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

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Activity 9: Questions on the 1901 GliderObjectiveThe student will1. Be able to suggest reasons for the problems with the 1901 Glider design2. Learn about a scientific method of conducting experiments3. Recognize that it is important to for scientists to learn from failures and continue tryingNational Science StandardsEvidence, Models, and ExplanationUnderstanding About Scientific InquiryScience as a Human EndeavorDescriptionHaving read about the 1901 experiments, the students are asked to propose reasons why the larger wings may havegenerated less lift. They are also asked what a scientist might do to solve the problem, and to suggest what course theWrights should take at this point.Time requirements20 minutesMaterialsPencil and paperReference books and/or Internet accessProceduresThe class may work on these questions individually or they can work in pairs or discussion groups.Background informationThe Wrights realized that there was a factor or factors that they were not considering in trying to generate lift. They wereon the verge of giving up when they decided to reevaluate their data and build a wind tunnel. The Wrights, like scientiststoday, were careful to change just one variable at a time to note the effect of each change separately. This is an importantpoint to make with students. It is also important that this experiment, like most experiments, did not work as expected thefirst time. The Wright Brothers worked through their failures until they eventually succeeded.For further information, see http://wright.nasa.gov/airplane/test1901.htmlAssessment activityStudents should be able to discuss their answers and give reasons and evidence for their choices.Activity 10: Wrong IdeasObjectiveThe student will1. See that incorrect assumptions can lead to wrong ideas and conclusions2. Recognize that incorrect ideas are sometimes widely accepted as correctNational Science StandardsUnderstanding About Scientific InquiryNature of ScienceHistory of ScienceDescriptionIn this activity the students research some wrong ideas that at one time were thought to be correct.Time requirements45 minutesLearning to Fly: The Wright Brothers’ Adventure92EG–2002–12–007–GRC
MaterialsLibrary, reference books, and/or Internet accessPencil and paperProceduresThe students need to research the origins of some scientific theories that were once accepted as correct.Background informationThroughout history people have had to change their ideas about the way the world worked when new evidence waspresented. Many times in the past, ideas have been accepted as true on the basis of authority or reputation, religious beliefs,or just bad measurements.The Wright Brothers also had to “question authority.” The accepted data of the time that they were using simply did notgive the results they expected. Because the data came from Otto Lilienthal, the preeminent authority on aeronautics, theWrights assumed that they were correct. Ultimately, the brothers conducted their own wind tunnel tests to determinewhat was wrong.In fact, there were two sources of errors in the Wrights’ initial design calculations. There was a pressure coefficient, called“Smeaton’s coefficient,” which was used as the reference for published aerodynamic data at the time. The Wrights used theaccepted value for this coefficient, as did Lilienthal. But there was a large error in the value of the coefficient because it isa very difficult measurement to make accurately. The brothers discovered the error and derived a more accurate value.The second error was in the use of Lilienthal’s lift coefficients. The brothers did not understand the important effects ofwing planform shape on lift until they conducted their wind tunnel tests. The planform is the shape of the wing whenviewed looking down onto the wing. Lilienthal had tested his models as small oval shapes, and the brother’s wings wererectangles. The difference in shape makes a difference in the amount of lift generated. Wilbur writes, “Any table (of lift) isliable to great misconstruction if the surface to which it is applicable is not clearly specified.” The brothers’ actually testedLilienthal’s shape and found that his data was “. . . as near correct as it is possible to make it with the methods he used.”—Wilbur Wright, from a 1901 letter to Octave Chanute.For further information, see http://wright.nasa.gov/airplane/smeaton.html and http://wright.nasa.gov/airplane/models.htmlAssessment activityStudents present their results to the class for discussion.Activity 11: The Wrights’ Wind TunnelObjectiveThe student will1. Be able to describe the function of a wind tunnel and point out how its parts operate2. Understand that a wind tunnel can be used to collect data under controlled conditions that can be applied on a largerscaleNational Science StandardsEvidence, Models, and ExplanationChange, Constancy, and MeasurementForm and FunctionAbilities of Technological DesignDescriptionThis activity is designed to show students how a wind tunnel can be used to collect aeronautical data. Students learn thatprocedures used by the Wrights are still used in wind tunnels today.Time requirements45 minutesMaterialsLibrary, reference books, and/or Internet accessPencil and paperProceduresThe students read “New Data” on page 20 prior to answering the questions.Learning to Fly: The Wright Brothers’ Adventure EG–2002–12–007–GRC93
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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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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
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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 96 and 97: Background informationThe students
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
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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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Learning to Fly: The Wright Brothers Adventure pdf - ER - NASA

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