NES: Engineering Design: Forces and Motion The Great Boomerang Challenge

Transcription

1 LIVE INTERACTIVE YOUR DESKTOP NES: Engineering Design: Forces and Motion The Great Boomerang Challenge Presented by: Rudo Kashiri April 11, 2012

2 Engineering Design/ Forces and Motion The Boomerang Challenge Rudo Kashiri NES Education Specialist NASA Langley Research Center

3 Agenda Lesson overview NASA connection STEM connection Extensions & resources NASA Explorer Schools

4 Introduction Grade Level: 9 through 12 Subject Areas: Science and Engineering National Education Standards Physical Science: Forces and Motion Science and Technology Abilities of technological design Understanding about science and technology Prep Time: 30 minutes Class Time: Three 50 minute periods

5 Learning Objectives Use the engineering design process to complete a team challenge Show how aerodynamic forces influence the flight characteristics of designs including Bernoulli s Principle

6 Lesson Support

7 Poll Question Boomerangs were once used as weapons. True X False

8 Let s Pause for Questions.

9 Lesson in Detail Boomerang Design Challenge: Design and construct a returning boomerang that will allow for the greatest flight distance relative to the accuracy of boomerang return.

10 Materials Sheets of craft foam

11 5 E Inquiry Lesson Design Engage Explore Explain Extend Evaluate

12 Engage Gain attention, recall prior knowledge, and introduce the learning objectives/problem

13 Explore Design, build, and test a model boomerang

14 Design Analyze Results Engineering Design Process Build Record Data Test

15 Let s Pause for Questions.

16 Explain Discuss the aerodynamic forces and allow students to explain reasons for their designs

17 Poll Question Will a boomerang work in microgravity? Yes X No

18 Extend Discuss principles of boomerang flight on Earth vs. aboard ISS

19 Evaluate Use Evaluation Rubric Design Packet to assess student learning

20 Let s Pause for Questions.

21 NASA Connection Aerodynamics research Engineering studies Computer simulation technology NASA low speed airfoil research

22 X 48 Experimental Aircraft

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24 Experiment #1 Set airfoil angle at 0.0 degrees Push Velocity, Animation, & Close View buttons Move the probe to A What is the velocity? Move the probe to B What is the velocity?

25 How does velocity of A compare to B?

26 Airfoil angle: 4.5 degrees Change angle to 4.5 degrees. What is the value of lift? What is the velocity on the upper and lower surface of the foil? Which surface has higher velocity? Push the Pressure button. Which surface has higher pressure? How does this relate to the velocity?

27 Which surface has higher velocity?

28 Which surface has higher pressure?

29 Bernoulli's Principle

30 How is a boomerang like an airplane?

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32 Aerodynamic lift Newton s 2 nd law of motion Centripetal force Gyroscopic precession Moment of inertia Which of the following can be used to describe the flight of a boomerang?

33 How does a boomerang work? Wings produce lift The boomerang moves forward and spins, creating uneven lift The spinning produces gyroscopic stability

34 Let s Pause for Questions.

35 Lift Misconception Equal transit time: Incorrect airplane wing explanation

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37 1. Push Direction button & change the angle to Move the yellow particle at both A and B to the rear of the airfoil 3. Do the particles line up far downstream from the airfoil?

38 Experiment #2 1. Push Direction button 2. Change the angle to a positive number Using the slider to move the yellow particle to the rear of the airfoil Do the particles line up far downstream from the airfoil?

39 Particles do not line up far downstream from the airfoil. Incorrect airplane wing explanation

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41 Let s Pause for Questions.

42 Collaboration

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44 Video Collection

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46 Thank you for joining us today.

47 Thank you to the sponsor of tonight's Web Seminar: This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.

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49 National Science Teachers Association Dr. Francis Q. Eberle, Executive Director Zipporah Miller, Associate Executive Director Conferences and Programs Al Byers, Assistant Executive Director e-learning NSTA Web Seminars Paul Tingler, Director Jeff Layman, Technical Coordinator Brynn Slate, Program Coordinator LIVE INTERACTIVE YOUR DESKTOP