well-constructed, and demonstrates a thorough application of knowledge and skills. | Final project is innovative, well-constructed, and demonstrates good application of knowledge and skills. | Final project shows some innovation and construction quality but has noticeable gaps in application of knowledge and skills. | Final project lacks innovation, is poorly constructed, and demonstrates limited application of knowledge and skills. |
How do things fly and what will it look like 10 years from now?
UNIT Up Up and Away
Big Question
BILL NYE VIDEO!!
(OPTIONAL, BUT WHO DOESN’T LOVE BILL NYE?)
Lesson 1
Can You Take the Pressure?
Teacher Page: NOT SHARED WITH STUDENTS
Teacher Notes & Resources For Lesson:
Each group Needs
** You may want to blow up a few balloons for students who struggle, you will be shocked of how many students can not blow up a balloon.
Potential Lesson Timers used for pacing
Return To Overview Page
As your teacher plays the video, think about , how do you fly and steer a hot air balloon?
Student Response:
Can You Take the Pressure?
Objectives & Success Criteria
Student Resources
Student Instructions:
What is air?
Blow onto your hand. What is happening?
Air is a collection of molecules—very small particles that we cannot see—that cover the surface of the Earth. Air is comprised of 78% nitrogen, 21% oxygen, and the remaining 1% is mostly argon and carbon dioxide.
You are forcing air out of your lungs and it is hitting your hands.
Why doesn't air around the planet escape to space?
Gravity pulls on air just like it pulls on a person and all objects. The weight of air is called air pressure and it pushes on us all the time. The existence of air pressure is what enables airplanes to fly.
Hot Air Balloons
File for All Things Hot Air Balloons
PLEASE MAKE A COPY OF YOUR OWN!!
From the earliest times, people have marveled at the flight of birds and have wanted to fly as they do.
In his lifetime, Leonardo da Vinci (1452-1519), like other inventors of his time, had a fascination with the flapping flight of birds. He believed that "a bird is an instrument working according to a mathematical law. It lies within the power of humans to make this instrument with all of its motions." He designed several ornithopters, which are airplanes with flapping wings. He also designed a glider that resembles modern day hang-gliders.
In 1738, an Italian physicist named Daniel Bernoulli discovered that water and air move faster over curved surfaces than they do over flat ones. He also discovered that as the air or water moved faster, the pressure exerted by the fluid decreased. This critical discovery, known as Bernoulli's principle, paved the way for modern airplanes.
ACTIVITY
Each group Needs
Follow “Standards of Workmanship Procedures” - What do you think they will be for this activity?
Part A: The Paper Tent
ANSWER:
Part B: Moving Balloons
ANSWER:
What Happens - Answer:
Responsible Citizen - Students need to recognize the rights, responsibilities, and opportunities for living, learning, and working in an interconnected digital world, as well as face to face with teammates. They must act and model in ways that are safe, legal and ethical. (ISTE Standard 2) Digital and Face to Face. | ||||
Standard | 4 - Exemplary | 3 - Proficient | 2 - Approaching | 1 - Emergent |
Empowered Learner: Demonstration of Knowledge and skills that prepare students to be lifelong learners. | The Student has the ability to critique, synthesize, and troubleshoot current problems by learning through experiences they personally develop and seek out. They are able to transfer their knowledge from independent research, explore different methods and solutions to design creative products and ideas that they choose. | The Student has the ability to assess and formulate current problems by extending experiences provided by the instructor. They are able to critique independent research and compare different methods and solutions to design products and ideas. | The Student has the ability to organize and predict current problems by extending experiences provided when assisted by the instructor. They are sometimes able to perform independent research and collect and display different methods and solutions to design products and ideas. | The Student consistently needs assistance to recognize current problems provided in the classroom and are not able to perform research and define a specific solution independently in order to design products and ideas. |
Example Conversions | 10 Points | 8-9 Points | 6-7 Points | 5 Points |
Look For's: | | | | |
5 Points - Paper Tent Look Fors
Activity: Moving Balloons
Look For's:
Given what we have learned, how does the Bernoulli principle relate to airplane flight?
(Answer: If air moves faster on one side of an object, the air pressure decreases and the object will move in the direction of the faster moving air. This is how wings create lift and why the objects in this experiment move in the direction of the faster air.)
Lesson 2
May the Force Be With You - Lift
Next Slide has a Paper Airplane Alternative to Frisbees
Teacher Notes & Resources For Lesson:
DO NOT TAKE 10 Frisbees outside and just start throwing them. You should critique each throw and get students to start using terms such as angel of attack, Draft, Drag, Low and High Pressure.
KEY POINT: Anyone who does NOT Draw the Wing and the Plane SHOULD NOT BE THROWING A Frisbee!!!! - Important to manage your class during this activity, set clear guidelines
Potential Lesson Timers used for pacing
Teacher Page: NOT SHARED WITH STUDENTS
Paper Airplane Alternative:
Flight works best in a warmer month when you can go outside.
Range Rules are great for flying paper airplanes! Line up, one direction, ready aim fire!
Student Response:
As your teacher to play the video on the world's slowest planes, they can take off with a 20 foot runway!!! Explain HOW CAN THEY DO IT?
Objectives
Student Resources
Student Instructions:
Flying is this simple!!!
If is high pressure exists below the airplane and low pressure exists above the airplane, it will move up, which is where the lift force comes from.
When an airplane flies, the wing is designed to provide enough Lift to overcome the airplane’s Weight, while the engine provides enough Thrust to overcome Drag and move the airplane forward
YOU CHANGE TWO THINGS = ANGLE OF ATTACK & CAMBER THICKNESS
Activity 2 : Everyone get out a blank sheet of paper and draw the wing design below
Criteria | 4 Points | 3 Points | 2 Points | 1 Point |
Accuracy of Wing Shape | Student accurately draws the wing with correct shape and proportions, including leading and trailing edges, and tip if applicable. | Student draws the wing with minor inaccuracies in shape and proportions, or one of the edges is not clearly defined. | Student attempts to draw the wing but with significant inaccuracies in shape and proportions, and both edges are poorly defined. | Student does not draw the wing or the drawing is completely inaccurate and unrelated to a wing. |
Identification of Chord Line | Student correctly labels the chord line with an arrow indicating its direction. | Student labels the chord line but with minor errors in the placement or direction of the arrow. | Student attempts to label the chord line but with major errors in placement or direction of the arrow. | Student does not label the chord line or the label is completely incorrect or unrelated. |
Identification of Camber Line | Student correctly labels the camber line with an arrow indicating its direction, if applicable. | Student labels the camber line but with minor errors in the placement or direction of the arrow, or fails to label it for a symmetrical wing. | Student attempts to label the camber line but with major errors in placement or direction of the arrow, or incorrectly labels it for a symmetrical wing. | Student does not label the camber line or the label is completely incorrect or unrelated. |
Identification of Angle of Attack | Student correctly labels the angle of attack with an appropriate symbol or notation. | Student labels the angle of attack but with minor errors in the placement or notation. | Student attempts to label the angle of attack but with major errors in placement or notation. | Student does not label the angle of attack or the label is completely incorrect or unrelated. |
Primary Forces
Life is one thing, but there are 4 more important points that determine how a plane navigates.
Thrust
Lift
Drag
Weight
Activity: Turn your wing sheet over and draw the plane below and label the forces
Criteria | 4 Points | 3 Points | 2 Points | 1 Point |
Accuracy of Plane Shape | Student accurately draws the plane with correct shape, including fuselage, wings, tail, and other relevant components. | Student draws the plane with minor inaccuracies in shape or proportions, or one of the components is not clearly defined. | Student attempts to draw the plane but with significant inaccuracies in shape or proportions, and multiple components are poorly defined. | Student does not draw the plane or the drawing is completely inaccurate and unrelated to a plane. |
Identification of Lift Force | Student correctly labels the lift force with an arrow indicating its direction, typically pointing upward. | Student labels the lift force but with minor errors in the placement or direction of the arrow. | Student attempts to label the lift force but with major errors in placement or direction of the arrow. | Student does not label the lift force or the label is completely incorrect or unrelated. |
Identification of Weight Force | Student correctly labels the weight force with an arrow indicating its direction, typically pointing downward. | Student labels the weight force but with minor errors in the placement or direction of the arrow. | Student attempts to label the weight force but with major errors in placement or direction of the arrow. | Student does not label the weight force or the label is completely incorrect or unrelated. |
Identification of Thrust Force | Student correctly labels the thrust force with an arrow indicating its direction, typically pointing forward. | Student labels the thrust force but with minor errors in the placement or direction of the arrow. | Student attempts to label the thrust force but with major errors in placement or direction of the arrow. | Student does not label the thrust force or the label is completely incorrect or unrelated. |
Identification of Drag Force | Student correctly labels the drag force with an arrow indicating its direction, typically opposing the motion. | Student labels the drag force but with minor errors in the placement or direction of the arrow. | Student attempts to label the drag force but with major errors in placement or direction of the arrow. | Student does not label the drag force or the label is completely incorrect or unrelated. |
Frisbee Cues
So to recap below are the cues I use to help kids remember to throw the frisbee correctly.
What do “Standards of Workmanship Procedures” look like when we go outside to throw the frisbee. We have 2 Frisbees.
Goals is to see angle of attack and release point when throwing a frisbee. Everyone will get a chance.
Activity - Who can throw a Frisbee and Why does it fly?
Who in class knows how to throw a Frisbee?
Student Response:
Lesson 3
Tug of War - Weight
Teacher Notes & Resources For Lesson:
Material Needed
Potential Lesson Timers used for pacing
Teacher Page: NOT SHARED WITH STUDENTS
Return To Overview Page
Discussion Questions:
Student Response:
As you watch the video on the on newton's 2nd law answer the questions below
Objectives & Success Criteria
Student Resources
Student Instructions:
force = mass x acceleration.
In other words, a heavy object requires a greater force to move than a lighter object.
In the 2023 NFL Football Draft the Washington Commanders selected CB Emmanuel Forbes with their number one pick. At the NFL Scouting Combine in late February he weighed in at just 166 pounds and is the lightest defensive back drafted since at least 2000. How Can He Play In The NFL?
Activity: Each group needs:
Experimental setup: Using four paperclips and two 6-inch rubber bands (or a chain of smaller rubber bands 6-10-inches long), attach a rubber band/paper clip sling to each of two books; see Figure below for an example of how to configure the sling. Bend the free end of each paperclip to make a right-angled hook. Insert each hook into the book's spine, or use masking tape to attach the hooked paperclip to the outside book end. The object is to have the rubber bands pull the books toward each other. Refer to the experimental setup on the worksheet.
Place the experimental setup on a smooth surface, such as a wooden table or laminate countertop.
Lay down the yardstick in front of the books (see Figure 2) so you can see where the books are located in relation to one another; position them 6-10-inches apart.
Experiment Part 1—One book vs. one book: Pull the books apart a few inches . Read the numbers on the yardstick that correspond to the inside edges of each book (the area spanned by the rubber band slings). Record this number here
Now let the books go. Expect them to move the same distance towards each other.
Record the position where the books collide or come to rest. Record this number here
Repeat steps above for three trials (that is, three times).
Experiment 2—One book vs. two books: Stack two books on top of one of the books being measured, and run the experiment three more times. If twice as many books are on one side, what happens to the lighter side and why? Record answer here
BE PREPARED TO SHARE
What did you learn from the experiment?
The stretched rubber bands pull on both books equally, and both books move�towards each other equally, but why when one book is stacked higher �(with two books total), the pulling force only moves the stack half as far �as the single book?
How would this same concept relate to Large airplanes that weigh a lot?
EXIT
Criteria | 4 Points | 3 Points | 2 Points | 1 Point |
Experimental Setup | Student accurately follows the instructions and sets up the experimental apparatus with four paperclips, two 6-inch rubber bands (or equivalent length), and attaches the slings to the books as described. The setup is neat and secure. | Student follows most of the instructions and sets up the experimental apparatus with minor inaccuracies or deviations, or the setup is somewhat messy or insecure. | Student attempts to set up the experimental apparatus but with significant inaccuracies or deviations, or the setup is messy and insecure. | Student does not set up the experimental apparatus correctly or does not attempt the setup at all. |
Data Recording and Measurement | Student accurately records the numbers on the yardstick that correspond to the inside edges of each book, as well as the position where the books collide or come to rest for each trial. The measurements are precise and consistently recorded. | Student records the numbers on the yardstick with minor errors or inconsistencies, or the position where the books collide or come to rest is slightly imprecise or inconsistent for some trials. | Student attempts to record the numbers on the yardstick and the position where the books collide or come to rest, but with major errors or inconsistencies in measurements or recordings. | Student does not accurately record the necessary data or makes no attempt to record the measurements. |
Explanation of Experiment 2 | Student provides a clear and accurate explanation of what happens to the lighter side when stacking two books on one side, demonstrating an understanding of the concept. The explanation includes a relevant reason for the observed outcome. | Student provides an explanation of what happens to the lighter side when stacking two books on one side, but with minor inaccuracies or missing some key details, or the reason given for the observed outcome is somewhat unclear or unrelated. | Student attempts to provide an explanation of what happens to the lighter side when stacking two books on one side, but with major inaccuracies or missing several key details, or the reason given for the observed outcome is unclear or unrelated. | Student does not provide a clear or accurate explanation of what happens to the lighter side when stacking two books on one side, or provides no explanation at all. |
Lesson 4
May the Force Be with You - Thrust
Teacher Notes & Resources For Lesson:
Material - Balloons - You could split the class into a few groups and they could have a designated balloon inflator. OR you could just have a few students demo it in front of the class.
Potential Lesson Timers used for pacing
Teacher Page: NOT SHARED WITH STUDENTS
Return To Overview Page
Discussion Questions:
** The video may have an answer to the question.
Student Response:
As your teacher plays the video on NEWTON’S CRADLE, answer the few questions below
Objectives & Success Criteria
Student Resources
Student Instructions:
How does a car move forward?
Why do you think an airplane is able to move forwards?
It moves forwards by pushing backwards on the road. Knowing this, how does an airplane move through the air when no roads exist on which to drive.
The answer lies in Newton's third law of motion that states that for every action there is an equal and opposite reaction. For example, if you were to stand on a skateboard and throw a bowling ball in one direction, you and the skateboard would move in the opposite direction of the bowling ball. Throwing the bowling ball is the action while the movement of the skateboard is the opposite reaction. This is how an airplane moves, but instead of throwing bowling balls, it "throws" lots of air molecules in the opposite direction of its movement.)
A jet engine and a propeller work together by grabbing air and "throwing" it backwards very quickly. This throwing of the air is the action. The reaction is that the airplane moves in the opposite direction—forwards.
Activity (1 Student Volunteer)
I will assign you to a wall where you can stand in front of it.
NOW push on the wall as hard as you can. Did you instinctively brace yourself before pushing?
You did not fall over and the wall did not move. This is an example of a slow collision.
Now stand upright and flat-footed, close to the wall. Push as hard as they can. What happens?
Activity
Take your balloon and Blow up the balloon just a little bit. (Note: stretch the balloon while it's deflated to make the first blow up easier.)
Gently let the air out of the balloon without letting go of the balloon. Feel the stream of air as it comes out. This sensation is caused by the air molecules colliding with your hand. When they do, the skin on your hand is pushed inwards a small amount, and the air molecules bounce off backwards. Both your skin and the air molecules are affected equally, but since your skin weighs so much more, it moves less.
Blow up the balloon until it is almost full. Gently let the air out again and feel the stream of air. Ask students to observe and describe what happened. Expect students to feel the air come out much faster because the pressure inside the balloon is greater.
Blow up the balloon a little bit and let it go. Do the same with the balloon filled all the way. Notice how much faster the balloon accelerates when it is full.
This demonstrates Newton's third law of motion: every action has an equal and opposite reaction. The force of the air leaving the balloon is equal to the force of the balloon moving forward. A small balloon travels more slowly and a shorter distance than a big balloon because a big balloon releases more air!
Voting: Vote by holding thumbs up for true and thumbs down for false.
Lesson 5
May the force be with you - Drag
Teacher Notes & Resources For Lesson:
The best way to show drag is for the students to build something simple. Pass out the Drag Shapes Handout, one per group. Keep in mind you are still working on “Standards of Workmanship in this Unit”. You may need to take a group of students yourself or keep certain students close to your work station. In a large classroom or workshop, you should set up shop where you can view all students. Do not get into an area of the classroom where you can not quickly look up and observe all students.
You may have 15 students in your group, but 15 others have showed that they can work alone and independently, so you can release them to work on their own and you may need to keep a large group yourself. We are trying to build up to some more involved projects. Do not give up on the students and say they can’t do it and do not take the experience away from the students who can.
Each group needs:
Potential Lesson Timers used for pacing
Teacher Page: NOT SHARED WITH STUDENTS
Return To Overview Page
Discussion Questions:
As your teacher plays the video on DRAG , answer the few questions in your head
Objectives & Success Criteria
Student Resources
Student Instructions:
What is DRAG?
What happens to your arm/hand when you stick it out the window of a moving car?
For our purposes, drag is defined as something that slows you down - You can feel drag when you walk in a swimming pool. A fisherman feels the drag on his lure as he pulls it through the water. Drag is a force that acts in the opposite direction than an object is moving.
The arm/hand gets pushed backwards.) This is because drag is acting on your hand. Now, what can you do to increase the amount of drag on your hand? - Turn to your partner and discuss.
Can you think of a situation where drag is a good thing to have occur? (Playing the video at 2:19 will show the answer)
Activity
Four students in each group
CONSTRUCTION: Cut out the �shapes from the handout.
Materials List
Each group needs:
Experiment and Data Collection:
Which shapes fell faster?
What sizes fell faster?
What does this tell you about the drag on each of these objects?
Object | MASS | Attempt | Time to Fall (Seconds) | Average Time Divide / 3 |
Small Cube | | 1 | | |
Small Cube | | 2 | | |
Small Cube | | 3 | | ? |
Large Cube | | 1 | | |
Large Cube | | 2 | | |
Large Cube | | 3 | | ? |
Small Cone | | 1 | | |
Small Cone | | 2 | | |
Small Cone | | 3 | | ? |
Large Cone | | 1 | | |
Large Cone | | 2 | | |
Large Cone | | 3 | | ? |
EXIT Activity
Criteria | 4 Points | 3 Points | 2 Points | 1 Point |
Construction of Cones and Boxes | The cones and boxes are constructed accurately by following the instructions, resulting in sturdy and well-formed shapes. | The cones and boxes are mostly constructed accurately, with minor deviations from the instructions and some slight weaknesses in the shape's structure. | The cones and boxes are partially constructed accurately, with noticeable deviations from the instructions and weaknesses in the shape's structure. | The cones and boxes are not constructed accurately or do not meet the requirements, resulting in weak and poorly formed shapes. |
Experimental Procedure | The experimental procedure is followed precisely, including consistent dropping height, meticulous timing, and recording accurate observations in the table. | The experimental procedure is mostly followed accurately, with minor deviations in dropping height, timing, or recording observations. | The experimental procedure is partially followed accurately, with noticeable deviations in dropping height, timing, or recording observations. | The experimental procedure is not followed accurately, with significant deviations in dropping height, timing, or recording observations. |
Analysis and Conclusion | The observations and data recorded in the table are used to accurately identify which shapes and sizes fell faster, and a clear and insightful conclusion about the drag on each object is provided. | The observations and data recorded in the table are mostly used to identify which shapes and sizes fell faster, with some minor inconsistencies or limited insight into the drag on each object. | The observations and data recorded in the table partially identify which shapes and sizes fell faster, with noticeable inconsistencies or limited understanding of the drag on each object. | The observations and data recorded in the table do not accurately identify which shapes and sizes fell faster or provide sufficient understanding of the drag on each object. |
Lesson 6
Designing your flying machine
Teacher Notes & Resources For Lesson:
** Bring in 4 or 5 kitchen or household utensils; "odd" shapes if possible, such as a whisk, pastry cutter, wire coat hanger and tongs. If you can get some donated great. If any students bring them in, they can use them as part of their design if they have parent permission to tape and glue stuff to them. - The point of this is NOT to fly the objects, but have students be creative and have a purpose of each area of their aircraft for a purpose. How will they generate lift and thrust (not that their plane has to in real life). They are building a prototype of a future Plane!!
Materials List
Each group needs:
Potential Lesson Timers used for pacing
Teacher Page: NOT SHARED WITH STUDENTS
Discussion Questions:
Student Response:
1
2
As your teacher plays the video on the homemade ultralight plane, answer the questions below.
Objectives & Success Criteria
Student Resources
Student Instructions:
Deliverables:
Timeline:
Criteria | 4 Points | 3 Points | 2 Points | 1 Point |
Creativity and Originality | The design proposal demonstrates exceptional creativity and originality, showcasing innovative and unique ideas that go beyond expectations. | The design proposal demonstrates creativity and originality, incorporating some unique ideas that enhance the concept. | The design proposal shows limited creativity and originality, with few unique ideas that enhance the concept. | The design proposal lacks creativity and originality, with no unique ideas or innovative concepts. |
Integration of Four Forces | The design proposal effectively integrates the four forces of flight (lift, weight, thrust, and drag), showcasing a comprehensive understanding and balance of each force. | The design proposal integrates the four forces of flight adequately, demonstrating an understanding of their significance, but with some minor inconsistencies or imbalances. | The design proposal attempts to integrate the four forces of flight, but with significant inconsistencies or imbalances, or lacks a clear understanding of their significance. | The design proposal does not effectively integrate the four forces of flight or demonstrates a clear understanding of their significance. |
Application of Bernoulli Principle | The design proposal demonstrates a thorough understanding of the Bernoulli principle and its role in generating lift. The application of the principle is clear and effectively implemented in the design. | The design proposal shows an understanding of the Bernoulli principle and its role in generating lift, with some minor inconsistencies or limited implementation in the design. | The design proposal attempts to apply the Bernoulli principle, but with significant inconsistencies or limited understanding of its role or implementation. | The design proposal does not effectively apply the Bernoulli principle or demonstrates a clear understanding of its role. |
Presentation and Communication | The presentation is well-structured, engaging, and effectively communicates the design concepts, integration of forces, and the application of the Bernoulli principle. The visual aids, such as illustrations, models, and renderings, enhance the presentation. | The presentation is structured and communicates the design concepts, integration of forces, and the application of the Bernoulli principle, with some minor inconsistencies or areas for improvement in engagement. Visual aids adequately support the presentation. | The presentation lacks structure and coherence, making it difficult to understand the design concepts, integration of forces, and the application of the Bernoulli principle. Visual aids are minimal or do not effectively support the presentation. | The presentation is disorganized, unclear, or lacking in communication of the design concepts, integration of forces, and the application of the Bernoulli principle. Visual aids are absent or do not contribute to the presentation |
Materials List
Each group needs:
Examples of Odd Shape Objects around the home to create your futuristic flying machine. There are 100’s of more ideas out there.
A teapot: Add wings and propellers to create a flying teapot-inspired aircraft.
A bicycle wheel: Attach a central cockpit and additional wings to transform it into a futuristic flying vehicle.
A lampshade: Combine it with a lightweight framework and propellers to make a hovering lightship.
A watering can: Modify it with streamlined surfaces and propulsion systems for a unique aerial gardening machine.
A kitchen colander: Enhance it with a cockpit and stabilizers to fashion a futuristic flying sieve.
A flower vase: Incorporate it into an airship design by adding a gondola and gas-filled chambers.
A blender: Convert it into a flying contraption by incorporating rotor blades and a control panel.
A shoe: Attach wings, thrusters, and a control mechanism to create a flying footwear-inspired vehicle.
A coat hanger: Reinvent it with a central cabin and propellers to craft a mini flying machine.
A cooking pot: Combine it with wings and jet engines for a futuristic flying cauldron.
How many of you like to doodle?
Many inventions were "doodles" before they became reality. Leonardo da Vinci (1452-1519) was famous for his notebook doodles and sketches of ideas for "futuristic" things that today are realities, such as helicopters, parachutes and airplanes.
When you doodle an idea on a piece of paper, you are really starting one of the steps of the engineering design process—generating ideas.
Brainstorming is another way of coming up with ideas and is one of the key steps of the engineering design process: imagine possible solutions. "Two minds are better than one?" This is true because each person has a different and unique way of answering a question, and sometimes when you are stuck on a question or problem, a little help from a friend or neighbor can make it easier to develop solutions.
TASK: Design a Futuristic Flying Machine!!!
Tomorrow I will Bring in household objects or you can, we will pull them out of a bag and your job will be to sketch a futuristic invention, using the device. Example: A rocket ship powered by water.
Let's all give it a try today
Using the object to the left as your frame, sketch out a futuristic flying machine, but make sure it has the parts above, you may want to include a propeller as well.
Criteria | 4 Points | 3 Points | 2 Points | 1 Point |
Presentation Clarity and Coherence | The presentation is clear, well-structured, and effectively communicates the design concept, showcasing the futuristic flying machine's features and functionality. | The presentation is generally clear and coherent, communicating the design concept and showcasing the futuristic flying machine's features and functionality, but with minor inconsistencies or areas for improvement. | The presentation lacks clarity and coherence, making it difficult to understand the design concept and showcase the futuristic flying machine's features and functionality. | The presentation is unclear and incoherent, failing to effectively communicate the design concept and showcase the futuristic flying machine's features and functionality. |
Visual Representation | The sketch provides a visually appealing representation of the futuristic flying machine, with clear details, proportions, and annotations that enhance understanding. | The sketch provides a mostly clear visual representation of the futuristic flying machine, but with minor inconsistencies or areas for improvement in details, proportions, or annotations. | The sketch lacks clarity and precision in visual representation, making it difficult to understand the design details, proportions, or annotations. | The sketch is visually confusing or poorly executed, hindering understanding of the design details, proportions, or annotations. |
Lesson 7
DAy 2 of Designing Your Flying Machine
Teacher Notes & Resources For Lesson:
When students complete their My Design Worksheet they can pick a partner if they have not done so already and you can let them have the supplies. You will be releasing students all day and helping the others come up with ideas. There may be a few students who do not build, but just come up with and idea and complete the Design process. That is OK, we are not teaching students how to make creative futuristic planes, we are teaching the design process, that is the priority. The carrot you are dangling is that all students who complete the worksheet can build something.
Materials List
Each group needs:
Potential Lesson Timers used for pacing
Teacher Page: NOT SHARED WITH STUDENTS
Return To Overview Page
Student Response:
Which one of the crazy ideas from the video the teacher is playing will work and why?
Objectives & Success Criteria
Student Resources
Student Instructions:
When completed you can get your material and construct the device you think will be the flying machine of the future.
Remember it doesn't have to fly, but who knows we may put a propeller on the best one and try it out.
OR
Construction: 1& 2 Day
Each day be prepared to show off your futuristic flying machine to the rest of the class.
Team members will explain how they considered the four forces of flight (drag, thrust, lift and weight) in their designs.
You will explain the best part of your designs and what could possibly go wrong with it (that is, what could be fixed in future models of their flying machines).
Engineers go through the design-build-redesign process many times before they get to an acceptable finished product.