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

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They also made the propellers turn in opposite directions to have them cancel out each other’s torque. To make thishappen, they twisted one of the chains used to turn the propellers into a figure eight. This made the correspondingpropeller rotate in the opposite direction.For further information, see http://wright.nasa.gov/airplane/propeller.htmlAssessment activityStudents should put the pilot next to the engine and have the propellers rotating in opposite directions.Activity 18: Center of GravityObjectiveThe student will1. Understand how balance is a function of both mass and distance from the center of rotationNational Science StandardsEvidence, Models, and ExplanationChange, Constancy, and MeasurementUnderstanding About Scientific MeasurementMotions and ForcesNational Math StandardsReasoningMath ConnectionsPatternsMeasurementDescriptionThis is a followup to Activity 17 and deals with balancing the aircraft. The students balance paper clips on a ruler andinvestigate the relationship between mass and distance from the center.Time requirements30 minutesMaterialsString, 12-inch ruler, and paper clipsProceduresThe students attempt to keep a ruler hanging from a string level by sliding paper clips out from the center.Background informationThis activity takes patience and small adjustments. Students often have difficulty with this and may need assistance to getgood results.For further information, see http://wright.nasa.gov/airplane/cg.htmlAssessment activityStudents should be able to tell how far from the center one must hang one paper clip (6 inches) to balance three paperclips hanging on the other side located 2 inches from the center.Activity 19: How Far Did They Fly?ObjectiveThe student will1. Estimate a distance of 120 feet2. Realize how slow the Wrights flew at first3. Collect and graph data4. Calculate speed by dividing distance by timeLearning to Fly: The Wright Brothers’ Adventure98EG–2002–12–007–GRC
National Science StandardsChange, Constancy, and MeasurementUnderstanding About Scientific InquiryNational Math StandardsProblem SolvingMath ConnectionsComputation and EstimationDescriptionStudents try to estimate the distance that Orville Wright first flew. Then they find out how long it takes them to run thisdistance. They graph both results for discussion.Time requirements45 minutes to collect data45 minutes to graph and answer questionsMaterialsLibrary, reference books, and/or Internet accessPencil, paper, ruler, and calculatorCraft sticks or other devices to mark distancesMeasuring tape (the longer the better)Timer to measure seconds150-foot string (optional)ProceduresStudents estimate the distance of 120 feet down a line or string and place their marker at their estimate. Then the actual120-foot distance is measured and the distance from each marker to the true 120-foot distance is measured and recorded.After the students pick up their markers, each student is timed as he or she runs 120 feet and this time is recorded. Studentswill need to measure several familiar distances to get a relative sense of scale (such as the length from home to first base ona baseball diamond, the length of a familiar hall at school, etc.).Background informationOrville flew an estimated 12 seconds (he forgot to start the watch!) and landed 120 feet from the starting point. This wasnot far for an airplane flight, especially by today’s standards. The students should realize that this is the case and they shouldsee that they can run faster than the flyer flew.Assessment activityCheck student answers against the Activity Answers section.Activity 20: How to Launch the FlyerObjectiveThe student will1. Be able to show how to change the direction of a force2. Recognize the advantage of launching into the windNational Science StandardsEvidence, Models, and ExplanationTransfer of EnergyMotions and ForcesDescriptionStudents are asked to complete a diagram of how the Wrights launched their flyer using a falling weight.Time requirements20 minutesMaterialsPencilLearning to Fly: The Wright Brothers’ Adventure EG–2002–12–007–GRC99
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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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10. Turn the glider over again and
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