FOAM TRAY GLIDER

History, Vocabulary, and Contest 1

HISTORY, VOCABULARY, CONTEST

In 1799 Englishman Sir George Cayley built a fixed wing airplane, he then built the first true airplane, a kite mounted on a stick with a movable tail in 1804. Alphonse Penaud was an enthusiastic student of Cayley who furthered his scientific work. He also designed a remarkably modern-looking airplane with a retractable undercarriage and glass-enclosed cockpit. But, Penaud’s most important contribution to aviation was a popular children’s toy, first introduced in 1871— the rubber band-powered airplane. Because of this plaything, a generation of young scientists and engineers grew up believing powered flight was possible. Wilbur and Orville Wright began studying aviation in 1899. They built their first glider in 1900, and conducted test flights at Kitty Hawk. The rest is history. Aerodynamics – The study of forces acting upon an object in motion through air. Aileron – Moveable hinged section on the trailing edge of an airplane’s wing, used to control rolling movement. Airfoil – The cross section shape of a wing taken at right angles to the wingspan. Bank – An in flight turn with one wingtip lower than the other. Bernoulli’s Principle – States that air pressure will decrease as the speed of the air increases. Center of gravity - The point at which the airplane balances front to back. Dihedral – The uplift of wing panels toward the tips to increase stability in the roll axis. Dive – When the center of gravity too far forward, the airplane dives nose first. Drag – Resistance of a wing to forward motion due to disturbance of air around the wing. Elevator – Hinged section of the horizontal stabilizer, used to induce a change in pitch. Flaps – Located at the trailing edge of the wings, flaps slide back and down to increase the surface of the wing area. Gravity – The force that attracts a body towards the Earth’s surface. Horizontal stabilizer – Horizontal tailpiece of the plane, the elevator is on its trailing edge. Level flight – The airplane is neither ascending nor descending. Lift – The energy of air on the top and bottom of a wing, which keeps the airplane aloft. Nose – The leading edge of an airplane fuselage. Pitch – Movement of the nose of the airplane up and down, controlled by the elevator. Roll – The movement of the fuselage left or right around the axis of the fuselage. Rudder – Hinged section of the horizontal stabilizer, used to induce a change in yaw. Stall – When the center of gravity is too far to the rear the nose raises up, the plane stalls. Thrust – The power of the propeller, which pulls the plane forward through the air. Vertical stabilizer – The vertical tailpiece of the plane, the rudder is on its trailing edge. Yaw – The movement of the nose of the airplane right or left, controlled by the rudder.

FOAM TRAY GLIDER

History, Vocabulary, and Contest 2

THE PROJECT Context: For centuries people have looked to the sky with a desire to fly like the birds. There were many great thinkers, such as Leonardo Da Vinci, who pondered and designed “flying machines”. It was only after a complete understanding of the principles of aerodynamics that un-powered flight became a reality. Many principles and terms such as lift, thrust, gravity, drag, pitch, roll, yaw, center of gravity, Bernoulli’s Principle, dihedral, aileron, flap, elevator, rudder, wing, nose, and fuselage. Challenge: During the first day of the lesson, you will review information on aeronautical terms and processes and aeronautical vocabulary, students will be placed in teams of (2). During the second day, this information will be reviewed briefly, and then each student will take a (10) question quiz, each question is worth 5 points, for a total of 50 points. For the third day, student teams will cutout and assemble the glider. On the fourth day the team will follow a series of modification to the glider and record the results during flight-tests. On the final day, the students will compete with their glider, with the winning team scoring the greatest distance of level flight. Resources: Materials /Tools ∗ Pen or pencil (trace outline, and write on glider) ∗ Pre-printed glider template ∗ One styrofoam lunch tray 1 – large paper clip ∗ Tape, only to hold template to tray ∗ X-ACTO knife to cut foam ∗ Sandpaper 4 – small paper clips * Scissors Constraints: ∗ You must pass the Terms and Processes portion, to participate in the building and testing. ∗ You must observe all safety instructions that are a part of the lesson. ∗ You will only get (1) Styrofoam tray to manufacture your glider. ∗ You must work in teams no greater than (2) people. ∗ Your team’s glider must be constructed and assembled exactly to the template pattern. ∗ Your glider must travel at least 5 feet to obtain a grade on the final day of the lesson. ∗ No tape can be used to secure any individual components or any parts together. Grading: A – 100 – 90 points B – 89 – 80 points C – 79 – 70 points D – 69 – 60 points F – 59 points or below

FOAM TRAY GLIDER

History, Vocabulary, and Contest 3

Build/Test/Competition Rubric

Level of Performance

Target 5 pts

Acceptable 4 pts

Emergent 3 pts

Unacceptable 1 pts

Build Process

X 3

All parts of the glider were accurately produced from the template. Surface edges are smooth. Labeling of the glider is accurately applied, legible and spelled correctly.

Most parts were accurately produced; some minor flaws may be noticeable. Surface edges mostly smooth. Labeling of the glider is accurately applied; there are problems with legibility or minor spelling errors.

Many parts lack accurate representation; some minor flaws may be noticeable. Surface show careless cutting. Labeling of the glider has errors or omissions; numerous legibility or spelling errors.

Parts do not resemble the template patterns. Surface show sloppy workmanship during cutting. Labeling of the glider is missing or numerous legibility and spelling errors.

Flight-Testing

X 4

Flight-test form is completed in entirety; testing results conform to the norm for expected results. The finished form is legible and displays the evidence of team effort.

Flight-test form is completed with minor exceptions; testing results may differ slightly for expected results. The finished form is mostly legible and displays the evidence of team effort.

Flight-test form is somewhat completed or has many missing items; testing results differ significantly from expected results. The finished form lacks complete legibility and displays little evidence of team effort.

Flight-test form has many missing items; testing results differ completely from expected results. The finished form is not legible and displays no evidence of team effort.

Teamwork

X 2

There was observable evidence of excellent teamwork between the two team members.

There was observable evidence of good teamwork between the two team members.

There was little evidence of teamwork; one person did most of the work.

There was no evidence of teamwork, one person did all of the work.

Competition

X 3

The team explained sufficiently: how they felt the flight would go, and why. The glider recorded a flight of at least 6 feet or greater and maintained level flight.

The team explained adequately: how they felt the flight would go, and why. The glider recorded a flight of at least 5 feet and maintained mostly level flight.

The team failed to adequately explain how they felt the flight would go, or why. The glider recorded a flight of between 4 and 5 feet or failed to maintain level flight.

The team did not explain how they felt the flight would go, and why. The glider recorded a flight of less than 4 feet or failed to maintain level flight.

** Plan your success by making the “Target” column the standard for your project performance. Grading is done by multiplying the points for the column times the points multiplier.

Build Instructions 4

FOAM TRAY GLIDER – BUILD INSTRUCTIONS 1. (2 minutes) Use scissors to carefully cutout the (3) patterns on the provided Glider Template, these

patterns will be transferred the foam tray to make the glider. Keep the paper clips that came with these instructions, you will need them later and if you lose them you will not get any more.

2. (2 minutes) Transfer patterns to the foam tray. You must first position the

patterns you have just cutout on the tray, to make sure you can cut all (3) patterns from the (1) foam tray you are given. Then, use a pencil or pen and lightly trace around the template pieces, being careful not to puncture the foam.

3. (12 minutes) Use the XACTO knife to cut out the (3) pieces of the glider. Make sure you have CARDBOARD DOWN between the table and the foam tray as you cut. Keep the foam tray on the cardboard, and go slow enough to follow the pattern you have drawn. HINT: If you cut with a slight sawing motion, you are less likely to cause nicks in the foam.

4. (5 minutes) Once all the parts (fuselage, wing and elevator) have been cut out, clear your area of

excess foam pieces (place them in the trash) before continuing. Keep the paper patterns you cut out, to refer to later.

5. (3 minutes) Use sandpaper to carefully and very lightly sand only the edges of the parts

until they are just smooth. 6. (1 minute) Do a trial fit of the pieces to ensure they fit together. Hold the fuselage body or

tail with two fingers behind the slot where you are inserting either the wing or elevator to keep from breaking the glider where the slot is cut, as this may be a weak part of the fuselage. Unassemble the glider.

7. (4 minutes) Using the template pieces you cut out earlier, use a pen or marker to clearly mark

the names parts of the glider, as shown on the paper template you cut out in step 1. 8. (1 minute) Civilian aircraft have a letter or letters preceding the aircraft’s identification number.

This indicates in which country the aircraft is registered. Aircraft registered in the United States are assigned identification numbers that begin with the letter “N.” The airplane’s identification number is called an N-number.

9. (If time allows) Students may apply personal and finishing

touches to the model by drawing the canopy outline and adding color, name, aircraft number, squadron logo, icons, or emblems.

10. WHEN YOU ARE DONE, write your names on the back of

these instructions, fold the instructions the long way, put the glider parts inside the folded paper, and put paper clips at the three open ends of the folded paper so parts don’t fall out and put your glider where I tell you.

SAFETY CHECK When an XACTO knife, you must only cut away from yourself. Also, be aware of other students around you before starting to cut.

Flight-Test 5

FOAM TRAY GLIDER – FLIGHT-TEST

Team Name________________________________________ Period ___________ Date _____________ Student Names _______________________________ and _____________________________________ Introduction: (5 minutes) Your team will perform a series of non-destructive flight-tests, listed below. This testing will help you prepare for the competition. Follow the instructions and write the results of each test in the space provided. You will be graded on the completion of this form according to the rubric.

BOTH TEAM MEMBERS MUST ALTERNATE WITH THE RECORDING AND TESTING DUTIES.

TEST A: (5 minutes) One team member assembles the glider as previously instructed. Then a team member launches it (see valid launch note below*) while the other team member records the results.

DO NOT LAUNCH TOWARD AN AREA WHERE OTHER STUDENTS ARE LOCATED.

1. After launching the glider was in: _______________________________________________________ (level flight) or (a stall) or (a dive) or other terminology from the lesson 2. This was because the center of gravity was too far toward the _____________________ of the plane. (nose) or (tail) or (middle) TEST B: (7 minutes) Add (1) small paper clip to the glider at a location you feel will cause the glider to maintain level flight (not stalling, not diving, or not rolling). Then add or remove paper clips (at different locations in the plane) until your plane maintains level flight for (2) consecutive flights.

USE BACK OF FORM TO NOTE RESULTS BEFORE TRANSFERING TO FROM OF FORM.

3. The best test flight occurred when there were ______________________ paper clips on the plane.

(how many and what size) 4. These paper clips were located at the ______________________________________ of the plane.

(nose) (tail) (middle) or a combination of places TEST C: (10 minutes) You have 10 minutes to modify the center of gravity for the longest flight, in preparation for the competition. Using a tape measure, record the distance in feet, inches and fractions of an inch. Measure from the toes of your team member, to the nose where the plane touches the ground. Use these ten minutes to adjust the number, type and location of the paper clips on the plane to produce the longest level flight. Use a pen to outline where the paper clip locations, for the competition flight. 1. a. Our longest level flight was _________ feet, _________ and inches. TEST BONUS POINTS: (10 minutes) When all the other tests have been completed and recorded, and if you have time left before cleanup, try this test. Tape a small piece of paper towel (available from the teacher) on the elevator, then the fuselage and finally on one of the wings. 2. Name and describe the effect(s) the paper towel had, when attached to plane.____________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

* Valid launch: Arm starts at a 90O angle to the floor, arm ends level with the floor, launch last (1) second. During the launch, your elbow must not move forward or backward.

Flight-Test 6

FOAM TRAY GLIDER

Teacher Copy Context: For centuries people have looked to the sky with a desire to fly like the birds. There were many great thinkers, such as Leonardo Da Vinci, who pondered and designed “flying machines”. It was only after a complete understanding of the principles of aerodynamics that un-powered flight became a reality. Many principles and terms such as lift, thrust, gravity, drag, pitch, roll, yaw, center of gravity, Bernoulli’s Principle, dihedral, aileron, flap, elevator, rudder, wing, nose, and fuselage. Challenge: During the first period of the lesson, students will participate in the Terms & Processes portion where information on aeronautical terms and processes will be presented and reviewed. During the second period the lesson, this information will be reviewed briefly, and then each student will be assessed in written form. For the third and fourth periods, student teams will cutout and assemble the glider. Once the glider is assembled, the team will follow a series of modification to the glider and record the results during flight tests. On the final day, the students will compete for the glider with the greatest flight distance. The lesson is divided into (2) segments: Terms & Processes, and Construction & Testing. Information obtained in the Terms & Processes segment is reviewed and studied. The students are assessed on their knowledge of the terms and principles of aerodynamics in the form of a quiz; this makes up 40% of the overall grade. The students are then assessed on the quality of the glider built and completion of flight-test information provided; this makes up 60% of the overall grade. Students use the glider template, provided with the lesson, to transfer the design to a Styrofoam tray. The parts of the glider are then cut from the Styrofoam to form the components of the glider. The parts are lightly sanded to soften the leading and trailing edges, and then marked to identify the parts of the glider. When the component parts are finished, they are assembled for the flight-testing phase of the lesson. The last phase of this lesson is practical application and testing of the glider. Resources: Materials /Tools ∗ Pen or pencil (trace outline, and write on glider) ∗ Pre-printed glider template ∗ One styrofoam lunch tray 1 – large paper clip ∗ Tape, only to hold template to tray ∗ X-ACTO knife to cut foam ∗ Sandpaper 4 – small paper clips * Scissors Constraints: ∗ You must pass the Terms and Processes portion, to participate in the building and testing. ∗ You must observe all safety instructions that are a part of the lesson. ∗ You will only get (1) Styrofoam tray to manufacture your glider. ∗ You must work in teams no greater than (2) people. ∗ Your team’s glider must be constructed and assembled exactly to the template pattern.

Flight-Test 7

∗ Your glider must travel at least 5 feet to obtain a grade on the final day of the lesson. ∗ No tape can be used to secure any individual components or any parts together. Objectives: Florida Curriculum Frameworks: 8600050 - 02.03, 11.04, 21.06, 33.01, 33.03, 33.04 & 33.06. Sunshine State Standards: SC.H.3.3 (4), MA.B.2.3 (1), VA.A.1.3 (2), SC.C.2.3 (4), SC.C.2.3 (3) & MA.B.4.3 Standards for Technological Literacy: STL.2.R, STL.11.K, STL.12.E, STL.2.M, STL.1.G, & STL.11.F

Evaluation: Terms, Process and Procedures: Students will understand the terms relevant to the lesson, will understand the process of flight as it relates to this lesson, and will follow the procedures provided to build, modify and test the glider. The student team will also follow a test procedure and record them on a survey form. At the conclusion of this survey, the team will predict which modifications to the glider will provide the greatest overall flight length on the final day. Rubrics will outline the available points for each of the lesson segments. Final grade is the total of QUIZ points (maximum of 40), and the Build/Test/Competition Rubric. Assessment Rubric (points maximum of 60). A – 100 – 90 points B – 89 – 80 points C – 79 – 70 points D – 69 – 60 points F – 59 points or below

Standards Matrix

Standards for Technological Literacy Sunshine State Standards FL Curriculum Frameworks

(Course and performance standard)

STL.2.R - Technological systems can be connected to one another.

SC.H.3.3 (4) - Knows that technological design should taking into account constraints such as natural laws, the ties of the materials used…

8600050 02.03 - Compare and contrast requirements or parameters placed on the development of a product or system.

STL.11.K - Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed.

MA.B.2.3 (1) Uses direct (measured) and indirect (not measured) measures to compare a given characteristic in either metric or customary units.

8600050 11.04 - Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed.

STL.12.E - Select and safely use tools, products, and systems for specific tasks.

VA.A.1.3 (2) - uses refinement and control in handling tools and materials in a safe and responsible manner.

8600050 21.06 - Demonstrate safe and correct use of tools, machines, and equipment.

STL.2.M - Technological systems include input, processes, output, and at times, feedback.

SC.C.2.3 (4) - Understands that an object in motion will continue at a constant speed and in a straight line until acted upon by a force …

8600050 33.01 - Define terminology associated with aerostatics and aerodynamics.

STL.1.G - The development of technology is a human activity and is the result of individual and collective needs and the ability to be creative.

SC.C.2.3 (3) - Knows that if more than one force acts on an object, then the forces can reinforce or cancel each other, depending on their direction and magnitude.

8600050 33.03 - Explain how Bernoulli's Principle applies to an object in flight. 8600050 33.04 - Identify and describe basic forces acting on an object in flight.

STL.11.F - Test and evaluate the solutions for the design problem.

MA.B.4.3 - The student selects and uses appropriate units and instruments for measurement to achieve the degree of precision and accuracy required in real-world situations.

8600050 33.06 - Build (and test) an aerodynamic vehicle.

Teacher resources - Presentation Notes 8

Presentation Notes Prepare/confirm supplies: Teacher copy of Lesson Plan Presentation notes and all student forms Copies of “” paper (1 per student) – hand out to students. Copies of “History, Vocabulary, Contest” guide (1 per student) – hand out to students. Copies of “Build Instructions” (1 per team) – hand out to students. Copies of “Build/Test/Competition Rubric” Rubrics – (1 per team) hand out to students. Copy of each form of quiz (enough of a total of both for each student) – held at teacher’s desk. “Terminology, Vocabulary and History quiz” Answer key – held at teacher’s desk. Enough Styrofoam tray to provide (1) for each team. Prepare/confirm equipment: Large scale model for demonstration Small scale model for example Large and small paper clips Tape measures for flight-test and competition. Lesson – Day One (Lecture, Presentation: 30 mins.) Need: large model glider, copies of “History, Vocabulary and Terms” to distribute to each student in all blocks. Opening: Explain that this lesson will allow the students to investigate the principles involved in flight of a glider. Explain that on day (3) they will be dividing into two-person teams. Tell students that they should be thinking about a partner before day (3). History: In 1799 Englishman Sir George Cayley built a fixed wing airplane, he then built the first true airplane, a kite mounted on a stick with a movable tail in 1804. Alphonse Penaud was an enthusiastic student of Cayley who furthered his scientific work. He also designed a remarkably modern-looking airplane with a retractable undercarriage and glass-enclosed cockpit. But his most important contribution to aviation was a popular children’s toy, first introduced in 1871— the rubber band-powered airplane. Because of this plaything, a generation of young scientists and engineers grew up believing powered flight was possible. Wilbur and Orville Wright began studying aviation in 1899. They built their first glider in 1900, and conducted test flights at Kitty Hawk. The rest is history. You will be building a glider over the next few lessons, and conducting flight-tests on the glider. The only tool you will use will be an X-ACTO knife. When using an X-ACTO knife, or any sharp blade, you should never cut toward yourself. Always cut away from yourself and be aware of other people around you while cutting. Vocabulary Words: Have students copy the vocabulary words in their notebook, leaving a line of space under each word. Aerodynamics Aileron Airfoil Bank Dihedral Dive Drag

Elevator Flaps Gravity Horizontal stabilizer Lift Nose Pitch

Roll Rudder Stall Thrust Vertical stabilizer Yaw

Teacher resources - Presentation Notes 9

Concepts: Display the Bernoulli diagraph, model of large plane for center of gravity and movement of large plane for level flight. Bernoulli’s Principle Center of gravity Level flight Definitions: Aerodynamics – The study of forces acting upon an object in motion through air. Aileron – Moveable hinged section on the trailing edge of an airplane’s wing, used to control rolling movement. Airfoil – The cross section shape of a wing taken at right angles to the wingspan. Bank – An in flight turn with one wingtip lower than the other. Bernoulli’s Principle – States that air pressure will decrease as the speed of the air increases. Center of gravity - The point at which the airplane balances front to back. Dihedral – The uplift of wing panels toward the tips to increase stability in the roll axis. Dive – When the center of gravity too far forward, the airplane dives nose first. Drag – Resistance of a wing to forward motion due to disturbance of air around the wing. Elevator – Hinged section of the horizontal stabilizer, used to induce a change in pitch. Flaps – Located at the trailing edge of the wings, flaps slide back and down to increase the surface of the wing area. Gravity – The force that attracts a body towards the Earth’s surface. Horizontal stabilizer – Horizontal tailpiece of the plane, the elevator is on its trailing edge. Level flight – The airplane is neither ascending nor descending. Lift – The energy of air on the top and bottom of a wing, which keeps the airplane aloft. Nose – The leading edge of an airplane fuselage. Pitch – Movement of the nose of the airplane up and down, controlled by the elevator. Roll – The movement of the fuselage left or right around the axis of the fuselage. Rudder – Hinged section of the horizontal stabilizer, used to induce a change in yaw. Stall – When the center of gravity is too far to the rear the nose raises up, the plane stalls. Thrust – The power of the propeller, which pulls the plane forward through the air. Vertical stabilizer – The vertical tailpiece of the plane, the rudder is on its trailing edge. Yaw – The movement of the nose of the airplane right or left, controlled by the rudder. Explain that the vocabulary and terms will have a quiz for assessment, and that the building, flight-testing and contest will be assessed by the rubric on the final page of the handout. Lesson – Day Two (Review: 20 mins.) Need: Copy of “History, Vocabulary and Terms”, this document, enough Form A and Form B quizzes to pass out to each student in each block. Review terms and principles using the information listed above that was delivered in Lesson 1. Method of non-graded assessments/review is in the form of general classroom questions. Students may make notes in their notebook before the quiz, but everything should be off their desk and out of sight when the quiz is about to begin. (Quiz: 10 mins.) Distribute the two forms of the quiz by hand-delivering the tests to individual students. Remind the students that they can always look up for inspiration, look down in desperation, but that any looking from side-to-side is not permitted. Stroll the classroom during the test period with a 2 minute warning of quiz completion. Collect tests for grading later. Lesson – Day Three (Introduction/Review: 7 mins.) Need: Enough copies of build instruction for (1) copy for each team. Small model glider Review the principles covered so far and explain that the students will be building a glider that they will then perform flight-testing on, and then they will be competing for the longest level flight. Explain the process of building the glider exactly as it appears on the template. Display sanding the leading and trailing edges, and show

Teacher resources - Presentation Notes 10

how to insert the sanded wing and horizontal stabilizer into the fuselage body without breaking the fuselage. Explain that the team must mark: (1.) The ailerons and flaps (2.) The elevator and rudder (3.) The fuselage (4.) The team members first initial and last name on the underside of the wings (5.) The registration number (“N” followed by letters and numbers such as Tech Ed, Rm. 133, or the team name.) Have students divide into teams of two. Remind them that the success of the build, flight and competition is equally dependent on each team member. (Build: 30 mins.) After students have divided into teams explain that the build phase will provide grading is by team for the build and flight-test portion of the lesson. Have students decide on a team name (one word, nothing questionable by school standards). Start the instructions on the build with a note on the safe use of the X-ACTO knives (cut only on the tables, cut away from your body, never hold the styrofoam freely in one hand and cut with the other, make all cuts required and then put the X-ACTO knives away). Teams that finish early, with remaining time left in the period, can then add customization, colors, or other drawn items on their gliders. Explain the process of building the glider exactly as it appears on the template. Display sanding the leading and trailing edges, and show how to insert the sanded wing and horizontal stabilizer into the fuselage body without breaking the fuselage. Explain that the team must mark: (1.) The ailerons and flaps (2.) The elevator and rudder (3.) The fuselage (4.) The team members first initial and last name on the underside of the wings (5.) The registration number (“N” followed by letters and numbers such as Tech Ed, Rm. 133, or the team name.) Tell the teams that they have the remainder of the period to cut, sand, and mark the glider and that the Flight-Test will be the next lesson, followed by the final completion. Let them build, offering cues and hints to the various teams (center of gravity, weighting the nose of the glider enough to achieve sustained level flight). Lesson – Day Four (Introduction/Review: 5 mins.) Need: Box or large and small paper clips, tape measures. Explain the reason for the flight-test is to: determine the center of gravity of their glider, and using this information they can develop a the best approach to launching the glider and having it maintain level flight. Hand out the flight-test sheets and briefly discuss/display the object of each test. (Flight-test : 25 mins.) Students proceed step-by-step through the flight-test sheet. Stroll around the classroom to observe/offer suggestions. Let the students perform flight-testing up until clean-up time of the period. Lesson – Day Five (Competition: 40 mins.) Have the students break into their teams and explain the rules of the competition, especially the launch. Assign someone as the measurement taker for distance, and another person to record the distances (best of three) on the Competition Log Sheet. Pick one team at a time and start by having the team explain why they feel their glider will go the farthest and predict how far it will go. The team has three tries for the best distance, with 30 seconds after the measurement is made to make any adjustments before their next flight. Flights continue until all teams have tested.

Teacher resources - Presentation Notes 11

References NASA - Aeronautics: An Educator’s Guide Midwest Products – Teaching With Model Airplanes http://www.first-to-fly.com/

Quiz FA 12

FOAM TRAY GLIDER QUIZ Name ____________________________________________ Block ___________ Date _____________ 1) _____ Who built the first fixed wing plane in England?

a) Sir Paul McCartney b) Sir George Cayley

c) Mr. Hamrick d) The Wright Brothers

2) _____ Movement of the plane’s nose up and down, controlled by the elevator, is called?

a) roll b) stall

c) pitch d) aileron

3) _____ This is the study of forces acting upon an object in motion through air:

a) aerodynamics b) stall

c) lift d) yaw

4) _____ Who built a glider in 1900 in America?

a) Sir Paul McCartney b) Sir George Cayley

c) Mr. Hamrick d) The Wright Brothers

5) _____ The point at which the plane balances front to back is called?

a) Bernoulli’s Principle b) thrust

c) center of gravity d) dihedral

6) _____ The hinged section of the horizontal stabilizer used to change pitch is called the?

a) elevator b) aileron

c) escalator d) airfoil

7) _____ “Air pressure decreases, as the speed of the air increases” is called ____________ principle?

a) Wright’s b) Bernoulli’s

c) Cayley’s d) Boeing’s

8) _____ When you launch your glider it curves down nose first, this is called _________?

a) the center of gravity b) a drag

c) level flight d) a dive

9) _____ When using an X-ACTO knife, you should always cut ___________________________?

a) away from your body b) toward your body

c) quickly, to get done sooner d) while holding the part in your hand

10) _____ To know how you will be graded on this lesson, read ______________?

a) the dictionary b) your neighbor’s paper

c) the White board d) the Rubric

Bonus) _____ What force attracts a body towards the Earth’s surface?

a) thrust b) lift

c) gravity d) entropy

Quiz FB 13

FOAM TRAY GLIDER QUIZ Name ____________________________________________ Block ___________ Date _____________ 1) _____ The hinged section of the horizontal stabilizer used to change pitch is called the?

a) airfoil b) aileron

c) drop d) elevator

2) _____ Who built a glider in 1900 in America?

a) The Wright Brothers b) Sir George Cayley

c) Mr. Hamrick d) Charles Boeing

3) _____ To know how you will be graded on this lesson, read ______________?

a) the test-flight b) your neighbor’s paper

c) the Rubric d) the Build Sheet

4) _____ Movement of the plane’s nose up and down, controlled by the elevator, is called?

a) roll b) stall

c) pitch d) aileron

5) _____ When you launch your glider it curves down nose first, this is called _________?

a) the center of gravity b) a dive

c) level flight d) a drag

6) _____ When using an X-ACTO knife, you should always cut ___________________________?

a) toward your body b) away from your body

c) quickly, to get done sooner d) while holding the part in your hand

7) _____ The point at which the plane balances front to back is called?

a) Bernoulli’s Principle b) thrust

c) center of gravity d) dihedral

8) _____ “Air pressure decreases, as the speed of the air increases” is called ____________ principle?

a) Wright’s b) Bernoulli’s

c) Cayley’s d) Boeing’s

9) _____ This is the study of forces acting upon an object in motion through air:

a) aerodynamics b) stall

c) lift d) yaw

10) _____ Who built the first fixed wing plane in England?

a) Sir Paul McCartney b) Sir George Cayley

c) Mr. Hamrick d) The Wright Brothers

Bonus) _____ What force attracts a body towards the Earth’s surface?

a) thrust b) lift

c) gravity d) entropy

Quiz Answer Key 14

FOAM TRAY GLIDER

QUIZ KEY

Each correct answer is worth 4 points for a total of 40 points, plus 4 points extra for the BONUS question.

Question Form A Form B

1 B D 2 C A 3 A C 4 D C 5 C B 6 A B 7 B C 8 D B 9 A A

10 D B Bonus C C

FOAM TRAY GLIDER - COMPETITION

Teacher resources – Competition Log 15

BLOCK _______ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________ Team _______________________ Team member 1 __________________________ Team member 2 ________________________ Flight 1 _______________ Flight 2 ____________________ Flight 3 __________________ Longest Flight __________________ Test 1 _______ Test 2 ________ Test 3 _________ Test BONUS Term: __________ Explanation: ________________________

Aeronautics: An Educator’s Guide EG-2002-06-105-HQ 59

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