Appendix C: Representative draft of the type of

instructional materials that will be developed.

Flight Challenge
Introduction to Flight

Table of Contents
Evaluating....7
Troubleshooting
Trade-offs
Concluding
The Next Step
Communicating Results
Metacognition
Resources.....8
Selected Quotes
Vignettes
Connections
Design Process
Engineering Notes
Interactive Flight Log
Standards Related to Flight Challenge....15

Teacher Notes..2
Investigative Overview
Introducing the Problem
(See Vignette)
Important Ideas in Science
Important Ideas in Mathematics
Important Ideas in Technology
Overview of the Problem.3
Context
The Problem
Criteria/Constraints
Designing.....4
The Challenge
Design Process
Knowledge and Creativity
Implementation
Motivation
Constructing.5
Modeling
Technical Drawings
Materials
Tools
Procedures
Safety
Quality Checks
Questions to Consider
Testing..6
The Testing Environment
Observing
Recording and Analyzing
Questions to Consider

*Note: the following materials are representative

drafts; these materials will be reviewed, revised and
additional materials developed in collaboration with
content and educational experts.
Each activity will be cross-referenced with the
Standards for Technological Literacy and the
related Principles and Standards for School
Mathematics and the National Standards for
Science Education. The materials will emphasize
interactive student activities, and develop resources
that teachers and students need.

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1

Flight Challenge

Important science ideas: science supplies the

theory and concepts used to explain and understand
the natural forces that act upon an object in flight.
Bernoulli's Principle and Motions and Forces such
as thrust, drag, lift, and gravity are important
foundational concepts. Students will relate these
concepts to their initial trials with the glider,
formulate new hypotheses, and test their new ideas
to develop an improved glider.

Investigative Overview: Students will investigate

the nature of flight in order to solve the problem-create a glider that will stay aloft for the longest
possible time. To solve the problem, students will
gather information about the scientific basis of
flight, collect data and use mathematics to analyze
the variables associated with flight. A glider will be
designed, constructed, and tested and evaluated.
Guided discovery questions and problem-based
learning scenarios will help students to construct a
meaningful understanding of flight.

Important mathematical ideas: mathematics

provides powerful problem solving tools and
strategies for describing, analyzing, and evaluating
data. The data collected will be used to create
charts and graphs that clarify and explain
relationships. Students will explore ideas such as
angle of attack and use mathematics to analyze the
relationship between flight variables and arrive at
the most successful solution to the problem.

What to plan ahead of time:

Acquire required materials for construction of

the glider.
Collect appropriate information and ideas from
the following web sites.

Important technological ideas: technology uses

knowledge from many fields of study to solve the
practical problems of society. Many problems in
society are not easily defined and may require much
effort to define the problem, the constraints, and the
criteria used to judge adequate solutions. The
design process is used to develop the best solution
related to the criteria and constraints of the problem.

http://www.aviation-history.com
http://spacelink.nasa.gov/.index.html
www.octobersky.com

Provide a story like that of Homer Hickam Jr.,

to inspire and motivate students. (see resources)
Prepare to ask questions that will guide students
to gain insights into the variables associated
with flight.

Introducing the problem: Provide class with the

problem and have them work in small groups to
construct a glider. This is an introductory activity
to provide the class with a baseline experience.
Test the gliders and collect data for a representative
number of trials.
Create a graph of the data for each glider on a
transparency. Discuss the differences between trials
for each glider.

Have students speculate on the differences that

occurred and suggested improvements.
KNOW--ask the students to write down what
they know about the variables that affect flight.
WANT--what questions do students have? Ask
them what they think they want to know.
LEARN--At the conclusion of the activity, have
the class discuss what has been learned.

Teacher and students discuss the challenges of flight.

To develop their solutions, students will

Design,
Construct,
Test, and
Look Back and Evaluate.
2

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Flight Challenge

Context:
Related and connecting material will be used to
establish the context of the problem. Background
information will be developed about flight,
historical information, and practical applications
will extend learning beyond the immediate
application of the glider project. Related
information has applications to the aerodynamics of
cars, airplanes, bridges, buildings, careers, and the
world of work.
The problem: to design a glider that will stay in
flight for the longest possible time.
Criteria/Constraints:
I. Materials
1. Balsa wood
2. Glue
3. Clay for balancing
4. Measuring scales
5. Cutting tools
6. Pencils
7. Cutting boards
8. Straight pins
II. Gliders will be launched from a standard
Launching device as specified in the
TSA Competitive Events Guide.
III.
Portfolio to include:
1. Documentation of creative
ideas/brainstorming process
2. Sketches of all parts that make up
the glider
3. Dimensions shown in metric
4. Chart and graph data
5. Analysis of trade-off decisions
6. Troubleshooting information
7. Reference/resource information
8. Reflection on knowledge gained
and the next step.
IV.
Assessment criteria as specified in
the TSA Competitive Events Guide.

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ways to solve it? Brainstorm and record your ideas

in your project portfolio so you won't forget them.
Even wild and crazy ideas can be useful. The best
way to get a good idea is to have a lot of ideas. Use
some of the creativity tools in this section to
increase your creativity.

Flight Challenge

The Challenge: to design a glider that will stay in

flight for the longest possible time.

Implementation
Knowing a lot about a problem, and having a lot of
good ideas are not enough. To come up with the
best solution requires putting your ideas into action.
After collecting information about the problem and
coming up with good ideas, it's time to pick your
best idea and try it out. Remember that good ideas
are not always successful the first time. Persistence
is important. Technology advances when ideas are
continually tried out, developed, and improved.

"The essence of engineering is design under

constraint. An optimum design takes into account
all the constraints and strikes some reasonable
compromise among them" (Science for All
Americans, p. 28, 1990).
The Design Process:
During the design process we take ideas and
translate them into reality. You will use the design
process to develop your ideas and produce a glider
that best solves the problem. Several factors
contribute to the development of a good idea.
Knowledge
All good designs are based on knowledge-collecting information about the problem and then
applying it to achieve a successful solution. The
more you know the better are your chances for
success. Scientists have developed a lot of
knowledge and theories about flight. Think of all
the things you know and where you can go to get
more information. Collect information in your
portfolio for reference during the problem.

From: Anderson, D. and S. Eberhardt, How airplanes fly.

http://www.aviation-history.com/

How does the angle of the wing influence the flight

of the glider? Conduct an experiment to identify
the optimum wing angle. What are the other
variables that affect flight? Collect data on your
efforts and then analyze the data to explain what
happened and to improve your design.
Motivation
Motivation is the difference between what a person
can do and what a person will do. To achieve the
best solution to a problem you must be willing to
work through obstacles and persist when most
people would quit.
Persistence pays off. Thomas Edison said that
success is 1-% inspiration and 99% perspiration.
After a good idea consistent effort is required to
develop the idea and get the most out of it.
Don't get discouraged! In his search for a filament
for the light bulb, Thomas Edison had to try many
different filaments before he was successful.
During the search he was asked if he wasn't getting
discouraged. His reply was no, he had found many
filaments that he knew would not work! He
believed that he would be successful

From: Forces Acting on an Airplane.

http://www.aviation-history.com/

Creativity
When we think of technology, often we are often
impressed by the great ideas that people have had.
Everyone has the ability to be creative and come up
with ideas that no one else has thought of. Why not
look at the problem and think of all the different
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Flight Challenge

Technical drawing and typical glider constructed during the

Flight Challenge activity.

Constructing the glider requires using tools

materials and procedures to produce a product that
accurately represents the best ideas that were
developed during the design phase. Tools are used
to shape materials and plans are made to organize
and communicate information so that the most
accurate representation of your ideas can be
produced.

Procedures
Accurate cutting, shaping and assembly is important
to construct a balanced and stable glider. It will
help to assemble your plane efficiently if you have a
plan. Some things should be done before others.
Create a plan to follow and be prepared to modify it
if necessary. If changes are necessary, document
the changes and revise your plan accordingly. Make
a construction checklist and have a notebook to
document the ideas that come to you during
construction.

Technical Drawings
Technical drawings are made to show how the
individual parts go together. The shape of parts,
accurate measurements, and all information needed
for construction are included on technical drawings.

Safety-- Be sure to follow the safety rules when

using cutting tools and flying your glider.

Materials
The knowledge of materials is important in
constructing flying machines. Weight and strength
are important considerations for flying machines.
Balsa wood is one of the materials used in this
particular project. What are it's material
characteristics? How can you use these
characteristics to your maximum advantage?
Investigating the properties and characteristics of
materials can help you use them in the best way.

Preflight Quality Check

Check the plane by viewing it from the front, back,
and sides. Inspect your glider and make sure the
fuselage, wings, and tail are properly aligned and at
the correct angles. Correct them if necessary.
Questions to Consider
Which areas need to be the strongest?
Can weight be eliminated in any areas without
sacrificing the structural integrity or aerodynamic
qualities of the glider?
How can you locate the weight in the right places to
achieve strength, balance, and stability?
Can you think of other questions that are important
to the construction of your glider?

Tools
Tools help to cut, shape, and hold materials and
parts securely and accurately during assembly.
What tools do you need? Be sure to follow the
safety rules when using cutting tools. Can you
invent tools to help you assemble your model more
accurately?

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Flight Challenge

Testing conducted during the Technology Student Association

national competition.

Testing is a critical part of trying out your ideas to

see which ideas work well and which ideas need
improvement. Technology advances when products
are critically analyzed to determine how they can be
improved. The continual strengthening of weak
areas results in an improved technology.

Record/Analyze Data
Record your data in the interactive flight challenge
log. What does the data indicate? Are the changes
and adjustments you are making in your glider
improving its performance? What additional
changes do you need to make?

The Testing Environment

The testing environment is an important variable the
affects the performance of your glider. Indoor
conditions provide a more stable environment than
outdoors where wind conditions will be more
variable. Be particularly sensitive to wind
conditions and how they affect your glider. Strive
for neutral testing conditions to minimize the effects
of wind on your glider.

Interactive Flight Challenge Test Log

30
25

trial #1

time

20

trial #2

15

trial #3

10

trial #4

Observing
Note the direction of your plane. Direct you initial
efforts toward making the plane fly straight.
Observe the position of the nose of the plane. In the
initial trial does the nose fly straight , go up, down,
or some combination of the above? Record your
times and observations in your flight log.

0
test #1

test #2

test #3

test #4

trials

Adjusting the Glider

What are some of the adjustments you could make?
Make one change at a time and record your change
in your log. Continue to test the plane and record
your results until you achieve the best possible
result. Plot your results on a graph and analyze
your results.

Students record their data in the interactive flight challenge log.

Questions to Consider
How does the center of gravity affect the flying
performance of the plane?
How well controlled is the flight?
6

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Flight Challenge

Students discuss their different approaches to solving the Flight

Challenge problem.

Evaluating progress is an essential part of creating a

successful solution to a problem. Document the
new insights that you've gained in your portfolio
and plan your next step.

Communicating Your Results

Your portfolio is an opportunity to organize and
document the results of your study. Through this
process you can share your knowledge with others
and in the process develop additional insights and a
clearer understanding for yourself.

No design is perfect. The first ideas you have are

not always the best ones. Ideas usually improve
with additional testing, analysis, and evaluation.
After testing your ideas you will have more
information and experience as a basis for improving
your initial design. What insights do you have from
your test? How can you improve your design?

The next step

Taking the next step is important--this additional
effort will often result in improvements because of
your additional insight into the problem. What have
you learned? What would you do differently?
What variables could be altered to improve the final
result? What other questions need to be answered
before you try again?

Troubleshooting
Finding and locating the source of the problem is
the essence of troubleshooting. What are the parts
that cause the most problems? Identify particular
areas that need improvement and fix them.

Metacognition:
Take a step back and reflect on your learning and
the process you used to solve the problem.
How well does you solution match the original
criteria and constraints of the problem? Was your
approach valid? Were you satisfied with your
effort? What did you enjoy most about the activity
and what are the implications for your future
interests?

Trade-offs
A trade-off is an exchange of one thing in return for
another; especially the relinquishment of one
benefit or advantage for another regarded as more
desirable. For example, some variables like lift and
drag affect each other and you must make decisions,
i.e. trade-offs, to optimize your design.
Concluding
Take a look at your results and look for patterns and
gaps. What trends emerge? Summarize the results
of your investigation in a few statements.

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7

Selected Resources:
Allstar Network http://www.allstar.fiu.edu/aero/teachers.html
Teacher oriented aeronautics site with information on history, principles and careers at elementary,
middle, and high school levels.
Aviation History Online Museum http://www.aviation-history.com
Excellent section on the theory of flight.
Buckminster Fuller, Thinking Out Loud, video
Grosser, Morton. Gossamer Odyssey : the triumph of human-powered flight. Boston : Houghton Mifflin, 1981.
NASA--Spacelink http://spacelink.nasa.gov/.index.html
The official home to electronic versions of NASA's Educational Products. NASA educator guides,
educational briefs, lithographs, and other materials are cross-referenced throughout Spacelink with
related topics and events.
National Free Flight Society
October Sky--the movie
True story of Homer Hickam Jr., a rural West Virginia student who seemed destined to
repeat his father's harsh life in the coal mines but turned his attention skyward, becoming a pilot.
The Franklin Institute Online--Flights of Inspiration http://www.fi.edu/flights/
Are you inspired to make your own flight? Use the "Forces of Flight" and the "Challenge of Flight" to
design your own model aircraft.
Simons, Martin., Model Aircraft Aerodynamics. 4th edition, Kent,UK: Nexus Special Interest
Publications, 1999.
The Wright Brothers http://firstflight.open.ac.uk/
Controlled, powered flight had seemed impossible until Orville Wright took off on the 17th December
1903. The key to the Wright Brother's success was that their engineering had gone beyond the trial and
error methods of their contemporaries. Having only very limited resources they showed great scientific
ingenuity. When their test flights did not produce as much lift as they had expected, they went back to
first principles and carried out a series of scientific experiments, starting with the bicycle balance and
moving on to their famous wind tunnel experiments. They were the first to understand how the lift from
the airfoil changes in flight, and the first to design their propellers as a form of airfoil--movies and
simulations are included in this site.
Creativity Resources:
Models for the Creative Process by Paul E. Plsek http://www.directedcreativity.com/pages/WPModels.html
Review of the various models for creative thinking that have been suggested in the literature over the
past 80 years.

Glossary:
airfoil
angle of attack
balance
center of gravity
chord
dihedral
fuselage
glide ratio
high pressure
leading edge
lift to drag ratio
low pressure
mass
stability
strength to weight ratio
structural integrity
thermals
trailing edge
Selected Quotes
Human beings cannot progress unless somehow they do things differently today from the way they did them
yesterday. To be sure, there is a sort of peace of mind that comes from doing things the traditional way if that
way has led to a certain degree of success.
But there will never be any progress made if yesterday's methods are used forever. You have to try out new
ways of doing things. If you do, perhaps half of what you try will end in failure, but the other half will be
linked to progress.
Shigeo Shingo
How many more years I shall be able to work on the problem, I do not know; I hope as long as I live. There can
be no thought of finishing, for aiming at the stars, both literally and figuratively is a problem to occupy
generations, so that no matter how much progress one makes, there is always the thrill of just beginning.
Robert H. Goddard
Some men see things as they are and ask "Why?"
I dream of things that never were and ask "Why not?"
George Bernard Shaw
From the hay loft a horse looks like a violin.
Lord Chesterfield
The world is but a canvas to our imagination.
Henry David Thoreau
Creativity is the making of the new and the rearranging of the old.
Mike Vance, Disney Corporation
I have no special gift--I am only passionately curious.
Albert Einstein
9

Creativity is man's tendency to actualize himself, to become his potentialities, it exists in every individual and
awaits only the proper conditions to be released and expressed.
Carl Rogers
Technology is the organization of knowledge for the achievement of practical purposes.
Emmanuel Mesthene
Imagination is more important than knowledge, for knowledge is limited, whereas imagination embraces the
entire world--stimulating progress, giving birth to evolution
Albert Einstein
Genius in truth means little more than the faculty of perceiving in an unhabitual way.
William James
The visions we present to our children shape the future. They become self-fulfilling prophesies.
Carl Sagan
All great truths began as blasphemies
George Bernard Shaw
The way in which Leonardo or Newton were unlike other people is precisely what they are known and
remembered for.
Doris Wallace
It sounded an excellent plan, no doubt, and very neatly and simply arranged.
The only difficulty was, she had not the smallest idea how to set about it.
Lewis Carrol, of Alice in Alice in Wonderland
Thanks to the following teachers who provided review and input:
Dr. Vince Childress
NC A&T University
Dr. Ashok Gopalarathnam
Mechanical and Aerospace Engineering
North Carolina State University
Jeff Gaylor
McClintock Middle School
Wayne Miller
South Stokes High School, Stokes County
David Sander
Wake Forest-Rolesville High School
John Shirley
Greenwood Middle School
Scott Vanderslice
South Rowan High School
John Vause
Norwayne Middle School

10

Connections Related to the Flight Challenge Activity

History of Flight
Technology

--Gliding flight (leaves, seeds,

flying fish, flying lemur)
--True flight (pterosaurs,
insects, birds, bats)
--Mechanical flight (hot air
balloon, glider, aeroplane)

Meteorology
--Weather
and climate
--Thermals
--Wind velocity
and force

FLIGHT

--Engineering design
--Troubleshooting
--Criteria/constraints
--Spin-offs
--Research and
development

Mathematics

CHALLENGE

Aeronautics

--Problem solving
--Charts and graphs
--Formulas
--Data analysis

Science

--Aerodynamics
--Stability and control
--Propulsion
--Structures
--Forces: lift, thrust, drag,
and gravity

--Newton's Laws
--The Bernoulli Effect

11

Design Process
Koberg and Bagnall

Accept the situation (as a challenge)

Analyze (to discover the "world of the problem")

Define (the main issues and goals)

Ideate (to generate options)

Select (to choose among options)

Implement (to give physical form to the idea)

Evaluate (to review and plan again)

Notice that ideation, the traditional focus of creative thinking
tools such as brainstorming, is proceeded and followed by
deliberate analytical and practical thinking. Also note the
importance that Koberg and Bagnell place on accepting the
situation as a personal challenge. This is consistent with the
research into the lives of great creators that illustrates the
importance of focusing and caring deeply.

The final step of this model supports the notion of continuous innovation. This
is not a linear model, each step can be entered or exited independently and
the process continued until a satisfactory solution is attained.
Koberg, D and Bagnall, J (1981) The All New Universal Traveler: A SoftSystems Guide To Creativity, Problem-Solving, And The Process Of Reaching
Goals. Los Altos, CA: William Kaufmann, Inc.

Teacher Resource
Presentation Graphics
12

Engineering Notes

13

From a conversation with

Dr. Ashok Gopalarathnam
Mechanical and Aerospace Engineering
North Carolina State University

Interactive Flight Challenge Test Log

Flight Challenge Test Log
30
25
trial #1
trial #2
trial #3
trial #4

time

20
15
10
5
0
test #1

test #2

test #3

test #4

trials

Student Resource
Interactive Graphics

Students enter data here

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Grade 6-8 Benchmarks and Standards Addressed by the Flight Challenge Activity
Standards for Technological Literacy
Standard 2
N
S

Students will develop an understanding of the core concepts of technology

Systems thinking involves considering how every part relates to others.
Trade-off is a decision process recognizing the need for careful compromises among competing factors.

Standard 3
F

Students will develop an understanding of the relationships among technologies and the connections between technology and other fields of study.
Knowledge gained from other fields of study has a direct effect on the development of technological products and systems.

Standard 7
C

Students will develop an understanding of the influence of technology on history.

Many inventions and innovations have evolved by using slow and methodological processes of tests and refinements.

Standard 8

Students will develop an understanding of the attributes of design.

Design is a creative planning process that leads to useful products and systems.

E
There is no perfect design.
F
Requirements for a design are made up of criteria and constraints.
G
Students will develop an understanding of the engineering design.
Standard 9
F
G
H

Design involves a set of steps, which can be performed in different sequences and repeated as needed.
Brainstorming is a group problem-solving design process in which each person in their group presents their ideas in an open forum.
Modeling, testing, evaluating, and modifying are used to transform ideas into practical solutions.

Standard 10
F
G
H

Students will develop an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving.
Troubleshooting is a problem-solving method used to identify the cause of a malfunction in a technological system.
Invention is a process of turning ideas and imagination into devices and systems. Innovation is the process of modifying an existing product of system to improve it.
Some technological problems are best solved through experimentation.

Standard 11
H
J
K
L

Students will develop the abilities to apply the design process.

Apply a design process to solve problems in and beyond the laboratory-classroom.
Make two-dimensional and three-dimensional representations of the designed solution.
Test and evaluate the design in relation to pre-established requirements, such as criteria and constraints, and refine as needed.
Make a product or system and document the solution.

Standard 12
H
I
J

Students will develop the abilities to use and maintain technological products and systems.
Use information provided in manuals, protocols, or by experienced people to see and understand how things work.
Use tools, and machines to safely diagnose, adjust, and repair systems.
Use computers and calculators in various applications.

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Mathematics Standard addressed by the Flight Challenge Activity

Principles and Standards for School Mathematics

Problem Solving Standard for Grades 68

Instructional programs from pre-kindergarten through grade 12 should enable all students to
solve problems that arise in mathematics and in other contexts;
apply and adapt a variety of appropriate strategies to solve problems;
monitor and reflect on the process of mathematical problem solving.
What should problem solving look like in grades 6 through 8?
Problem solving in grades 68 should promote mathematical learning. Students can learn about, and deepen their understanding of, mathematical concepts by working through
carefully selected problems that allow applications of mathematics to other contexts. Many interesting problems can be suggested by everyday experiences, such as reading
literature or using cellular telephones, in-line skates, kites, and paper airplanes.
====================================================================================================

Science Standards addressed by the Flight Challenge Activity

National Standards for Science Education

Physical Science CONTENT STANDARD B:

As a result of their activities in grades 5-8, all students should develop an understanding of

MOTIONS AND FORCES

The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph.
An object that is not being subjected to a force will continue to move at a constant speed and in a straight line.
If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced
forces will cause changes in the speed or direction of an object's motion.

Science and Technology CONTENT STANDARD E:

As a result of activities in grades 5-8, all students should develop

Abilities of technological design

Understandings about science and technology

Fundamental abilities and concepts that underlie this standard include

ABILITIES OF TECHNOLOGICAL DESIGN
DESIGN A SOLUTION OR PRODUCT. Students should make and compare different proposals in the light of the criteria they have selected. They must consider constraints-such as cost, time, trade-offs, and materials needed--and communicate ideas with drawings and simple models.
IMPLEMENT A PROPOSED DESIGN. Students should organize materials and other resources, plan their work, make good use of group collaboration where appropriate,
choose suitable tools and techniques, and work with appropriate measurement methods to ensure adequate accuracy.
EVALUATE COMPLETED TECHNOLOGICAL DESIGNS OR PRODUCTS. Students should use criteria relevant to the original purpose or need, consider a variety of
factors that might affect acceptability and suitability for intended users or beneficiaries, and develop measures of quality with respect to such criteria and factors; they should also
suggest improvements and, for their own products, try proposed modifications.
COMMUNICATE THE PROCESS OF TECHNOLOGICAL DESIGN. Students should review and describe any completed piece of work and identify the stages of problem
identification, solution design, implementation, and evaluation.

16