Flight and space
- 1. Unit Plan Title: Flight and Space Unit Length: 3 weeks Written by: Jim Roland Subject/Grade: 8th Grade Technology Standard 5: Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. Performance Indicators: 4: Develop plans and construct a model of the solution. 5: Test a solution, present and evaluate results, and describe possible modifications. 11: Access needed information from various Internet sites. 19: Describe how the evolution of technology led to the shift in society. 20: Understand the contributions of people to technological development. 21: Describe how new technologies have evolved. 24: Manage resources in a technological project. 25: Describe products that are well designed and made. 26: Assume leadership responsibilities. Rationale: To promote Technological Literacy, PLTW has justified the importance of Flight and Space. Students will learn the content of this curriculum while strengthening skills of literacy to become better learners. The application of content learned will be the greatest learning experience for students through several activities, including a flight simulator. Launch: Show Hindenburg video and discuss the importance of the history and evolution of flight. Essential Question: How has flight impacted society as well as our personal lives throughout different decades. Critical Thinking Skill: Comparing, , Sub Skills: Classifying, Induction, Assessments: Formative: Daily Bell Ringer, Quizzes, Homework, Activity Participation, Daily Participation Summative: Hot Air Balloon construction and testing Vocabulary: NYS Test: Conclusion, Elaborate, Reflect Unit Vocab: aerodynamics, airfoil, drag, roll, pitch, yaw, weight, gravity, thrust, lift, wind, aeronautics, Bernoulli's Principle, atmospheric pressure, altitude, force, propulsion, velocity, acceleration, center of gravity, jet stream, temperature differential, gore, panel, parachute valve, envelope, basket, ballast, burner
- 2. Guiding Questions: List the different types of flight vehicles. Propose what possibilities for flight are in the future. Who were the pioneers of flight? Determine who/what were the first passengers of a hot air balloon. Theorize what causes wind. Justify if there were no wind, animals would not survive in the North Pole. Modify the Hindenburg design so it would've flown successfully. Assess what causes lift. Compare and contrast gravity to weight. Relate Newton's Laws to propulsion. Student Engagement: participation in activities, observation throughout direct instruction, accountability by asking all students for answers randomly, answer individual questions, include students throughout instruction as helpers or assisting teachers, group or teamwork Meaningful Use (real world application): Students will apply measurements and scale drawings to produce a working prototype "Zoon Balloon". This balloon will represent studies of flight and atmospheric conditions. Students will encounter problems such as balance, envelope leaks, weather conditions, and aerodynamics. Students will also participate in the most recent version of flight simulator with advanced throttle, yoke, and rudder controls. They will experience the virtual challenges of a pilot. Materials/Resources: Zoon Balloon kit, balloon launcher, scissors, glue sticks (~35), flight simulator, yoke and throttle controller, rudder pedals, USB extension cable How did it go?: Students thoroughly enjoyed the flight simulator and want to continue flying more advanced missions. Some students have even attended PM Homeroom just to further their understanding of flight. The flight simulator was a great success. Students seemed to like working on the hot air balloons but got frustrated near the end when they kept having to patch leaks. On launch day, equipment was all ready except for a bad lighter which posed some frustrations. The very cold weather definitely helped to launch the balloons higher and further. As we reached the afternoon, wind increased to the point of destroying balloons. What changes?: Next time, I hope to leave more time for students to study advanced flight missions if interested. I would also like to move the flight simulator to a different location so that students working on other activities aren't so distracted. The throttle controls and rudder pedals also need to be reconfigured. I will reinforce the importance of sealing the seams of the envelope as students are working to help save some of the frustration. With regards to the lighter, a new one needs to be purchased, not from Lowe's. This unit should be taught at the end of the fall semester or beginning of the spring semester to be able to launch in the coldest possible temperature. Why different?: The flight simulator will be moved to keep from distracting other students. Controls will be reconfigured to give students even more advanced control of their flight. The lighter was broken which explains the need for a new one. Lastly, the time of the launch will be changed to help students be most successful in their flight.