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

More documents

Recommendations

Info

Background informationThe students are “visitors” to the Wrights’ 1900 experiments. Additional information on the 1900 Glider is available on page40.For further information, see http://wright.nasa.gov/airplane/air1900.htmlAssessment activityStudents answers can be evaluated either in writing or in oral discussion.Activity 6: What Would You Design?ObjectiveThe student will1. Make design suggestions to increase liftNational Science StandardsChange, Constancy, and MeasurementForm and FunctionMotion and ForcesAbilities of Technological DesignNational Math StandardsGeometryMeasurementDescriptionHaving seen that the 1900 Glider has barely enough lift to carry a pilot, the students are asked to suggest how to redesignthe glider. This also involves doing a dimensional drawing of their redesign.Time requirements60 minutesMaterialsLibrary, reference books, and/or Internet accessPencil, ruler, and paperProceduresStudents read “1900: Kitty Hawk” on page 13.Background informationAfter their experiments in 1900, the Wrights realized that they needed to get more lift to be able to pilot a craft, so theyredesigned their glider. You may wish to have the students do some research on factors affecting lift.For further information, see http://wright.nasa.gov/airplane/liftold.htmlAssessment activityStudents answers can be evaluated either in writing and drawing or in oral discussion. They can also present their designsto the class for discussion.Activity 7: Build a Model of the 1901 GliderObjectiveThe student will1. Construct a scale model of the 1901 Wright GliderNational Science StandardsForm and FunctionAbilities of Technological DesignHistory of ScienceLearning to Fly: The Wright Brothers’ Adventure90EG–2002–12–007–GRC
DescriptionStudents read “1901: The First Improvement” on page 17 and then build a model of the Wrights’ 1901 Glider to understandits size, scale, and function.Time requirements90 to 120 minutesMaterials(See page 48.)Procedures(See page 48.)Background informationYou may decide to have students read the additional background information about the 1901 Glider on pages 46 and 47 inconnection with making the model. Try a local supermarket as a source for the Styrofoam trays.Students may have trouble setting the templates so the leading (front) edges of the wings curve downward. They will getthe best results if they go step by step with the directions and pictures in the book.Assessment activityCompare models to pictures in activity book.Activity 8: Forces on the 1901 GliderObjectiveThe student will1. Be able to recognize the four forces that act on an aircraft2. Recognize that a change in a force will affect the position of the aircraftNational Science StandardsEvidence, Models, and ExplanationMotions and ForcesNational Math StandardsCommunicatingGeometryDescriptionUsing a picture of the 1900 Glider being flown as a kite, the students are asked to describe the forces that are acting uponit and to make a prediction about the results of changing one of the forces.Time requirements25 minutesMaterialsLibrary, reference books, and/or Internet accessPencil, ruler, and paperProceduresThe class may work on these questions individually or they can work in pairs or discussion groups.Background informationThe interactions of lift versus gravity forces and thrust versus drag forces are the core of this activity. These are vectorforces, but are not presented as such. Since this exercise concerns a kite, which is affected by the static pull on its ropes toachieve balance in the wind, the forces are different than those on a glider or airplane. The main idea is that balance ismaintained through opposing forces.For further information, see http://wright.nasa.gov/airplane/kitefor.htmlAssessment activityStudents should compare their drawings to the actual answers.Learning to Fly: The Wright Brothers’ Adventure EG–2002–12–007–GRC91
Page 2 and 3:
Learning to Fly: The Wright Brother
Page 4 and 5:
AcknowledgmentsWriters and Contribu
Page 6 and 7:
NCTM National MathematicsStandardsA
Page 8 and 9:
vii
Page 10 and 11:
Lilienthal was a great influence on
Page 12 and 13:
The Wright Brothers were raised in
Page 14 and 15:
Learning to Fly: The Wright Brother
Page 16 and 17:
Activity 1—Early AviationBefore y
Page 18 and 19:
Having been appointed by the Societ
Page 20 and 21:
Having visited the Wrights in Dayto
Page 22 and 23:
Activity 5—Questions on the 1900
Page 24 and 25:
You are involved with various activ
Page 26 and 27:
Activity 9—Questions on the 1901
Page 28 and 29:
Modern Wind TunnelsInlet diffuser o
Page 30 and 31:
Activity 12—Operate the Wrights
Page 32 and 33:
When the Society hears of the Wrigh
Page 34 and 35:
Activity 15—Prices Then and NowTh
Page 36 and 37:
He returns on December 11 and every
Page 38 and 39:
Activity 18—Center of GravityIn c
Page 40 and 41:
Questions1. Whose stick was the clo
Page 42 and 43:
Activity 20—How To Launch the Fly
Page 44 and 45:
You hear from your Dayton friends t
Page 46 and 47: Learning to Fly: The Wright Brother
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
Page 56 and 57: 2. Using the templates as a guide,
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 94 and 95: DescriptionStudents are to assume t
Page 98 and 99: Activity 9: Questions on the 1901 G
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
Page 116 and 117: Learning To Fly: The Wright Brother
show all

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

Create successful ePaper yourself

Delete template?

Save as template?