bernoullis principle of fluids and their properties

National Aeronautics and Space Administration
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GRADES K-4
principles
of
flight
Bernoulli’s Principle
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principles of flight
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Bernoulli’s Principle
Lesson Overview
In this lesson, students will learn about forces and
motion as they see how the work of Daniel Bernoulli
and Sir Isaac Newton help explain flight. Students
will also learn how lift and gravity, two of the four
forces of flight, act on an airplane while it is in the
air. Additionally, students will experiment with the
Bernoulli Principle. Students will relate the Bernoulli
Principle to lift. Finally, students will relate the
Bernoulli Principle to lift and apply the first and third
laws of Sir Isaac Newton to flight.
Objectives
Students will:
1. Explore the Bernoulli Principle, which states that
the speed of a fluid (air, in this case) determines
the amount of pressure that a fluid can exert.
Determine that though two items look identical,
they may not have the same density.
2. Relate the Bernoulli Principle to the lift, one of the
four forces of flight.
3. Explore, within the context of the Bernoulli
Principle activities, how Newton’s first and third
laws of motion contribute to flight.
Materials:
In the Box
Large paper grocery bag
Scissors
Tape or glue stick
Ruler
Variety of balloon shapes (optional)
2 large balloons
2 lengths of string 30cm each
Straight straw (optional)
1 large trash bag
1 hair dryer or small fan with at least two speeds
1 ping-pong ball
Provided by User
Paper
Assortment of large felt tip markers (washable)
GRADES K-4 Time Requirements: 3 hours

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Background
How is it that today’s airplanes, some of which have a maximum take off weight of a million pounds or more, are able to
get off the ground in the first place, let alone fly between continents? Surprisingly, with today’s technological advances,
airplanes use the same principles of aerodynamics used by the Wright brothers in 1903. In order to gain an understand-
ing of flight, it is important to understand the forces of flight (lift, weight, drag, and thrust), the Bernoulli Principle, and
Newton’s first and third laws of motion. Although the activities in this lesson primarily focus on the role the Bernoulli
Principle plays in the ability of aircraft to achieve lift, the Bernoulli Principle is not the only reason for flight.
The Forces of Flight
At any given time, there are four forces acting upon an aircraft.
These forces are lift, weight (or gravity), drag and thrust. Lift is
the key aerodynamic force that keeps objects in the air. It is the
force that opposes weight; thus, lift helps to keep an aircraft in
the air. Weight is the force that works vertically by pulling all
objects, including aircraft, toward the center of the Earth. In order
to fly an aircraft, something (lift) needs to press it in the opposite
direction of gravity. The weight of an object controls how strong
the pressure (lift) will need to be. Lift is that pressure. Drag is a
mechanical force generated by the interaction and contract of a
solid body, such as an airplane, with a fluid (liquid or gas). Finally,
the thrust is the force that is generated by the engines of an
aircraft in order for the aircraft to move forward.
Newton’s Laws of Motion
Another essential that applies to understanding how airplanes fly are the laws of motion described by Sir Isaac
Newton. Newton (1642 -1727) was an English physicist, mathematician, astronomer, alchemist, theologian and
natural philosopher. He has long been considered one of
the most influential men in human history. In 1687, Newton
published the book “Philosophiae Naturalis Principia
Mathematica”, commonly known as the “Principia”. In
“Principia”, Newton explained the three laws of motion.
Newton’s first and third laws of motion are especially helpful
in explaining the phenomenon of flight. The first law states
that an object at rest remains at rest while an object in motion
remains in motion, unless acted upon by an external force.
Newton’s second law states that force is equal to the change in
momentum per change in time. For constant mass, force equals
mass times acceleration or F=m·a. Newton’s third law states that
for every action, there is an equal and opposite reaction.
Lift
Drag
Thrust
Weight
Fig. 1 Four forces of flight
Img. 1 Sir Isaac Newton (age 46)
(Painting by Sir Godfrey Kneller - 1689)

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The Bernoulli Principle
Daniel Bernoulli (1700 – 1782) was a Dutch-born scientist who studied
in Italy and eventually settled in Switzerland. Born into a family of
renowned mathematicians, his father, Johann Bernoulli, was one of
the early developers of calculus and his uncle Jacob Bernoulli, was the
first to discover the theory of probability. Although brilliant, Johann
Bernoulli was both ambitious for his son Daniel and jealous of his son’s
success. Johann insisted that Daniel study business and later medicine,
which Daniel did with distinction. It was mathematics, however, that
really captured Daniel’s interest and imagination. Despite Daniel’s best
efforts, Johann never acknowledged his son’s brilliance and even tried
to take credit for some of Daniel’s most important ideas.
After Daniel’s studies, he moved to Venice where he worked on
mathematics and practical medicine. In 1724, he published
Mathematical exercises, and in 1725 he designed an hourglass
that won him the prize of the Paris Academy, his
first of ten. As a result of his growing fame
as a mathematician, Daniel was invited to
St. Petersburg to continue his research.
Although Daniel was not happy in St.
Petersburg, it was there that he wrote
“Hydrodynamica”, the work for
which he is best known.
Bernoulli built his work
off of that of Newton.
In 1738, he published
“Hydrodynamica”, his
study in fluid dynamics,
or the study of how fluids
behave when they are in motion. Air, like water, is a fluid; however, unlike water, which is a liquid, air is a gaseous
substance. Air is considered a fluid because it flows and can take on different shapes. Bernoulli asserted in
“Hydrodynamica” that as a fluid moves faster, it produces less pressure, and conversely, slower moving fluids
produce greater pressure.
We are able to explain how lift is generated for an airplane by gaining an understanding of the forces at work on an
airplane and what principles guide those forces. First, it takes thrust to get the airplane moving - Newton’s first law
at work. This law states that an object at rest remains at rest while an object in motion remains in motion, unless
acted upon by an external force.
Img. 2 Daniel Bernoulli
(Public Domain)
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Fig. 2 Bernoulli fluid experiment

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Then because of the shape of an airplane’s wing,
called an airfoil, the air into which the airplane
flies passes above and below the wing at different
speeds. In general, the wing’s upper surface is
curved so that the air rushing over the top of
the wing speeds up and stretches out, which
decreases the air pressure above the wing. In
contrast, the air flowing below the wing moves
in a straighter line, thus its speed and pressure
remain about the same. Since high pressure
always moves toward low pressure, the air below
the wing pushes upward toward the air above
the wing. The wing, in the middle, is then “lifted”
by the force of the air perpendicular to the wing.
When the force of lift is greater than the force of
gravity, the airplane is able to fly, and because
of thrust, the airplane is able to move forward in
flight. According to Newton’s third law of motion,
the action of the wings moving through the air
creates lift.
In its simplest explanation, lift is a product of
wing shape and the outcome of the total pressure
on the bottom of the wing being greater than the
total pressure on top of the wing. This difference
in pressure results in a push force upwards. It is
the difference in pressures that causes lift.
Trailing Edge
Leading Edge
Fig. 3 Airfoil
Fig. 4 Lift

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Activity 1 Bernoulli and the Paper Bag Mask
GRADES K-4 Time Requirements: 45 minutes
Materials:
Note to the Teacher: Decide if
you are going to present this
activity as a demonstration
or as a hands-on learning
experience for the whole
class. For a demonstration,
you will only need one of each
item. For a hands-on class
activity, you will need one set
of the materials for every two
students so that your students
may work in pairs.
In the Box
Large paper grocery bag
Scissors
Tape or glue stick
Ruler
Variety of balloon shapes
(optional)
Provided by User
Paper
Assortment of large felt tip
markers (washable)
Worksheets
Bernoulli Experiment Log
(Worksheet 1)
Student Activity Directions
(Worksheet 2)
Reference Materials
None
Objective:
Students will learn about the position and motion of objects as they:
1. Create a paper bag mask to experiment with the Bernoulli Principle.
2. Explain how the Bernoulli Principle applies to the movement of the paper tongue
attached to the paper bag mask.
3. Explain how the phenomenon they experienced in the paper bag mask activity
relates to flight (lift).
4. Understand the effect of air flowing over a curved surface.
Activity Overview:
Students will make a paper bag mask with a protruding paper tongue, which they will
use to experiment with the Bernoulli Principle. The students will be able to explain the
Bernoulli Principle after they have observed it in action during the experiment.
Activity:
1. If all of your students are going to participate in this activity, have the directions
for the activity written on the board or make a copy of the direction sheet for
each student or pair of students.
2. Ask the students this question: How do airplanes, some of which weigh a million
pounds, fly?
Students’ responses will vary but look for and encourage a response that includes
weight or gravity. Tell the students that in order to fly, airplanes must overcome gravity,
a force that wants to keep the airplane on the ground.
3. Explain to the students that in order to overcome gravity, airplanes have to
achieve lift, a force that opposes (or pushes against) gravity. The greater the
weight of the airplane, the greater the lift required.
4. Explain to the students that today they will learn about a scientific principle that
will help them understand lift. Tell the students that the principle is called the
Bernoulli Principle; it is named after the man who discovered it. (Here you can give
the students some simple background information about Daniel Bernoulli. You may
also show the students his picture.)

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5. Explain that the Bernoulli Principle states that slower moving fluids create greater
pressure (force) than faster moving fluids. Tell the students that air is a fluid because
it flows and can change its shape. Inflate balloons of different sizes and shapes to make
this point. You may also need to clarify your students’understanding of the concept
of“pressure”by comparing pressure to a push. A push may be light, or a push may be
hard.
6. To begin, place a large paper grocery bag over
the head of a student and have a second student
use a felt tip marker to carefully draw small dots
where the eyes, nose, and mouth of the student are
located.
Key Terms:
Air pressure
Air foil
Bernoulli Principle
Fluid
Force
Gravity
Lift
7. Remove the bag from the student’s head and draw a
face around the marks made in step 1.
8. Cut out holes (approximately 1 inch in diameter)
for each eye.

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9. Next, cut a mouth-shaped hole
approximately 2 inches in height at the
widest point, the middle, of the mouth.
Have the students use safety scissors for this
portion of the activity or have additional adults
in the room to supervise.
10. To make the tongue, cut a strip of printer/
copier paper approximately 1½ inches wide
and 8 inches long.
11. Fold down one end of the tongue to create a
¼ inch tab. Tape or glue the tab to the inside
of the bag along the lower middle edge of
the mouth. The rest of the tongue should be
hanging out of the mouth.
12. Place the bag over a student’s head and instruct the student to blow through the
mouth hole with an even stream of air while the
rest of the students observe the movement of the
tongue. (If this is being done in pairs, the partner who
is not wearing the bag will do the observing.) Have the
student wearing the bag vary the strength with which
he or she blows. Remind students to keep a steady
flow of air and to not just give a quick burst of air.
Students will compare the effect of a gentle blow to the
effect of a harder blow. If students are working in pairs,
have them take turns wearing the bag and observing.
(Students will notice that a gently blown stream of air
will cause the tongue to rise, but a more forcefully blown stream of air will not lift the
tongue at all.)
13. Students record their observations on the Bernoulli Experiment Log.

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14. After the experiment, show a diagram of the cross-section of an airplane wing (also
called an airfoil).
Trailing Edge
Leading Edge
15. Tell the students that the wing of an airplane is shaped in order to control the speed
and pressure of the air flowing around it. Air moving over the curved upper surface
of the wing will travel faster and thus produce less pressure than the slower air moving
across the flatter underside of the wing. This difference in pressure creates lift which is
a force of flight that is caused by the imbalance of high and low pressures.
16. Relate this information to the paper bag mask by saying this: Another example of
Bernoulli’s Principle was seen in our paper bag mask(s). When the air we blew over
the curved surface of the paper tongue was faster than the air under the tongue, the
unequal air pressure lifted the tongue in the same way an airplane wing produces lift.
Fig. 3 Airfoil

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NATIONAL SCIENCE STANDARDS K-4
SCIENCE AS INQUIRY
• Abilities necessary to do scientific inquiry
• Understanding about scientific inquiry
PHYSICAL SCIENCE
• Position and motion of objects
SCIENCE AND TECHNOLOGY
• Abilities of technological design
• Understanding about science and technology

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Activity 2 Balloon Magic
Materials:
Note to the Teacher:
Decide if you are going
to present this activity
as a demonstration
or as a hands-on
learning experience for
the whole class. For a
demonstration, you will
only need one of each
item. For a hands-on
class activity, you will
need one set of the
materials for every two
students so that your
students may work in
pairs.
In the Box
2 large balloons
2 lengths of string 30cm
each
Straight straw (optional)
1 large trash bag
Provided by User
None
Worksheets
Bernoulli Experiment
Log (Worksheet 1)
Student Activity
Directions (Worksheet 2)
Reference Materials
None
Objective:
Students will learn about the position and motion of objects as they experiment with
the Bernoulli Principle using a pair of inflated balloons that are suspended at the same
height though several inches apart. By blowing air directly between the balloons,
students will demonstrate the Bernoulli Principle and then explain the phenomenon to
their classmates.
Activity Overview:
In this activity, students will experiment with the speed of the airflow between two
suspended balloons, observing how fast moving air creates an area of low pressure and
how high pressure moves toward low pressure.
Activity:
1. Review what the students have learned so far about the Bernoulli Principle.
Faster moving air equals less air pressure than slower moving air.
Also review what the students have learned so far about lift.
Lift is the force that opposes gravity and helps an airplane to fly. Lift is achieved in
part by the design of an airplane’s wing. Air moves more quickly over the curved upper
surface of the wing than it does under the wing, which has a flatter surface. The faster
moving air produces less pressure than the slower moving air, causing the wing to lift
toward the area of low pressure.
2. Now tell the students that they will explore the Bernoulli Principle again, but this
time the activity will involve balloons. If you are going to allow pairs of students
(3rd and 4th grade) to construct their own experiment, caution the students about
over-inflating the balloons.

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Key Terms:
Air flow
High pressure
Low pressure
3. Follow these directions below to conduct the experiment.
a. Inflate two balloons, tying off the end of each balloon.
Teachers may wish to do this in advance. It is a good idea to keep the
inflated balloons together by placing them in a large trash bag.
b. Cut two pieces of string each 30 cm in length.
Teachers may wish to have the strings cut in advance, too.
c. Tie the end of each string to one
balloon so that when you are finished,
you have each balloon tied to its own
string (students may need help).
d. Tape the loose end of each string to the
underside of a table, to a window or
doorframe, or to any other ledge that
will allow the balloons to dangle in an
open space about 5 cm apart.
e. Use the straw to blow between the
balloons, varying the amount and the
speed of the airflow.
f. Observe what happens.
Note: The balloons will come together
when the students blow more forcefully.
g. Record your results .

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4. After the experiment, have the students share their observations and any of their
conclusions.
5. Explain that the balloons came together when the students blew through the straw
with greater force because of the Bernoulli Principle, which states that faster moving
air exerts lower pressure. Tell them that when they blew air more forcefully between
the two suspended balloons, they created an area of low pressure. Since the air
pressure between the two balloons was not as great as the air pressure around the rest
of each balloon, the balloons move toward each other because high pressure pushes
toward low pressure.
6. Relate this experiment to the paper bag mask. Ask: How are the results of this
experiment similar to those of the paper bag mask?
Answers will vary but may include ideas such as faster moving air exerts lower
pressure and slower moving air exerts higher pressure.

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SCIENCE AS INQUIRY
PHYSICAL SCIENCE

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Activity 3 The Floating Ball Demonstration
Materials:
In the Box
1 ping-pong ball
1 hair dryer or small fan
with at least two speed
Provided by User
None
Worksheets
(Worksheet 1)
Reference Materials
Photo of Sir Isaac Newton
(Image 1)
Objective:
In this activity students will learn about position and motion of objects as they observe
a discrepant event in which the Bernoulli Principle and Newton’s First Law of Motion are
demonstrated. Students will analyze what they learned from this activity and classify
that information according to two criteria:
1. What previously learned information was reinforced from this activity?
2. What new information was learned from this activity?
Activity Overview:
In this activity students will observe a discrepant event in which the Bernoulli Principle
and Newton’s first law of motion will be demonstrated. The discrepant event will
involve placing a ping-pong ball into a stream of air generated by a hair dryer and
exploring the conditions under which the ball“floats”in the air.
Activity:
Note: Prior to starting this activity, you may wish to practice balancing the ping pong ball in
the air stream to ensure a seamless demonstration.
1. Review the Bernoulli Principle with the class. Write the explanation in the
students’words on the board.
2. Review the two vertical forces at work on an airplane in flight. Students may
need prompting, but get them to identify gravity and lift. Again, write the
definitions for those two terms on the board using the students’words.
3. Tell the students that the class will explore Bernoulli again, but this time the
teacher will demonstrate the activity.
4. Show the students the materials for the activity, and explain that you are about
to show them a trick that will almost look like magic, but what they are about to
see can be explained by the science they have been learning.
5. Begin by asking the students if the hair dryer can make the ping-pong ball float?
Discuss students’responses, prompting them to elaborate and clarify by asking
“why”and“how”when appropriate.
Key Terms:
Airstream
Discrepent event
Gravity
Newton’s Laws of Motion

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6. Turn the hair dryer on and aim it
toward the ceiling, producing a vertical
stream of air.
7. Place a ping-pong ball directly over the
nozzle of the hair dryer and into the
stream of air. The ball will appear to be
floating in the air.
8. Ask the students to explain what the
ball is floating on (air).
9. Ask: Which air is moving faster, the air coming from the hair dryer or the air around
the hair dryer?
The air coming from the hair dryer.
10. Ask: Which air is exerting a greater amount of pressure?
The air around the hair dryer.
11. Ask the students if they can explain why the ping-pong ball stayed in place while the
hair dryer was on?
The slower moving air around the ball is holding the ball in place because the slower
moving air exerts a greater amount of pressure than the faster moving air coming from the
hair dryer.
12. Ask: What will happen if we turn off the hair dryer? What will happen if we turn the
hair dryer down?
The ball will fall because there is no air flow there to hold it up.
13. After changing the direction of the hair dryer and turning if off and then on again,
check to see of your students’predictions are correct. Remind the students that
there is another force acting on the ball, a
force that acts on all things – gravity. Ask
students to define gravity. (Though their
understanding will be limited, they may say
that gravity is the force that causes things
to fall.) Remind students that gravity is one
of the four forces of flight they have been
learning about (lift is another). Gravity wants
to pull everything toward the center of the
earth.
14. Explain that when the force of gravity
becomes greater than the force of the air, the ball falls.

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15. Turn the hair dryer on again,“float”the ping-pong ball, and tilt the hair dryer slightly
at first, then more severely. The ball should move along with the hair dryer for a while,
but when the hair dryer is tilted too far, the ball will fall to the ground. This will be the
point at which gravity will have overtaken the lift produced by the faster moving air.
16. Ask the students why the ping-pong ball eventually fell when the hair dryer was
tilted too far toward the floor. Answers will vary and it is likely that you will need
to explain that gravity will have overtaken the lift produced by the faster moving air
coming out of the hair dryer.
Explain that as long as there was equilibrium, or a correct balance between the forces
acting on the ball, the ball stays floating in place, but when equilibrium is lost and one
force becomes greater than another, the greater force takes over. When the force of gravity
became greater than the force of the air around the ball, gravity took over, causing the ball
to fall.
17. Show the students a picture of Sir Isaac Newton. Introduce him as the scientist
who can offer a explanation for what we just observed in procedures 7 – 10 of the
experiment. Tell the students that Newton wrote special laws called the Laws of
Motion. Sir Issac Newton’s laws of motion help us predict and explain the motion of
objects and the forces that act on those objects, causing them to move.
18. Ask the students how this particular law relates to our experiment. Which part of our
experiment might we identify as the object from Newton’s first law?
Students may identify the ping-pong ball as the object.
Which part of our experiment provided the force acting on the ball?
Students may identify the hair dryer as the source of the force.
19. Ask the students if the ping-pong ball in our experiment acted according to the first
part of the law. In other words did it stay in motion?
Students will say yes.
20. Ask the students to identify the point at which ball changed its motion.
When we tilted the dryer, turned off the dryer or turned the force of the dryer down.
21. Ask the students to identify the point in the experiment when the forces became
unbalanced.
This occurred when the force of gravity became greater than the air pressure from the
hair dryer.
22. Ask: What did you observe today that supported what you already knew from this
lesson?
Students may talk about the speed of air and air pressure.

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23. Ask: What did you learn today that you didn’t know before?
24. List students’answers to these two questions on the board on a T-chart:
What did I observe today that
reinforced what I already knew?
What new information did I
learn today?

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SCIENCE AS INQUIRY
PHYSICAL SCIENCE

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Activity 4 A Letter to the Teacher
Materials:
In the Box
None
Provided by User
Paper
Notes taken from the
previous activities
Worksheets
(Worksheet 1)
Student Activity Directions
(Worksheet 2)
Reference Materials
None
Key Terms:
None
Objective:
Students will write a paragraph about what they have learned in this lesson,
incorporating new vocabulary and concepts.
Activity Overview:
In this activity students will recall all that they have learned from the previous
activities about the forces of flight, the Bernoulli Principle and Newton’s Laws of
Motion.
Activity:
1. To conclude the lesson, have the students write a brief paragraph (3 – 5
sentences) that answers the question asked at the beginning of the lesson:
How do airplanes fly?
2. In their paragraphs, students may include any of the ideas the teacher
recorded on the board during activities or any ideas the students recorded on
their Bernoulli Experiment Logs.
3. In order to help the students recall what they have learned, provide a word
bank with the following words and terms:
Air pressure Airstream Force Lift
Airflow
Bernoulli
Principle
Gravity Low pressure
Airfoil Fluid High pressure
Newton’s Laws of
Motion

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SCIENCE AS INQUIRY

bernoullis principle of fluids and their properties

Glossary
Air pressure:
The amount of pressure air is able to exert on substances or objects; air pressure can be high or low, depending on
the speed at which it travels
Air flow:
The air flowing past or through a moving object
Airfoil:
Any surface designed to help lift an aircraft with the use of air current
Airstream:
A current of air
Bernoulli Principle:
The principle that states that as the speed of a moving fluid (liquid or gas) increases, the pressure within the fluid
decreases law that pressure in a fluid decreases
Discrepent event:
An event that goes against what is expected
Fluid:
A substance that can easily change its shape and is capable of flowing
Force:
A push or pull on an object
Gravity:
A pull between two objects based on their mass
High pressure:
Having a high barometric pressure
Lift:
Lift is the force that directly opposes the weight of an airplane and holds the airplane in the air. Although
generated by every part of an airplane, wings generate the most lift. Lift is a mechanical aerodynamic force
produced by the motion of the airplane moving through the air.
Low pressure:
Having a low barometric pressure
Newton’s Laws of Motion:
Newton’s laws of motion are three physical laws that describe the relationship between the forces acting on an
object and the object’s motion due to those forces. The laws can be summarized as follows:
First law: The velocity of a body remains constant unless the body is acted upon by an external force.
Second law: The acceleration of a body is parallel and directly proportional to the net force (F) and inversely
proportional to the mass (m). Therefore F = m·a.
Third law: The mutual forces of action and reaction between two bodies are equal and opposite.

Fig.
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Four
forces
of
flight
Lift
Drag
Thrust
Weight

Fig.
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Bernoulli
fluid
experiment
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V
2
P
2
A
2

Trailing
Edge
Leading
Edge
Fig.
3
Airfoil

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Worksheet 1 Bernoulli Experiment Log
After your teacher introduces the activity and you have read the Student Activity Instructions Page, predict what you
think will happen in each activity. Then after you complete each activity, record what you observed during the activity.
Finally, after you learn more about the Bernoulli Principle, give reasons for the outcome of each activity including how the
outcome relates to the Bernoulli Principle. Write all of your responses in the boxes below.
Activity
What do you think
will happen?
Predict
What happened?
Observe
Why did it happen?
Conclude
Paper Bag Mask
Balloon Magic
Floating Ball

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Worksheet 2 Student Activity Instructions
Activity #1 Paper Bag Mask
Materials:
One set per pair of students
• Large paper grocery bag
• Scissors
• Tape or glue stick
• Paper
• Ruler
• Assortment of large felt tip markers (washable)
• Variety of balloon shapes (optional)
Instructions for the Activity:
1. Place a bag over the head of one student and have a second student carefully draw small dots
where the eyes, nose, and mouth are located.
2. Remove the bag from the head and draw a face around the marks made in step 1.

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Worksheet 2 (cont.) Student Activity Instructions
3. Cut out two holes (approximately 2 cm diameter) for the eyes.
4. Cut a hole (approximately 4 cm diameter) for the mouth.
5. To make the tongue, cut a strip of paper, approximately 3 cm wide and 20 cm long.
6. Tape or glue one end of the tongue inside the bag at the bottom of the mask’s mouth. Allow the tongue to droop
through the mouth on the outside of the bag.
7. Place the bag over the head and blow through the mouth hole. Observe the movement of the
tongue.

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Worksheet 2 (cont.) Student Activity Instructions
Activity #2 Balloon Magic
Materials:
• 1 hair dryer or small fan with at least two speeds
• 1 ping-pong ball
Instructions for the Experiment:
1. Inflate two balloons, tying off the end of each balloon.
2. Cut two pieces of string each 30 cm in length.
3. Tie the end of each string to one balloon so that when you are finished
you have each balloon tied to its own string.

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4. Tape the loose end of each string to the underside of a table, to a
window or doorframe, or to any other ledge that will allow the balloons
to dangle in an open space about 5 cm apart.
5. Use the straw to blow between the balloons, varying the amount and the
speed of the airflow.
6. Observe what happens.
7. Record your results.

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Img. 1 Sir Isaac Newton (age 46)
(Painting by Sir Godfrey Kneller - 1689)

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Img. 2 Daniel Bernoulli
(Public Domain)

www.nasa.gov
Museum
in a
BOX
Museum
in a
BOX
Series
Aeronautics
Research
Mission
Directorate
EP-2010-12-474-HQ

bernoullis principle of fluids and their properties

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