PART 1 AIRPLANE DERBY

Transcription

1 PART 1 AIRPLANE DERBY Dart Guillow 30 Surveyor s Tape Paper Airplane Balsa glider An airplane derby is ostensibly a flying contest. Contestants throw paper airplanes or balsa airplanes to determine whose airplane flies the farthest, straightest and the longest time in the air. However, the learning outcomes include distance and time measurement and the use of mathematics (Pythagorean Theorem) to solve distance problems. The longest time of flight will be measured with a stopwatch. Teachers may use this activity as the culmination to a lesson on the theory of flight. The activity requires students to demonstrate what they have learned about airplanes and their control surfaces. The lesson, in fact, requires students to use measurement techniques (either English or Metric) to measure the distance the airplanes fly. A time measurement is also included to time the flight time of each airplane flight. Data collection includes recording the distance of flight and time of flight of each airplane flight. The data is collected on a form and the Pythagorean Theorem is used to calculate the distance of the airplane flight. The flight distances and times are compared to determine the winners. The air derby allows students to use the airplane of their choice to attempt to win an airplane flying competition. The competition may be attempted with any type of model flying machine. But paper airplanes and balsa gliders are the best for this activity. Students may use similar aircraft to compete against each other, but similar aircraft are not necessary This page features images a paper airplane and a Guillows GUI 30 balsa glider. Sortie: Air Derby Code: SC.5.N.1.1; SC.5.N.1.3; SC.5.N.2.1; SC.5.P.13.1; SC.5.P.13.2; MA.5.G.5.1; MA.5.G.5.2; MA.5.S.7.2 Location Coordinates: (, ) This activity should be conducted outdoors. 1 February 2010

2 This activity will require students to fold a paper airplane (or construct a balsa glider from a kit), measure the distance each student s paper airplane flies, time the length of time the airplane flies on each flight, collect distance and time of flight data, then use the Pythagorean Theorem to calculate the distance (hypotenuse) each airplane flies and add to the time of flight (seconds and tenths of seconds) to select a winner. Teachers may also collect the data for each flight and make copies. This will make an excellent classroom or homework assignment for each student to verify the flight distances of all the other flights. An additional extension of this activity allows teachers to use the flight data collected to provide some graphing activities for their students. Materials in sortie box Box labeled: Air Derby Inventory sheet is located on the box lid. Boxed Materials include: Materials you bring: 8 stopwatches 1per team data collection sheet Calculator set 1 ps pencil Clipboard set 1 ps pattern of paper airplane (or) *12 30-meter tape measures 1 balsa airplane kit per team (spares) Scissors set *8 rolls of vinyl survey tape 8 12-inch or 30-cm rulers 8 yardsticks or meter sticks 1 roll of two inch wide masking tape *optional. The meter tapes are sufficient to perform all the required measurements if students will not be making their own vinyl-measuring tapes. Pre-Sortie Activity You may elect to perform the measurement portions of this activity prior to traveling to the museum and conducting the air derby. This pre-sortie activity can be done at school sometime before your visit to the museum. If you decide to do this at the museum, you should plan to use one sortie period to make the two measuring tapes for each team and a second sortie to use them to measure the air derby flights. You may omit this pre-sortie activity if you elect to use commercially made measuring tapes. The pre-sortie measurement activity consists of graduating two 20-meter (or 66.5 foot) lengths of vinyl surveyor s tape to make two measuring tapes. The graduation marks should be made with a permanent marker and should be made every inch, every six inches and every foot if making a Standard English system measuring tape. Marks should be made every centimeter, every 30 centimeters and every meter if making a metric system measuring tape. A good idea is to mark one side of the vinyl tape in the English system and the other side with the metric system. 2 February 2010

3 Contact an EFA point of contact if the supplies in the sortie bin are in need or replacement or repair. Pre-Sortie Activity To make the air derby measuring tapes, proceed as explained below. 1. Divide the students into teams of four or more students each. 2. Determine whether you will have students use English (standard measures) inches and feet or the metric system centimeters and meters. For this sortie, the term measuring devices will be used to refer to the ruler (inches or cm) and yard or meter stick you have elected to use. 3. Provide each team with a roll or length of vinyl survey tape, two permanent markers, and two appropriate measuring devices. 4. Direct students to use the measuring devices to graduate the vinyl tape. Increments should be inches and feet or centimeters and meters. Centimeters or inches should be dots in the center of the tape while every foot or meter should be a larger mark than the inches or centimeters. See figure 1.The vinyl tapes should be graduated to a distance of about 65.5 feet or 20 meters foot Figure 1 One vinyl tape will be used to measure the flight distance of the airplane flights. The second vinyl tape will be used to measure the distance to the left or to the right of the line of flight the airplane actually flies. 5. Select the type of airplane the students will use for their derby flights. Teams should build a similar paper airplane for each team member. Teams using balsa airplane will use one airplane made from a kit and shared by the team members. Each student must use the same type of airplane (on the team) to make the derby fair and the data comparable. If one team uses a balsa airplane, the data collected cannot be compared to the data of the team using paper airplanes. Balsa airplanes can be purchased from a variety of sources but tend to be fragile. 3 February 2010

4 Review the data collection sheet (Part 3) with the students. Emphasize the importance of measuring the distances the airplane flies and the time of flight. Preparation: Students will work in teams of four or more students. 1. Direct students to form teams composed of two test engineers, a timekeeper, a data collector and a test pilot. Assign theses roles to team members at this time. Roles will be exchanged after the test pilot throws the airplane three times. Every member of the team will take a turn as test pilot, timekeeper, test engineer, and data collector. 2. Direct the type of airplane you will allow teams to use for their derby flights. It is important the same type of airplane be used by each student on the team to make the air derby fair and the data comparable. Direct students to use their paper airplane patterns to fold a paper airplane. Balsa airplanes can be purchased at a variety or places but tend to be fragile. One balsa kit per team (and some spares) will be required if you elect this option. 3. Direct teams to use Standard English measuring tapes or metric tapes to make airplane flight distance measurements. The measuring tapes may be tapes made by your team or they may be commercially made measuring tapes. 4. Direct the test engineers to supervise the set up the derby course while the test pilot and timekeeper fold a paper airplane for each team member or build one balsa plane for the team to use. The derby course should be set up as shown on the back of the data collection sheet (Part 3, page B). a. Use piece of masking tape to mark the START line. This is where the test pilot will stand to throw the airplane. b. From the START line, there should be a measuring tape taped to the ground. The zero end of the tape is the START line. Have enough tape laid out to measure about 65.5 feet or 20 meters. This will depend upon whether you will be using the Standard English or metric measuring system. c. A second measuring tape will be used to measure the distance an airplane flies to the left or right of the measuring tape taped to the ground. 4 February 2010

5 d. Since each team member will be throwing the airplane three times, the data collector should use this time to write the name of each team member on the data collection sheet on three lines. There are three measurements that need to be made and recorded for each test flight. 1. The distance an airplane flies from the START line, 2. The distance to the left or to the right of the line of flight, 3. The time of flight for each flight measured in seconds and tenths of a second (0.0). The test engineers will make the first two measurements. The timekeeper will make the time measurement. Have the first timekeeper practice using the stopwatch to make certain they know to use and reset it. The data collector will review the data collection sheet (Part 3) with your team members. Understand the importance of measuring the distance the airplane flies. You need to measure and record data carefully. This recorded data will be used to select the winner for each team (and potentially, a class winner). Task: 5. The test pilot will take a position behind the START line with an airplane in their hand. The timekeeper will take apposition slightly behind and to the right of the test pilot. The data collector will take apposition to the left and slightly behind the test pilot. The test engineers will take a position about 10 meters from the START line and to the left and right side of the direction of flight. See figure 1 on the data collection sheet. 6. Each student exchange roles and will throw a paper airplane three times from the START point toward the distant end of the tape. 7. The timekeeper will reset the stopwatch. When the timekeeper announces Ready, the test pilot may throw the airplane. As soon as the arm of the test pilot s arm moves forward, the timekeeper will start the stopwatch. 8. The test engineers will watch the first point the airplane touches on the ground and mark it. Test engineers will use a tape measure to measure how far from START down the vinyl tape the airplane flew Record this distance in feet and half feet or centimeters and meters. 9. The second measuring tape will be used to measure the distance the airplane flew to the left or right of the flight direction. Record this distance in feet and half feet or centimeters and meters. 5 February 2010

6 As soon as the airplane touches the ground for the first time, the timekeeper will stop the stopwatch. 10. The timekeeper will announce the time of flight to the data collector. The data collector will record the time in seconds and tenths of a second (0.0) under the TIME column of the data collection sheet. 11. The test engineer that measures the distance thrown will announce this distance to the data collector. For example, 10 meters and 20 centimeters, or 30.5 feet. The data collector will record this data under the DISTANCE column on the data collection sheet. 12. The second test engineer will measure the distance to the left or to the right the airplane flew and announce the data top the data collector. The test engineer will always announce the side (left or right) followed by the distance. For example, LEFT 5 meters and 10 centimeters, or RIGHT 15.5 feet. The data collector will record this data under the DELTA L (left) or DELTA R (right) column on the data collection sheet. Derby Measurement Recording: This entry would be recorded: 1. Name of student 2. Paper (airplane) 3. Distance (in feet and inches or meters& centimeters) 4. Distance to the side of line (measured in feet and inches or meters and centimeters) left or right. Note that the intended flight path (line A) and the actual flight path (line B) form a right triangle when their two extremes are connected with a third line (Line C). The length of line C can be calculated by using the Pythagorean Theorem. A 2 + B 2 = C 2 (30.5) 2 + (15.5) 2 = C = C = C 2 The square root of both sides = = C The distance flown by this airplane if measured from the START line to the place it hit the ground is feet. It is a greater distance than the 30.5 feet measured on the first measuring tape. 6 February 2010

7 These steps would be repeated for each flight. After each three flights, the team roles are exchanged. No team member may interfere with the flight of an airplane after it is thrown. If the airplane flies toward you must move out of the way and let it fly until it touches the ground. After it touches the ground, the test pilot will retrieve the airplane while the test engineers measure the distance. Have students make all their flights and record the data for review at school. Data collected and recorded for each flight will be saved for several future class assignments. Scoring: Points for the air Derby are earned as follows: 1. Students earn one point for every second the airplane is in flight. A flight time of 3.7 seconds is equal to 3.7 points. Do not round time of flight scores. 2. Students earn one point for every foot (every 30 centimeters) an airplane flies away from the START line as measured on measuring tape one. In the example above the students earns 30.5 points for flying 30.5 feet. 3. Students are penalized one point for every foot (every 30 centimeters) an airplane flies to the left or to the right of measuring tape one. In the example above the students would be 15.5 points for flying 15.5 feet to the right of measuring tape one. The 15.5 points is subtracted from the 30.5 feet (points) the airplane flew forward for a score of 20 points. Twenty points plus the 3.7 points for time of flight yields a score of 23.7 points on this line of the data collection sheet. The points are entered in the column labeled NOTES. However, students may avoid the penalty of subtracting the left or right deviations from the projected line of flight may mathematically calculate the length of line C. How can this be done? Explain to students that there will be more about this sortie discussed back at school. Have students collect their materials, vinyl tapes, markers, airplanes, data sheets, and personal items. Prepare the site for the next crew to arrive. Please stay on time. It is imperative that crews work efficiently and complete their tasks in a timely manner. Crews are to move to their next sortie location at the appropriate time. 7 February 2010

8 Extension: Data collected and recorded for each flight will be copied and copies provided for each student. 1. Collected data may be converted from English to metric or vice versa as desired by the teacher. 2. Collected data will be used to calculate line C (hypotenuse) for all flights. Students should be assigned to calculate each score for each flight to determine an overall winner. Graphing and Cartesian Coordinates 3. Imagine the START point as the 0,0 point on a graph. The line made by measuring tape one should be extended so that it goes backwards from the START line. Imagine another line drawn to the left and right away from the START line. Your result will be a four-quadrant grid. Use student data collected from the airplane flights as coordinate points. A flight that flies 30.5 units away and 15.5 units left can be plotted in the upper left hand quadrant (Quadrant I) as (30.5, 15.5). Have students plot some number of flight data points on the graph. Bonus: Ask them about airplanes that flew and landed behind the START line. Ask them to plot a number of imaginary points they would like to have seen. Please stay on time. It is imperative that crews work efficiently and complete their tasks in a timely manner. Crews are to move to their next sortie location at the appropriate time. 8 February 2010

9 Sortie Kilo: Air Derby New Generation Standards for Science and Math: Grade 5 SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types: such as systematic observations, experiments requiring the identifications of variables, collecting and organizing data, interpreting data in charts, tables and graphics, analyze information, make predictions, and defend conclusions. SC.5.N.1.3 Recognize and explain the need for repeated experimental trials. SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence. SC.5.P.13.1 Identify familiar forces that cause objects to move, such as pushes or pulls, including gravity acting on falling objects. SC.5.P.13.2 Investigate and describe that the greater the force applied to it, the greater the change in motion of a given object. MA.5.G.5.1 Identify and plot ordered pairs on the first quadrant of the coordinate plane. MA.5.G.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. MA.5.S.7.2 Differentiate between continuous and discrete data and determine ways to represent those using graphs and diagrams National Science Standards: Grades 5-8 Content Standard A: Science as Inquiry As a result of activities in grades 5-8, all students should develop abilities necessary to do scientific inquiry and understandings about scientific inquiry. Content Standard B: Physical Science As a result of their activities in grades 5-8, all students should develop an understanding of properties and changes of properties in matter; motions and forces; and transfer of energy. Content Standard F: Science in Personal/Social Perspectives As a result of activities in grades 5-8, all students should develop an understanding of personal health; populations, resources and environments; natural hazards; risks and benefits; science and technology in society. 9 February 2010

10 Content Standard G: History and Nature of Science As a result of activities in grades 5-8, all students should develop understanding of science as a human endeavor; nature of science; and history of science. 10 February 2010

11 PART 2 AIRPLANE DERBY Dart Guillow 30 Surveyor s Tape Paper Airplane Balsa glider An airplane derby is a flying contest. Students will fold a paper airplane or build a balsa airplane from a kit and throw the airplane to see whose airplane flies the farthest, straightest and the longest time in the air. The longest distance will be measured with a measuring tape. The distance an airplane flies to the right or left is also measured with a measuring tape. The longest time of flight will be measured with a stopwatch. This is a good lesson on the theory of flight. The activity requires students to show what they have learned about airplanes and their control surfaces. The lesson, in fact, requires students to use measurement techniques (either English or Metric) to measure the distance the airplanes fly. A time measurement is also included to time the flight time of each airplane flight. Data collection includes recording the distance of flight and time of flight of each airplane flight. The data is collected on a form and the data is used to calculate the distance of the airplane flight. The flight distances and times are compared to determine the winners. The air derby allows students to use the airplane of their choice (paper or balsa) to attempt to win an airplane flying competition. The competition may be attempted with any type of model flying machine. But paper airplanes and balsa gliders are the best for this activity. Students should use similar aircraft (paper or balsa) to compete against each other. This page features images a paper airplane and a Guillows GUI 30 balsa glider. Sortie: Air Derby Location Coordinates: ( ) 1 February 2010

12 This activity will require students to fold a paper airplane (or construct a balsa glider from a kit), measure the distance each student s paper airplane flies, time the length of time the airplane flies on each flight, collect distance and time of flight data, then calculate the distance each airplane flies and add to the time of flight to select a winner. Pre-Sortie Activity Your teacher may have you perform the one of the measurement portions of this activity before you begin the air derby activity. This pre-sortie activity can be done at school sometime before your visit to the museum. If your teacher decides to have you do this activity at the museum, you should plan to use one sortie to make the measuring tapes and a second sortie to use the tapes to measure the air derby flights. Your teacher may decide use commercially made measuring tapes. If so, you will not need to make these vinyl measuring tapes. Task: To make the measuring tapes The measurement activity consists of putting marks on pieces of vinyl surveyor s tape to make two 65.5 foot or 20 meter long measuring tapes. 1. You will need two permanent markers, two lengths of vinyl surveyor s tapes, and two measuring devices (yardsticks or meter sticks). 2. Use markers to make marks on the vinyl tape at every inch, every six inches and every foot (if making a Standard English system measuring tape). a. Use markers to make your marks on the vinyl tape every centimeter, every 30 centimeters and every meter (if making a metric system measuring tape). b. Inch and centimeter marks should be made in the center of the vinyl tape. c. Foot and meter marks should be made across the vinyl tape (see Figure 1). d. A good idea may be to mark one side of the vinyl tape in the English system and the other side with the metric system. 3. Make two vinyl tapes and mark the vinyl tapes to a distance of 66.5 feet or 20 meters (each) foot Figure 1 The vinyl tapes will be used to measure the flight distance of the airplane flights. 2 February 2010

13 The vinyl tape measuring activity may be omitted if commercially made measuring tapes are used. Preparation: 1. Students will work in teams of four or more students. Your team will be composed of two test engineers, a timekeeper, a data collector and a test pilot. Assign theses roles to team members at this time. Roles will be exchanged after the test pilot throws the airplane three times. Every member of the team will take a turn as test pilot, timekeeper, test engineer, and data collector. 2. Select the type of airplane your team will use for their derby flights. It is important the same type of airplane be used by each student on the team to make the derby fair and the data comparable. Use the paper airplane patterns in Part 4 of this packet to fold a paper airplane. Balsa airplanes can be purchased at a variety or places but tend to be fragile. 3. Your team will be directed to use Standard English measuring tapes or metric tapes. The measuring tapes may be tapes made by your team or they may be commercially made measuring tapes. 4. The test engineers will supervise the set up the derby course while the test pilot and timekeeper fold a paper airplane for each team member or build one balsa plane for the team to use. The derby course should be set up as shown on the back of the data collection sheet (Part 3, page B). a. Use piece of masking tape to mark the START line. This is where the test pilot will stand to throw the airplane. b. From the START line, there should be a measuring tape taped to the ground. The zero end of the tape is the START line. Have enough tape laid out to measure about 65.5 feet or 20 meters. This will depend upon whether you will be using the Standard English or metric measuring system. c. A second measuring tape will be used to measure the distance an airplane flies to the left or right of the measuring tape taped to the ground. d. Since each team member will be throwing the airplane three times, the data collector should use this time to write the name of each team member on the data collection sheet on three limes. 3 February 2010

14 There are three measurements that need to be made and recorded for each test flight. 1. The distance an airplane flies from the START line, 2. The distance to the left or to the right of the line of flight, 3. The time of flight for each flight measured in seconds and tenths of a second (0.0). The test engineers will make the first two measurements. The timekeeper will make the time measurement. Have the first timekeeper practice using the stopwatch to make certain they know to use and reset it. The data collector will review the data collection sheet (Part 3) with your team members. Understand the importance of measuring the distance the airplane flies. You need to measure and record data carefully. This recorded data will be used to select the winner for each team (and potentially, a class winner). Task: 5. The test pilot will take a position behind the START line with an airplane in their hand. The timekeeper will take apposition slightly behind and to the right of the test pilot. The data collector will take apposition to the left and slightly behind the test pilot. The test engineers will take a position about 10 meters from the START line and to the left and right side of the direction of flight. See figure 1 on the data collection sheet. 6. Each student will exchange roles and will throw a paper airplane three times from the START point toward the distant end of the tape. 7. The timekeeper will reset the stopwatch. When the timekeeper announces Ready, the test pilot may throw the airplane. As soon as the arm of the test pilot s arm moves forward, the timekeeper will start the stopwatch. 8. The test engineers will watch the first point the airplane touches on the ground and mark it. Test engineers will use a tape measure to measure how far from START down the vinyl tape the airplane flew Record this distance in feet and half feet or centimeters and meters. 9. The second measuring tape will be used to measure the distance the airplane flew to the left or right of the flight direction. Record this distance in feet and half feet or centimeters and meters. As soon as the airplane touches the ground for the first time, the timekeeper will stop the stopwatch. 4 February 2010

15 10. The timekeeper will announce the time of flight to the data collector. The data collector will record the time in seconds and tenths of a second (0.0) under the TIME column of the data collection sheet. 11. The test engineer that measures the distance thrown will announce this distance to the data collector. For example, 10 meters and 20 centimeters, or 30.5 feet. The data collector will record this data under the DISTANCE column on the data collection sheet. 12. The second test engineer will measure the distance to the left or to the right the airplane flew and announce the data top the data collector. The test engineer will always announce the side (left or right) followed by the distance. For example, LEFT 5 meters and 10 centimeters, or RIGHT 15.5 feet. The data collector will record this data under the DELTA L (left) or DELTA R (right) column on the data collection sheet. Derby Measurement Recording: This entry would be recorded: 1. Name of student 2. Paper (airplane) 3. Distance (in feet and inches or meters& centimeters) 4. Distance to the side of line (measured in feet and inches or meters and centimeters) left or right. This would all be repeated for each flight. After each three flights, the team roles are exchanged. No team member may interfere with the flight of an airplane after it is thrown. If the airplane flies toward you must move out of the way and let it fly until it touches the ground. After it touches the ground, the test pilot will retrieve the airplane while the test engineers measure the distance. Students should complete their three flights and record the data for review at school. Scoring: Points for the air Derby are earned as follows: 1. Students earn one point for every second the airplane is in flight. A flight time of 3.7 seconds is equal to 3.7 points. Do not round time of flight scores. 2. Students earn one point for every foot (every 30 centimeters) an airplane flies away from the START line as measured on measuring tape one. A flight that flies 30.5 feet away from the START line earns 30.5 points for flying 30.5 feet. 5 February 2010

16 3. Students are penalized one point for every foot (every 30 centimeters) an airplane flies to the left or to the right of measuring tape one. For example, if an airplane landed 15.5 feet to the right of measuring tape one, 15.5 points would be subtracted. The 15.5 points is subtracted from the 30.5 feet (points) the airplane flew forward for a score of 20 points. Twenty points plus the 3.7 points for time of flight yields a score of 23.7 points on this line of the data collection sheet. The points are entered in the column labeled NOTES. However, students may avoid the penalty of subtracting the left or right deviations from the projected line of flight may mathematically calculate the length of line C. How can this be done? Students should collect their materials, vinyl tapes, markers, airplanes, data sheets, and personal items. Prepare the site for the next crew to arrive. Please stay on time. It is imperative that crews work efficiently and complete their tasks in a timely manner. Crews are to move to their next sortie location at the appropriate time. 6 February 2010

17 DATA COLLECTION FORM AIR DERBY III II Direction of Flight S T A R... T IV I. Air Derby A February 2010

18 DATA COLLECTION FORM AIR DERBY Graphing / Cartesian Coordinates Template B February 2010

19 Part 3 AIR DERBY SCIENCE LABORATORY OBSERVATION SHEET (SLOF) Timekeeper: Test Engineer: Test Pilot: Data Collector: A. Procedure - This is what I will do: B. Prediction - This is what I think will happen: C. Observation - This is what I saw happen: D. Evaluation - This is why I think it happened, and this is what I learned. February 2010

20 DATA COLLECTION FORM AIR DERBY NAME A/C TIME DISTANCE DELTA Left DELTA Right SCORE NOTES A February 2010

21 DATA COLLECTION FORM AIR DERBY S T A R T Direction of Flight Measuring Tape 1 (Distance) (UNITS) X Timekeeper stands here X Test Engineer Measuring Tape 2 (Delta Left or Right) Measure how far to the airplane flew. Record 27 units under Distance column. 6 units (right) Measure how far to the right side from the line the airplane flew. Record 6 units under Delta Right column. Record units under Delta Left if airplane flies to left of line. Distances should be recorded in English or metric units. B February 2010

22 The Classic Dart This one is the most well known plane in the world. Not good as a fast plane, but it s a good plane to learn from, both from the point of view of just folding the plane and from learning to modify designs to meet your own needs. Here goes... Fold a piece of A4 paper lengthways Make two 45 degree folds into the center and open out again. Now make two more folds into the center. Fold the airplane in half along the fold made in step I.

23 Fold down wings, this is normally done so the wings are the same size as the fuselage, but larger wings make the plane more of a floater, with more lift, and smaller wings make for a faster dart, that flies a smaller distance. Just experiment! Open out into plane shape. Experiment with wing angles for best results. A good starting angle is just above level. A number of variations of this plane exist. A good place to start with modifying this design is to make adjustments the back of the wings as you would to correct its flight, but actually folding (see below) so that the extent of the lift causes the plane to loop the loop. If you fold the flaps upwards, it will loop upwards, and vice versa. If you fold one upwards on one downwards, the plane will spiral through the air, although not for very long.

24 The S93 This plane has firmly established itself as a fine lecture hall plane, floating down right to the front many a time. Hence we have given it the name S93 as this is (or rather, was) our academic year's name. Apparently it's known as the "floater plane" in Israel. Here goes... Take a piece of A4 paper, and fold l length-ways (hot-dog fold), and open out. It helps if you make this fold both ways, that is, fold it towards you once, then unfold and fold away from you, and then open out. This will help in the later stages. Make 45 degree folds to center Fold down the top as shown, the gap between the folds made in II and the new fold is about 2cm. Now make 45 degree folds again.

25 There should now be a small triangle of Now fold the plane back on itself. paper sticking out; fold this upwards to along the fold made in step I. seal the folds made in IV. Fold down as shown to make wings. You should make the wings he same size as the fuselage, by folding them down to it. The wings can now be folded out to plane shape. The wings should be above level to make the plane fly. (or lots above level for flights starting from a height, like a lecture hall.

26 Part 5: Air Derby TEACHER OBSERVATION / SUGGESTION / REVISION FORM Teachers who visit the USAF Armament Museum with their students should provide feedback to the OCSD Curriculum office. This feedback is important in assessing the quality of the materials and activities for our teachers and students. Teachers may use this form for recording any observation, making comments, or suggesting revisions and additions to the activities. Comments may be anonymous but by including identification, we may contact you to ask for additional details. Identification will also allow us to advise you whether we need more information to implement your suggestion(s). Teacher: School: Telephone: Date of Visit: Which activity did you enjoy best? Which activity did your class enjoy best? Is there an activity you would like to have added to address a FL DOE NG SSS? If necessary, continue Observations, Comments and Suggestions on reverse Observations: Comments: Suggestion(s): Overall rating: Outstanding Above Average Fair Poor February 2010

27 Tips on making and throwing Paper Airplanes The most important thing when making a plane is not making the folds in exactly the right place, although this is important. More important is making each fold well. To do this, make the folds on a table, pressing down onto the paper with a finger, then go over this with a ruler or pen on its side. DO NOT use your finger nails to make a fold, this makes more than one fold in a small area, and the fold will tend to move about as you make the rest of the plane. Another important thing is the angle of the wings, they should be tilted upwards. Once thrown the only way the plane can keep up speed is to lose height gradually. If the wings are level, this loss in height will not occur and the plane will try to climb, thus losing speed and stalling. By putting the wings in a Y shape, this is overcome. Now you ve made the plane it s time to test it out and fine tune it. Throw the plane and observe its actions:- Veers left or right Most planes have some sort of fuselage, or at least part of the plane is vertically orientated. Gently bend the back of this in the opposite direction to the way it veers. For example, if the plane veers right, gently bend the vertical part to the left, and throw again. Flies straight into the ground Here you have 2 options to try:- Gently bend the back of the wings (on both wings), or any horizontal part of the plane, upwards, or Make the angle of the wings flatter, so they are more level with the ground. Both these should add to the lift the plane has. Climbs rapidly, then falls out of the sky This is the opposite top the above, so the 2 options are:- Gently bend the back of the wings downwards, or Make the angle of the wings greater, so the are less flat to the ground. 1

28 Both these decrease the lift, and allow the plane to fly better. All the bends above are very small. They are NOT folds, a slight bend can make a surprisingly big difference, and you can always bend a bit more if it doesn t work enough. Example A dart flies straight into the ground, so you decide to bend the back of the wings upwards, as shown below:- 3D view Side view 2