User:Vtaylor/Come Fly 7-9 lessons

Come Fly with Me

Exploring science 7-9 through aviation / aerospace concepts

David C. Housel and Doreen K.M. Housel, 1983.

Reproduced with permission
 * K-6 lessons are also available

Science concepts - ablation, absorption, acceleration, acidification, action/reaction, airport, Air Traffic Control, altitude, anoxia, ...

= Earth Science= == 48. Where on the world are we==

Subject: Science

Grade: 7,8,9

Group size: large

Time: 50 minutes

Type of activity: Construction, Skill development

Teaching strategy: Expository, Guided discovery

Concepts: Latitude, pointer stars, inclination

Skills: Construction, Following directions, Recording data

Objectives: To learn a method of determining the latitude of your location on the Earth: to learn a method of locating the North Star.

Materials: For each student or group of students... 1 drinking straw; protractor; piece of thread; washer or other weight; cellophane tape; magnetic compass.

Procedure: [image goes here]
 * 1) Tape the straw to the base of the protractor as shown in the drawing.
 * 2) Attach the thread to the center of the base of the protractor and attach the washer to the other end.
 * 3) Teach the students the following technique to locate the North Star. First, locate the Big Dipper (use a compass to locate the general direction of north if needed). Next, follow an imaginary line from the two stars which form the front of the Dipper (see illustration). The first star you come to in line with the "pointer" stars is the North Star.


 * 1) Point the straw/protractor sighting device at the North Star.
 * 2) Let the thread hang loose until it stops moving.
 * 3) Hold the thread tight against the protractor and read the degrees.
 * 4) Repeat the observation at least three times and record the readings. (Use the conversion table shown or subtract the readings on the protractor from 90 to arrive at the proper latitude angle.)
 * 5) Have students take their devices home and take readings which they will bring back to class the next day.
 * 6) Average the readings from the class. This should be a close approximation of the actual latitude of your area.

Extension: Use the angle of latitude to construct a sundial. The angle is the same as the angle of the gnoman on a sundial for your area.

= Physical Science= == 1. Why an airplane flies==

Subject: Science

Grade: 7,8,9

Group size: large group

Time: 45 minutes

Type of activity: Student activity and Demonstration

Teaching strategy: Expository, Guided discovery

Concepts: Lift, Thrust, Drag, Bernoulii's principle

Skills: Observation, Inference, Modeling

Objectives: To review the concepts of Lift, Thrust, Drag and Gravity in relationship to flight; to review and demonstrate Bernoulli's Principle

Materials: Paper; pencils; study sheet

Teacher background information: Many ways are available to demonstrate Bernoulli's principle simply in the classroom. Several ways are given here. Additional information on flight is available in the K-6 edition of Come Fly With Me!

Procedure: A:
 * 1) Have the students tape a piece of paper to the side of a pencil.
 * 2) Hold the pencil sideways in two hands, and
 * 3) Blow gently across the top of the paper.
 * 4) Observe the action of the paper.

B:
 * 1) Place the edge of a piece of paper between the pages of a book
 * 2) Hold the book at an angle and
 * 3) Blow gently across the edge of the book with the paper in it
 * 4) Observe the paper.

[image Blowing across the book, vacuum with ping pong ball p34]

C:
 * 1) Attach the hose of a vacuum cleaner to the "blow" connection
 * 2) Hold the hose straight up and turn the vacuum on
 * 3) Place a ping pong ball in the stream of air blowing out of the hose.
 * 4) Observe the action of the ball.

Note: In all cases the paper should rise and the ball should "fly" in the stream of air. The movement of the air over the curved surface of the paper (airfoil) creates a low pressure area above the "wing" and allows the higher pressure air below the paper to "lift" it.

Bernoulli's principle states that a fluid - like air, exerts less pressure when it is moving quickly than when it is moving slowly. (Actually, an increase in velocity of a fluid is always accompanied by a decrease in the pressure exerted by that fluid.) The lift created by the movement of the air over a wing must be enough to support the weight of the plane and its contents for the plane to fly.

Another force acting against a plane is drag. Drag is created by the resistance of the air to the movement of the plane through the air and the mass of the plane. Usually, the sleeker the design, the less drag is created. The action used to counteract drag is forward motion. This motion is created by the "thrust" of the motor or engine in a powered plane or by gravity in a glider.


 * 1) Have the students review the diagram [The Forces Involved in Flying a Plane]
 * 2) Have them identify how each of the forces affecting flight are present in their plane.

Extensions: Have the students research Bernoulli and learn more about the experiments he did which lead to the description of the principle bearing his name. Have the students consider how Bernoulli's principle works in a rocket with no wings. Have the students explore ways to increase lift in a wing. Explore the effects of different shapes in wings on lift.

[diagram The Forces Involved in Flying a Plane p35]

== 2. Airplane control surfaces==

Subject: Science

Grade: 7,8,9

Group size: small or large

Time: 2-45 minute periods

Type of activity: Student investigation, Teacher discussion

Teaching strategy: Expository, Guided discovery

Concepts: Roll, Pitch, Yaw, Control surface

Skills: Modeling, Manipulation of variables

Objectives: To learn the names of the control surfaces of an aircraft; to discover the effects of manipulation of control surfaces on the flight characteristics of an airplane; to review the four forces of flight and relate the manipulation of the control surfaces to the four forces.

Materials: Three 20cm x 20cm pieces of light cardboard cut into airplane shapes (use the pattern provided); two pieces of soda straw about 7cm long; 1 pencil with an eraser or a cork; 1 straight pin; tape

Procedure:
 * 1) Cut out three airplane shapes from the cardboard using the pattern provided.
 * 2) Save scrap pieces and cut out three tail pieces also shown in the pattern.
 * 3) Cut the solid lines indicated for plane 1 which will produces ailerons. Fold on the dotted lines. Tape or glue a soda straw piece on the bottom as shown in the diagram. Attach one of the tail pieces.

== 3. Wind tunnel==

== 7. ELECTRICAL CIRCUITRY/AIRCRAFT LIGHTS ==

Objectives: To have the students apply principles of circuitry to the wiring of a model aircraft; to become familiar with the clearance light lighting patterns used on aircraft and their meaning.

Materials: Model plane (preferably built by the student); Several feet of light wire (18 gage or less); small flashlight bulbs (at least three per plane though some students may use as many as 7); thin paint in red and green; toggle switches (optional); 2 - 1 1/2 volt dry cells per student; aircraft lighting specs (available from aircraft dealer or company) or a picture of an aircraft showing the lights.

Procedure:
 * 1) Have the students investigate the lighting patterns of the aircraft they plan to use.
 * 2) Have them draw a wiring diagram of the system they propose to use.
 * 3) Have the students install the external lights on their scale model. These may include the wing clearance lights, the tail light, fuselage light or rotating beacon (a flashing light can be used here) and the landing lights.
 * 4) Have the students arrange their wiring so that all of the wires are inside the aircraft and not exposed.
 * 5) Have the students prepare to discuss the position and purpose of each of the lights in their system.

Extension: Depending on the equipment you may have in your classroom, you may wish to have the students compute the ohms and amperage of their circuits comparing the value of parallel vs. series circuits. You may wish the students to investigate the properties of "bi-metal" strips if they choose to use a flashing bulb to represent the rotating beacon. . Note: A number of tiny bulbs are now on the market which will inhance the aesthetic quality of the finished product.

[p63 decoration - diagram - signifies end of activity]

SUBJECT: Science GRADE: 7,8,9 I GROUP SIZE: Individual or Small Group TIME: Several 45 minute periods TYPE OF ACTIVITY: Student Investigation TEACHING STRATEGY: Guided Discovery CONCEPTS: Parallel Circuit Series Circuit Circuit Breaker SKILLS: Construction Modeling Interpreting Data Reading Diagrams RESOURCES: BK - F,I FM - 13,21,22 63

== 8. AIRPORT FIELD TRIP ==

SUBJECT: Science GRADE: 7,8,9 GROUP SIZE: Large TIME: 2 or 3-45 minute periods and % day for the trip TYPE OF ACTIVITY: Field Trip TEACHING STRATEGY: Open Discovery Guided Discovery CONCEPTS: Aeronautics Airport Air Traffic Control SKILLS: ` Observation Recording Data Questioning Reading for Informa tion RESOURCES: BK - I FM - 28,29,3O,31 64 I

Objectives: To understand ‘the various aspects of an airport; to relate studies of aerodynamics to real situations.

Materials: Film, film strips, photographs; Books and pamphlets on the airport; Model airplanes, gliders, etc. Teacher Background Information: Prior to an airport field trip, several things ought to be covered. Students should have a basic understanding of at least:
 * How an airplane flies
 * what the parts of an airplane are
 * what safety precautions must be taken around airports
 * what to expect at the specific airport they will be visiting

It is not difficult to motivate students for a trip like this; but, it can be hard to keep them focused on some of the things it is important for them to learn while they have such fun doing it.

Procedure: Discuss their past experiences with airports. what did they notice? Have they been to little, middle or large size airports? Similarities? Differences? [p64 decoration drawing]
 * 1) Do as many of the activities from the COME FLY WITH ME materials as are appropriate to your particular objectives.
 * 2) Bring in resource people to talk with students: pilots, weather people, model aircraft builders, etc.
 * 3) Plan the airport trip with the students.
 * 1) Explain which airport they will be visiting. List on the chalkboard what they can expect to see. Your list may have such things as:
 * People working at many jobs
 * Airplanes--large and small
 * Different parts of the airplane
 * An instrument panel
 * A hanger
 * A control tower
 * Runways
 * The terminal


 * 1) [ continued from p64]
 * 2) Formulate questions they feel can be answered by a trip to the airport. write them on the chalkboard and, later, make a copy 'for each student to take with them. Encourage each student to add questions to the list throughout the days before the trip.
 * 3) Arrange for any committees you will need: transportation to the airport; photography; fee collectors; fund-raising; snack for the bus ride--whatever necessary to make the trip both possible and enjoyable.
 * 4) Get permission slips taken care of.
 * 5) Go. Enjoy.
 * 6) Follow up. Have students verbally share their experiences and the answers they found to their list of questions. Ask them to focus on a specific part of the trip and write about it. Make a class collage of pictures and words that depicts the trip. If there are people who need to be thanked, write thank you notes.
 * 1) Get permission slips taken care of.
 * 2) Go. Enjoy.
 * 3) Follow up. Have students verbally share their experiences and the answers they found to their list of questions. Ask them to focus on a specific part of the trip and write about it. Make a class collage of pictures and words that depicts the trip. If there are people who need to be thanked, write thank you notes.

Extension: An aerial field trip. This is more involved and demands a lot of planning. It will also be more costly for students since flight time costs money. You and the class may have to engage in some pretty creative problem solving in order to devise ways to defray some of the costs. However, giving the students the chance to fly in a small plane, at slower speeds and with an unimpeded view of the terrain will provide them with the opportunity to see area relationships and orientations that cannot be observed from the ground. Even a half~hour aerial study is well worth the time, effort and cost involved.

Much of what one plans for an airport field trip would be applicable here. In addition, arrangements have to be made for pilots, planes and a specific flight path to cover. Also, some time should be spent discussing appropriate conduct in a small plane and what students can expect to feel, see and hear.

This aerial field trip can be part of the airport field trip or a separate trip of its own. Either way, it is a valuable educational experience and as a culminating activity to a geological study of your area, it is unsurpassed.

== 9. BUILDING A MODEL ROCKET ==

SUBJECT: Science GRADE: 7,8,9 GROUP SIZE: Individual or Small group TIME: Several 45 minute periods TYPE OF ACTIVITY: Modeling TEACHING STRATEGY: Expository Guided Discovery CONCEPTS: Rocket Stability Parts of a Rocket Static Test SKILLS: Construction Following Directions Control of Variables RESOURCES: BK - A.2a,b;I.1,2 FM - 43,44,58,61,62,66 66

Obgectives: To study the parts of a model rocket; to learn how a model rocket works; to build and launch a model rocket.

Materials: Rocket kit for each student (several easy to Build, inexpensive models are available. The authors recommend a model such as the ALPHA, available from Estes Industries Penrose, Colorado 81240. Estes also publishes many model rocketry manuals and activity guides.); a launch system (see activity # 15); extra fine sandpaper; single edge razor blades (one for each two students); rocket engines (at least one per student); igniters; recovery wadding; paint (Optional. Spray paint is easiest to use); activity guides; string; tape; good tacky white glue (It drys faster).

Teacher Background Information: This lesson is designed to allow students to put together many of the concepts and skills learned in previous lessons from this guide and from your regular science classroom activities. You may very well find that several students in your classes have already assembled and flown model rockets. Their expertise can be very helpful to others in the classroom and to yourself if you have not built rockets before. If possible have the students who have built rockets review with the rest of the class what principles of science apply to the flight of their models. You can help them here to put together their presentations.

Procedure:
 * 1) Use the illustration provided to review the parts of a rocket. You may wish to use an assembled model as part of this review. Estes makes a clear plastic model, the "Phantom", which is excellent for a lesson on the parts and structure of a model. The Phantom is identical to the Alpha in size and shape.
 * 2) Do a static test so that the students can see the workings of the engine and the recovery system. See Lesson #'s 12 or 36 for a review of how to set this up.
 * 3) Have the students review the principles of flight for the rocket. Bernoulli's principle may not be as obvious for the rocket as it was for the plane. Newton's laws are


 * 1) [cont'd from p66] - a bit more obvious.
 * 2) Have the students assemble their models after reading the directions through carefully.
 * 3) Test the rockets for stability. First locate the center of balance by resting the body tube of the completed model on your finger. Next, tie a loop of string around the balance point and tape it down. in an open area, swing the model around by the string. If the model is stable, it should fly without tumbling. If the model does tumble, add weight to the nose cone or use larger fins. (This should not be a problem with the models from a kit.) DO NOT FLY A MODEL THAT DOES NOT PASS THE STABILITY TEST.
 * 4) Paint the models and allow them to dry. This adds to the durability of the rocket which should last for many launches.
 * 5) Have the students decide how to evaluate the flight of the rocket. How high did it fly? How fast did it go? How close to a point which has been predetermined can you get the model to land?
 * 1) Paint the models and allow them to dry. This adds to the durability of the rocket which should last for many launches.
 * 2) Have the students decide how to evaluate the flight of the rocket. How high did it fly? How fast did it go? How close to a point which has been predetermined can you get the model to land?

Extensions: Contact a local amateur rocket club and arrange for a demonstration of larger rockets which these clubs many times make. Have the students build one or more class rockets of the larger variety. Have the students build and test a rocket of their own design. Find out about the manufacture of safe model rocket engines. (The substance in the manufactured model engines is identical to the solid fuel in the boosters used by the Shuttle).

[ p67 - illustrations - student with rocket]

[diagram - p68 PartsofaRocket]

[diagram - p68 StabilityTest]

== 10. ROCKET NOZZLES == Scanned as: TIFF OCR http://solutions.weblite.ca/pdfocrx/ multiple columns, soft wrap ** free version only does 1 page at a time, no diagrames / illustrations / pictures

Objective: To have students investigate, using a funnel, the effects of a decreasing diameter in a nozzle on the velocity of air passing through it.

Materials: 4 - 7 oz. Styrofoam cups; 3 - 8 1/2" x 11" sheets of paper; scissors; masking tape; single edge razor blade or utility knife; 2 - aluminum pie plates, the throw away kind; ruler; pencil; magic marker; 1 small finishing nail; 1 T pin; 1 coat hanger; 1 stick 1/4 x 1 x 10 - a paint stirrer works well; 1 or 2 small buttons; an air source - a vacuum that can be hooked up to blow is fine.

Procedure: Construct four funnels and two pinwheels using the above materials, as follows: [¢»paper e-nozzel cup]
 * 1) Cut the bottoms out of the Styrofoam cups using the razor blade.
 * 2) Roll the sheets of paper into funnels; tape them securely with masking tape and insert into each of three of the cups; tape the funnels to the cups.
 * 3) Cut each funnel in turn to produce openings of l cm, 2 cm, and 4 cm respectively. The fourth cup should have an opening of 5 cm and will be used without a paper funnel.
 * 1) Measure two squares on the aluminum pie pans, one 6 cm x 6 cm, the other 12 cm x 12 cm. Using the ruler, draw pencil lines corner to corner on each square. Make a small hole in the center where the lines cross. Cut in from the corners, to within 1 cm of the center hole.

SUBJECT: Science GRADE: 7,8,9 GROUP SIZE: Small TIME: 2-45 minute periods TYPE OF ACTIVITY: Student Investigation or Teacher Demo TEACHING STRATEGY: Expository Guided Discovery CONCEPTS: Thrust Velocity RPM Venturi SKILLS: Construction Collecting and Interpreting Data RESOURCES: BK - A.2b;I FM - 4O,41,44,45 69

(You can tape the pin to the coat hanger).
 * 1) [ continuing from p69]
 * 2)  Make small holes in the corners as shown in the diagram. Bend the corner with the hole into the center and pin the pinwheel to the stick making sure to put a small button between the pinwheel and the stick. (This will allow the wheel to turn freely). Repeat this procedure with the large pinwheel and mount it on the coat hanger.
 * 1) [ continuing from p69]
 * 2)  Make small holes in the corners as shown in the diagram. Bend the corner with the hole into the center and pin the pinwheel to the stick making sure to put a small button between the pinwheel and the stick. (This will allow the wheel to turn freely). Repeat this procedure with the large pinwheel and mount it on the coat hanger.
 * 1)  Make small holes in the corners as shown in the diagram. Bend the corner with the hole into the center and pin the pinwheel to the stick making sure to put a small button between the pinwheel and the stick. (This will allow the wheel to turn freely). Repeat this procedure with the large pinwheel and mount it on the coat hanger.
 * 1) Paint one fin of each pinwheel with the magic marker to better keep track of rotations.
 * 2) Insert the air hose into each nozzel from the wide end and direct the airflow toward each pinwheel.
 * 3) Have the students observe the rotation speed of each pinwheel when acted upon by each funnel nozzel. Have the students try different distances from the pinwheels but make sure they control this variable for their final data collection.

Discuss the data collected with the students. what happened to the RPM‘s of the pinwheel when the funnel openings got smaller? were these results the same when the pinwheel size changed? what was the difference, if any, between the pinwheels? How did a change in distance from the nozzel to the pinwheel effect the RPM's?

Note: Nozzles are thermodynamic devices for converting pressure into velocity according to Bernoulli‘s equation: pressure energy + velocity energy = constant. Therefore as pressure increases, velocity must also increase. The smaller nozzle creates higher pressure inside the funnel and therefore higher velocity of the air flowing through it. Remember your air source is constant. Of course, this is how great velocities are achieved in a rocket engine nozzle.

Extension: Have the students compute the size ratio of the pinwheels and the nozzels from largest to smallest. (5 to 1 for the nozzles) (2 to 1 for the pinwheels). Can the students predict from their data what the next size of pinwheel or nozzle will produce in terms of RPM?

References: Ned Hannum, NASA, Cleveland, Ohio Bruce Wilms, Chesterland, Ohio

== 11. EASY AS 1-2-3 ==

Objective: To learn and experience examples of Newton‘s	three laws of motion.

Materials: Marble or other small sphere; two meter sticks taped together in a "v" shape; three spring scales; plastic cup; index card; coin; stop watch.

Teacher Background Information: An understanding of the motion of planes and rockets requires a general knowledge	 of Newton's three laws. The following activities are specific to each of the laws and will help the student see relationships between all three.

Procedure:

Newton's First Law... Generally stated as, "Things in motion tend to remain in motion, things at rest tend to remain at rest." The tendency to stay at rest or, once moving, in motion, is called INERTIA. Things move or stop only if acted upon by another force. To demonstrate:
 * 1) Set a container on a table.
 * 2) Place a card on top of the container and place a quarter on top of the card.
 * 3) Flick the card away with your finger.
 * 4) Did the coin have inertia? What force acted on the card to set it in motion? What force acted on the coin after step 3? (If the card is flipped out of the way fast enough the coin will remain over the container and fall into it.)

Newton's Second Law... "Acceleration of an object increases as the force causing acceleration increases."
 * 1) Prepare a ramp for a marble or other sphere about 1 meter long.
 * 2) Lift one end of the ramp and place a pencil under it.
 * 3) Roll a marble down the ramp and time the roll from one end to the other.
 * 4) Lift the ramp higher. Place a book under the lifted end and repeat step 1.

11 SUBJECT: Science GRADE: 7,8,9 GROUP SIZE: Large or Small TIME: 60 minute period TYPE OF ACTIVITY: Student Investigation or Teacher Demo TEACHING STRATEGY: Guided Discovery CONCEPTS: Newton‘s Three Laws Inertia Acceleration Action/Reaction SKILLS: Observation Collecting and Interpreting Data RESOURCES: BK - A.1,2a,b;I FM - 11,4O,48 71


 * 1) Start the marble on a ramp with one end pencil high. As the marble starts out, lift the end of the ramp higher. what was the effect on the speed of the marble?
 * 2) Compare the results of the first two experiments. what was the result? What was the force that was acting on the marble? How was it increased? what was the effect of this increase?
 * 1) Start the marble on a ramp with one end pencil high. As the marble starts out, lift the end of the ramp higher. what was the effect on the speed of the marble?
 * 2) Compare the results of the first two experiments. what was the result? What was the force that was acting on the marble? How was it increased? what was the effect of this increase?
 * 1) Start the marble on a ramp with one end pencil high. As the marble starts out, lift the end of the ramp higher. what was the effect on the speed of the marble?
 * 2) Compare the results of the first two experiments. what was the result? What was the force that was acting on the marble? How was it increased? what was the effect of this increase?

Newton‘s Third law... "For every action there is an opposite and equal reaction.”
 * 1) Take two spring scales and hook them together.
 * 2) Have two students pull on the scales in opposite directions. Record the readings from both scales.
 * 3) Place a third scale between the other two. Record the readings from all three. what were the differences in the readings for the two scales? when three scales were used? (The readings should all be the same in each experiment.)

Extensions: Have the students apply the principles of Newton's laws to the description of ...
 * 1) A plane taking off and climbing to 2000 feet while accelerating to 120 miles per hour.
 * 2) A three stage rocket launched into orbit around the Earth then sent on to the moon. which of Newton's laws are being applied in each case and at what point are they being applied?

[p70 illustration of incline setup]

= Life Science= == 24. Taking a bit of home with you==

= Project notes=


 * mac Preview has a capture screenshot function - window, select area


 * http://wikieducator.org/Template:ContentInfobox


 * free OCR software - ok, better - single page at a time


 * images - replace drawings with photos

Subject: Science

Grade: 7,8,9

Group size: large

Time: 50 minutes

Type of activity: Construction, Skill development

Teaching strategy: Expository, Guided discovery

Concepts: Latitude, pointer stars, inclination

Skills: Construction, Following directions, Recording data

Objectives: To learn

Materials: For each student or group of students...

Procedure: