Learning to Fly: The Wright Brothers Adventure pdf - ER - NASA

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Background informationOrville and Wilbur’s tunnel was not the first wind tunnel ever constructed, but it was the first that gave accurate and usefuldata. It was also the first tunnel that could be used to verify earlier testing results and design future aircraft. For a windtunnel to give accurate information, the flow of air needs to be as free of turbulence as possible, so the brothers used gridsto straighten the airstream. Students should recognize that testing small-scale models saves time and expense.For further information, see http://wright.nasa.gov/airplane/tunnel.htmlAssessment activityCheck student answers against the Activity Answers section.Activity 12: Operate the Wrights’ TunnelObjectiveThe student will1. Become more familiar with how a wind tunnel operates2. Recognize that some wing forms give better lift3. Understand how the Wrights gathered data from wind tunnel experimentsNational Science StandardsEvidence, Models, and ExplanationChange, Constancy, and MeasurementForm and FunctionUnderstanding Scientific InquiryAbilities of Technological DesignNature of ScienceNational Math StandardsCommunicationNumbers and Number RelationshipsPatternsStatisticsGeometryMeasurementDescriptionStudents operate a virtual Wright wind tunnel on a computer and collect data on a variety of wing forms actually used bythe Wrights.Time requirements45 minutesMaterialsInternet accessPencilProceduresStudents print out a data form and then follow a set of activities in which they compare different aspects of wing design.They graph their results to draw conclusions.Background informationThe simulation in this activity operates in the same way as the Wrights’ original tunnel. The student can choose from any ofthe wing shapes tested by the Wrights (taken from the actual models now housed in the Franklin Institute in Philadelphia)and collect data in the same way they did. The student places a wing model in the tunnel, starts the fan, and then adjusts forthe drag caused by the balance itself. The angle is read and the data graphed. The students should discover that long, thinwings give the best results.For further information, see http://wright.nasa.gov/airplane/tunnlint.htmlAssessment activityThe students could be given several of the wing forms at random and asked to comment on which might give the bestresults based on the data they have just collected. They can also compare graphs and discuss the best results.Learning to Fly: The Wright Brothers’ Adventure94EG–2002–12–007–GRC
Activity 13: Build a Model of the 1902 GliderObjectiveThe student will1. Construct a scale model of the 1902 Wright GliderNational Science StandardsForm and FunctionAbilities of Technological DesignHistory of ScienceDescriptionStudents read “1902: Success at Last” on page 25 and then build a model of the Wrights’ 1902 Glider to understand its size,scale, and function.Time requirements120 minutesMaterials(See page 55.)Procedures(See page 55.)Background informationYou may decide to have students read the additional background information about the 1902 Glider on page 54 in connectionwith making the model. Try a local supermarket as a source for the Styrofoam trays.Students have trouble setting the templates so the leading (front) edges of the wings curve downward. They will get thebest results if they go step by step with the directions and pictures in the book.Assessment activityCompare models to pictures in activity book.Activity 14: Compare the 1900, 1901, and 1902 GlidersObjectiveThe student will1. Be able to list similarities and differences in the first three Wright gliders2. Recognize the relationship between wing shape and performanceNational Science StandardsEvidence, Models, and ExplanationForm and FunctionMotions and ForcesAbilities of Technological DesignNational Math StandardsGeometryDescriptionDrawings of the 1900, 1901, and 1902 gliders are shown on page 26 at the same scale for the purpose of comparison.Students are asked to list similarities and differences and then speculate about reasons for the 1902 success.Time requirements25 minutesMaterialsPencilProceduresThe students compare glider features.Learning to Fly: The Wright Brothers’ Adventure EG–2002–12–007–GRC95
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Learning to Fly: The Wright Brother
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AcknowledgmentsWriters and Contribu
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NCTM National MathematicsStandardsA
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Lilienthal was a great influence on
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The Wright Brothers were raised in
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Activity 1—Early AviationBefore y
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Having been appointed by the Societ
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Having visited the Wrights in Dayto
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Activity 5—Questions on the 1900
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You are involved with various activ
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Activity 9—Questions on the 1901
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Modern Wind TunnelsInlet diffuser o
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Activity 12—Operate the Wrights
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When the Society hears of the Wrigh
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Activity 15—Prices Then and NowTh
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He returns on December 11 and every
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Activity 18—Center of GravityIn c
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Questions1. Whose stick was the clo
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Activity 20—How To Launch the Fly
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You hear from your Dayton friends t
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Designed byRoger Storm, NASA Glenn
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Page 52 and 53: 10. Turn the glider over again and
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Page 58 and 59: 7. To make a skid, join two toothpi
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Page 62 and 63: Designed byRoger Storm, NASA Glenn
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Page 68 and 69: 16. Turn the glider right side up a
Page 70 and 71: Designed byRoger Storm, NASA Glenn
Page 72 and 73: 4. Using the templates as a guide,
Page 74 and 75: 8. For spars for the elevator, cut
Page 76 and 77: 14. Cut two toothpicks to a 1.2-inc
Page 78 and 79: 20. Glue the V-shaped braces to the
Page 80 and 81: 26. (Optional) You can make the fig
Page 82 and 83: Kite: A tethered glider that is lif
Page 84 and 85: Activity 3 answers1. From your trip
Page 86 and 87: Activity 9 answersThe report of the
Page 88 and 89: Activity 12 answersPart D.Students
Page 90 and 91: Activity 17 answersIf you were eith
Page 92 and 93: Math challenge1. Your car can easil
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Page 96 and 97: Background informationThe students
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Page 102 and 103: Background informationWith each gli
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Learning to Fly: The Wright Brothers Adventure pdf - ER - NASA

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