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

Transcription

1 LIVE INTERACTIVE YOUR DESKTOP NES: Engineering Design Challenge: Forces and Motion -- The Great Boomerang Challenge Presented by: Rudo Kashiri February 2, 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 which will allow for the greatest flight distance relative to the accuracy of boomerang return.

10 Materials Per group Copy of boomerang Sheets of craft foam Cardboard &card stock Glue or other adhesive Duct tape: metal & regular Design Packet Per class Tape measure Stopwatch String or rope with marks at every meter Ruler or straight edge Permanent markers Scissors

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

21 Let s Pause for Questions.

22 B A

23 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?

24 Airfoil angle: 0.0 degrees

25 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?

26 Airfoil angle: 4.5 degrees

27 How is a boomerang like an airplane?

28 Let s Pause for Questions.

29 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?

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

31 Let s Pause for Questions.

32 Lift Misconception Equal transit time: Incorrect airplane wing explanation

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34 1. Push Direction button & Change the angle to Move the yellow particle to the rear of the airfoil 3. Do the particles line up far downstream from the airfoil?

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

36 More Lift Misconception Venturi Theory: the airfoil upper surface is shaped to act as a nozzle which accelerates the flow Skipping Stone theory: lift is the reaction force to air molecules striking the bottom of the airfoil as it moves through the air

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38 Let s Pause for Questions.

39 Collaboration

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41 Log Your Participation

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44 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