Glider Challenge. Grade Level. Background. Grades 3 8

Transcription

1 Glider Challenge Grade Level Grades 3 8 Background A characteristic of Glider Challenge is use of the Engineering Design Experience (EDE). The EDE provides a problem solving context in which students design a product or solution to a problem. Students examine what must be accomplished and determine the goal. Students gather and synthesize information, predict a plausible solution; design, develop, and test a prototype and prepare a presentation of their design ideas. The EDE model includes the following phases: Set Goals Students define the problem, identify parameters for developing a solution, determine the user, and establish objectives for successfully completing the job. Students also begin to develop a plan for the development process and related tasks, as well as to clarify roles within the team. They begin to develop an identity as a group by developing design team logos and slogans. Build Knowledge Students engage in a variety of inquiry based activities involving direct experiences with the materials to help them develop an understanding of the underlying scientific phenomena and mathematical concepts. Students also begin to study the makeup of potential customers and markets. Design Students synthesize the information they have acquired with the new skills and concepts they have learned to propose solutions to the challenge. They then develop sketches and prepare a design brief that describes their proposed product. Build and Test Based on their proposed design, students select appropriate materials for prototype development and performance testing, and develop drawings and diagrams to guide construction. Students develop a testing plan to determine the likelihood of successful performance and the appropriateness of the solution. Finalize the Model Students complete the building of their prototype, carry out performance tests, and then modify the prototype based on the results, providing evidence to support their changes. Students produce written documentation as evidence of their development process, such as a proposal and product specifications. The proposal incorporates testing data and reflects their understanding of the design process and design team capabilities. Present Student teams present their work to a review committee comprising of representatives from local industry, the community, and the school. The presentation includes demonstrations of the prototypes, displays of charts and graphs from the testing phase, presentation of portfolios with designs and sketches, and descriptions of the design teams contributions.

2 Content Connection Language arts, math, science, social studies Glider Challenge Problem: As an aeronautical engineer, design and build a glider using specific materials. Then test the glider, make adjustments, and complete a final evaluation of the glider. Each team will maintain a log and record data. The culminating activity is to share by presenting the design, prototype, results, and data with other aeronautical engineering teams. Materials: Each design team will receive these materials: 1 polystyrene foam sheet 45 x 30 cm (18 x 12 ) 1 balsa stick ¼ x ¼ x grams of modeling clay Paper and pencils for drawing plans and for making templates for foam parts Ball point pens for transferring template outlines to the foam Scissors Ruler Handouts Phases of the Engineering Design Experience Characteristics of Flying Objects Design Log Making Preliminary Models Revising the Preliminary Model Preliminary Models Report Introduction to the Standard Model How to adjust the Standard Model Redesigning the Standard Model Glossary of Flight Terms Evaluation Rubric For the group: Masking tape Assorted rubber bands Replacement balsa sticks Chart paper

3 Note: In a situation where the experiment lasts several weeks, the teacher would plan a storage system for students materials, works in progress, and completed models. The teacher would also arrange for an indoor test flight area, such as a hallway or gym, where students could test models. Procedure What We Know About Flight As a design team, have students brainstorm a list of different kinds of real flying objects and record on chart paper. Students might list the following: Things That Fly airplane helicopter kite bird paper airplane glider rocket bat maple seed space shuttle dragonfly flying squirrel baseball bullet helium balloon blimp circus acrobat planet comet dandelion seed After brainstorming, ask students to justify how each object on the list flies and if there are any objects on the list that they think do not fly. Ask students to determine which items on the list can glide. Create a list of things that can glide. Students might list the following: Things That Can Glide toy glider sailplane flying fish birds flying squirrel paper airplane As students determine which items to include, have them focus on the characteristics an object must have in order to glide. List separately. Students might list the following: Characteristics of Gliding Things have wings fly straight do not use power need air to glide To assist in focusing students on the attributes, ask the following: Do gliding objects need wings? Can objects glide without air? Can gliding objects use power sometimes? How do gliding objects begin their flight? Do they need some kind of push to get started? After deciding upon characteristics of gliding things, ask students to determine: What does gliding mean? What are ways we can distinguish gliding from flying? Generate a definition of gliding if time. Have students complete the handout, Characteristics of Flying Objects, which asks them to list three objects that fly. For each object, list three characteristics that help the object fly, and then decide if the object can glide.

4 Introducing the Activity Explain to students that they will experiment with ideas for gliders by building a preliminary model. Students in design teams would define the process by planning, discussing, and drawing sketches using the Design Log. Students should develop an awareness of the value of discussion, making careful plans, and working together. Using imagination and creativity, these engineers would move forward to the goal. These steps may be helpful for introducing the activity: 1. Review problem. 2. Team members contribute ideas and designs, then brainstorm and reach a decision. 3. Remind students they are limited to the given materials. 4. Students should understand the importance of creating an adjustable model. 5. After building and testing the model, the teams collaborate to make any necessary changes to the design so that the glider flies well. Building Preliminary Models Students should draw designs on paper instead of directly on the foam. Have students complete the Making Preliminary Models handout. They can transfer their chosen design to the foam using a pen. The students should use scissors to cut along the outlines on the foam and to cut the balsa stick. Rubber bands and tape can be used to attach parts. After designing the model, the students may use their materials to build their models. Encourage students to share techniques and ideas. Testing Preliminary Models As each design team completes a model, the students can test fly it. They should review safety rules so they launch their models in the same direction and not toward each other. Following the testing, students make adjustments in their designs and models, increase/decrease weight, position of wings, and retest the effect of these changes. Revising the Preliminary Model Design teams make any changes discovered through the testing phase using the Revising the Preliminary Model handout.

5 Preliminary Report and Sharing Have students use the Preliminary Models Report handout to ready themselves for presentation to the class. The guiding questions are listed below: How did you come up with the idea for your glider design? What kind of performance would you like your gliding toy to have? What problems did you have in designing, building, and testing your model? How did you solve them? What changes and adjustments did you make to your model? Did you try different ways of launching your model? Does the way you launch it affect its flight? How? What would you like to change about your model? Did you add weight to your model? Where? Why did you add weight there? How does the added weight seem to affect the flight path of your model? Standard Model and Adjustments Introduction to the Standard Model and How to Adjust the Standard Model Following the designing, building, and testing of the preliminary model, design teams must decide on ways to adjust their models. Using the data from reports, student engineers may use the following suggestions as they plan adjustments: Does the glider pitch forward, downward, or upward? How could using alternate parts impact the flight of the glider? Would changing nose weight and wing design or position have an effect on flight? What other adjustments can engineers use to change the standard glider model? Redesigning the Standard Model Design teams will hypothesize how to change the glider to make it fly farther and then test results. Use the Redesigning the Standard Model handout to record ideas. Sharing Final Designs This is an opportunity for students to demonstrate and explain the skills and understanding that went into the development of a preliminary model to a standard model or final product. It also offers the students an opportunity to assess both individual and team learning. Design teams should describe and demonstrate its glider to the other teams and allow for follow up questions. Evaluate Use the Glider Challenge Evaluation Rubric to assess student process, progress, and product.

6 Bibliography SAE Foundation (1998) A World in Motion: The Design Experience, Glider Challenge, Warrendale, PA: SAE International. Kingore, B. (1998) Engaging Creative Thinking: Activities to Integrate Creative Problem Solving, Austin: Professional Associates Publishing. Pett, Mark. (2013) The Boy and the Airplane, New York: Simon & Schuster. Beaty, Andrea. (2013) Rosie Revere, Engineer, New York: Abrams. Internet Resources: 4/stories/ames how do planes fly text.html is aerodynamics k4.html works.com/subjects/2 wind energy/activities