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

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DescriptionStudents are to assume the role of a newspaper reporter and determine relevant questions to ask the Wright Brothers abouttheir intended experiments. They will try to determine how the Wrights would answer their questions. Questions shouldcenter on the Wrights’ motivation to learn how to fly.Time requirements20 minutesMaterialsLibrary, reference books, and/or Internet accessPencil and paperProceduresThe students write questions to ask the Wright Brothers. Students can research a single topic or the work can be dividedamong groups and the results shared.Background information(See pages 4, 5, and 8.)Assessment activityStudents may compare their questions with a partner. The class may stage a mock interview using the questions andpossible responses that they have prepared.Activity 3: Your First ReportObjectiveThe student will1. Learn why the Wright Brothers wanted to gain control of a craft in the air2. Learn about the Wright Brothers and how they planned to do their workNational Science StandardsForm and FunctionMotion and ForcesAbilities of Technological DesignScience as a Human EndeavorNature of ScienceDescriptionStudents meet the Wrights and gain a little insight into what they are intending to do through a “personal encounter” in theWrights’ bicycle shop.Time requirements20 to 25 minutesMaterialsPencil and paperProceduresStudents read “Meet the Wrights” on page 11.Background informationThe Wrights’ early intentions were to add to the body of knowledge needed to eventually fly. They recognized that Lilienthaland others had been killed because they failed to control their machines. Their first goal was to learn to control a craft inthe air and not be at the mercy of the wind. The brothers had tested their ideas on a large kite and then decided toconstruct a large, man-carrying glider in their bike shop to test at Kitty Hawk in North Carolina. (See pages 1 to 3.)For further information, see http://wright.nasa.gov/airplane/kite00.htmlAssessment activityStudents are to write a report on their “visit.”Learning to Fly: The Wright Brothers’ Adventure88EG–2002–12–007–GRC
Activity 4: Build a Model of the 1900 GliderObjectiveThe student will1. Construct a scale model of the 1900 Wright GliderNational Science StandardsForm and FunctionAbilities of Technological DesignHistory of ScienceDescriptionStudents read “1900: Kitty Hawk” on page 13 and then build a model of the Wrights’ 1900 Glider to understand its size, scale,and function.Time requirements60 to 90 minutesMaterials(See page 41.)Procedures(See page 41.)Background informationYou may decide to have students read the additional background information about the 1900 Glider on page 40 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 5: Questions on the 1900 GliderObjectiveThe student will1. Understand how the Wrights control their craft in the air2. Recognize that testing models is a way to prove theories3. Understand the advantages of testing at Kitty HawkNational Science StandardsEvidence, Models, and ExplanationChange, Constancy, and MeasurementForm and FunctionMotion and ForcesAbilities of Technological DesignDescriptionStudents answer questions based on reading about an imaginary visit to the Wrights’ 1900 camp at Kitty Hawk. Thequestions center on the factors that affect the flight of the glider.Time requirements10 minutes to read15 minutes to answer the questionsMaterialsPencil and paperProceduresStudents read “1900: Kitty Hawk” on page 13.Learning to Fly: The Wright Brothers’ Adventure EG–2002–12–007–GRC89
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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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Learning to Fly: The Wright Brother
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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
Page 44 and 45: You hear from your Dayton friends t
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Page 48 and 49: Designed byRoger Storm, NASA Glenn
Page 50 and 51: 4. Make 12 spars by cutting toothpi
Page 52 and 53: 10. Turn the glider over again and
Page 54 and 55: While trying to solve these new pro
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Page 58 and 59: 7. To make a skid, join two toothpi
Page 64 and 65: 4. Place glue on the flat edge of t
Page 66 and 67: 10. Glue the skids on either side o
Page 68 and 69: 16. Turn the glider right side up a
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
Page 96 and 97: Background informationThe students
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Page 100 and 101: Background informationOrville and W
Page 102 and 103: Background informationWith each gli
Page 104 and 105: They also made the propellers turn
Page 106 and 107: ProceduresThe students draw the rop
Page 110 and 111: 1901GliderBottom wingFront edge cur
Page 112 and 113: 1902GliderRight wing (cut out two)L
Page 114 and 115: 1903FlyerPropeller (cut out two)Pro
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