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

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Background informationWith each gliding season, the Wrights arrived at Kitty Hawk with a redesigned glider. When the 1900 Glider proved barelyable to lift itself with a pilot, the brothers designed a glider with much greater wing surface in 1901, trying to create morelift. It turned out that this glider, although able to carry a pilot more easily, only produced about one-third of the expectedlift. On the verge of giving up, the Wrights conducted wind tunnel tests during the winter of 1901 and determined that theyhad made the wrong choice with the 1901 Glider. Instead of short, wide wings, they should have made long, thin wings.The 1902 Glider had long, thin wings of nearly the same wing area as the 1901 Glider, but it set world records for gliding.For further information, see http://wright.nasa.gov/airplane/air1902.htmlAssessment activityStudents should be able to point out how the 1902 design differed from the previous gliders.Activity 15: Prices Then and NowObjectiveThe student will1. Gain perspective on the relative costs of goods over a 100-year period2. Be able to calculate percentages based on real dataNational Science StandardsChange, Constancy, and MeasurementUnderstanding About Scientific InquiryNational Math StandardsProblem SolvingMath ConnectionsComputation and EstimationDescriptionSince Orville Wright recorded the brothers’ experiments with a box camera, 1900 prices are given for cameras as well as forseveral common items. The activity has students calculate the percentage of a salary to buy a camera then and now. It alsohas the students compare how the prices on a number of common items have risen since 1900.Time requirements30 minutesMaterialsPencil, paper, and calculatorProceduresThe students collect data on some food costs today, compare them to food costs in 1900, and calculate the percentagechange. They also calculate the percentage of a monthly salary needed to buy a camera in 1900 and today.Background informationOrville took and developed a large number of pictures of the brothers’ experiments to document their results. The glassnegatives were developed back in Dayton, where large numbers of them remain today. All of the Wrights’ experimentsthrough 1903, including travel, cost them about $1,200.Assessment activityStudents should be able to calculate percentage increases. Teachers might want to have students put their problems on thechalkboard.Activity 16: Build a Model of the 1903 FlyerObjectiveThe student will1. Construct a scale model of the 1903 Wright FlyerLearning to Fly: The Wright Brothers’ Adventure96EG–2002–12–007–GRC
National Science StandardsForm and FunctionAbilities of Technological DesignHistory of ScienceDescriptionStudents read “1903: Powered Flight” on pages 28 and 29 and then make a model of the Wrights’ 1903 Flyer to understandits size, scale, and function.Time requirements120 minutesMaterials(See page 63.)Procedures(See page 63.)Background informationYou may decide to have students read the additional background information about the 1903 Flyer on page 62 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 17: Balancing ForcesObjectiveThe student will1. Understand some of the challenges of making a powered flying machineNational Science StandardsEvidence, Models, and ExplanationForm and FunctionUnderstanding About Scientific InquiryMotions and ForcesAbilities of Technological DesignDescriptionThe students need to propose solutions to engine and pilot placement problems and also choose how to cancel the torque(twist) produced by two rotating propellers.Time requirements20 minutesMaterialsPencilProceduresThe students plot the location of the pilot and engine on the wing of the 1903 Flyer. They need to justify their placement,especially in terms of safety and balance.Background informationHaving crashed a number of times over the years, the Wrights were concerned about crashing into a hot engine or havingthe engine crash onto them. With this in mind, they put the engine on the wing beside the pilot. This created a balanceproblem because the engine was heavier than either Wilbur or Orville. To compensate for the extra weight, the brothersmade the wing on the engine side 4 inches longer to add extra lift on that side and balance the plane.Learning to Fly: The Wright Brothers’ Adventure EG–2002–12–007–GRC97
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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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4. Make 12 spars by cutting toothpi
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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 66 and 67: 10. Glue the skids on either side o
Page 68 and 69: 16. Turn the glider right side up a
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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 100 and 101: Background informationOrville and W
Page 104 and 105: They also made the propellers turn
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Page 110 and 111: 1901GliderBottom wingFront edge cur
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Page 114 and 115: 1903FlyerPropeller (cut out two)Pro
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Learning to Fly: The Wright Brothers Adventure pdf - ER - NASA

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