Science and Innovation A Boeing/Teaching Channel Partnership

Unit 4: Spy Gliders

Science and Innovation Unit 4: Spy Gliders Lessons 8, 9, and 10: Glider Testing and Optimization

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Unit 4: Spy Gliders Lessons 8, 9, and 10: Glider Testing and Optimization

Grade Level 7th-8th Grade Lesson Length Three 50-minute sessions Learning Goals 1. Use testing data, successes and failures, to optimize the design.

Lesson Overview

In these final class sessions, students have the chance to test their model gliders in the field. They begin by making predictions as to which gliders will travel the longest distance at the highest elevation. As the gliders are tested, each student records quantitative data about the distance traveled, as well as any qualitative observations. In Lesson 10, ensure that the gliders have a dummy of roughly the same weight and shape attached to the fuselage.

Prior Knowledge

(Foundational science, engineering, and math knowledge students should have)

Students should be familiar with previous elements of this unit.

Key Terms

(Key Terms are under review for alignment to appropriate contextual scientific definitions.)

optimize To make as perfect, effective, or functional as possible.

Science and Innovation Unit 4: Spy Gliders Lessons 8, 9, and 10: Glider Testing and Optimization

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Lesson 8, 9, and 10 Introduction (cont.)

Basic Teacher Preparation

Ensure that all of the required supplies are available and organized for the students. Also, identify a safe area and establish a clear cadence for throwing the gliders. To ensure testing consistency, think of a way to ensure that all groups throw in the same fashion, or identify a designated “thrower” to allow for a more equitable comparison. Also, ensure that each student and team has access to their Engineering Design Notebook.

Required Preparation Links/Additional Information Gather and set out all necessary materials Refer to the Materials List below

Materials List

No new materials are needed for this lesson.

Science and Innovation Unit 4: Spy Gliders Lessons 8, 9, and 10: Glider Testing and Optimization

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Lesson 8

Warm Up (10 minutes)

Instruct students to turn to page 21 in the Engineering Design Notebook. Have them work through the warm up prompt, which focuses on the design challenge’s criteria and constraints, as well as the students’ predictions. When finished, discuss as a class.

Glider Testing and Data Collection (40 minutes)

Using the predetermined procedure, have student teams fly their gliders and gather data on page 22 of the Engineering Design Notebook.

Engage students in a discussion regarding the Engineering Design Process. Choose from some of the prompts below, or create your own prompts.

1. Why is it important to engage in multiple tests?2. What is the purpose of redesign?3. Why gather input from other’s on your design?4. What types of engineers might be involved in the development of a real airplane? Why?5. How did the criteria and constraints impact your design?6. How might a varying payload (weight, height, width) affect your design?7. Why might building a scale model be important before constructing the final product?8. How did the four forces of flights affect each glider’s flight?9. When engineers design and build something, does it usually work the first time?10. What can we learn from failure?11. How does each group member’s role affect the glider testing?

Science and Innovation Unit 4: Spy Gliders Lessons 8, 9, and 10: Glider Testing and Optimization

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Lesson 9

Warm Up (10 minutes)

Instruct students to turn to page 23 in the Engineering Design Notebook. Have them work through the warm up prompt, which focuses on design strengths and failure points. Afterwards, discuss as a class.

Optimize and Retest Gliders (40 minutes)

Allow the student teams to redesign and then fly their optimized gliders. Have students gather data using the data sheet on page 24 of the Engineering Design Notebook. Afterwards, have students complete the optimal design activity on page 25 of the Engineering Design Notebook.

Science and Innovation Unit 4: Spy Gliders Lessons 8, 9, and 10: Glider Testing and Optimization

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Lesson 10

Analyze and Make Inferences (20 minutes)

Direct students to analyze their testing results on page 26 of the Engineering Design Notebook. Instruct students to reflect upon their previous drawings, then identify and write down at least 3 modifications to their glider design. They should also provide reasoning for the modifications based on testing evidence. Have students predict how each modification might impact test results.

Further Optimization and Final Glider Testing (30 minutes)

Once the gliders prove to be air worthy, experiment with the placement of the added dummy weight. Once that design is optimized, the camera should be added to the body of one of the more successful gliders. At that point, the fully equipped glider can be flown from a high spot (upper story window, top of the bleachers, weather balloon, etc.) on school grounds to capture footage that can be shared with the entire class.

Assessment

What evidence will show that students have acquired the enduring understanding of STEM and the Engineering Design Process for this unit?

Type Description Formative Summative

Performance Task Projects The gliders meet the given criteria within the given constraints.

Quizzes, Tests, Academic Prompts Other Evidence (observations, work samples, student artifacts, etc.)

Completed optimization summary in the handbook provides important assessment info to the teacher.

Student Self-Assessment

Science and Innovation Unit 4: Spy Gliders Lessons 8, 9, and 10: Glider Testing and Optimization

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Lesson 10 (cont.)

Community Connections

What are the connections that can be drawn between this lesson and your local community?

If any student’s parents, guardians, family members or relatives work as aerospace engineers, materials engineers, pilots, or aviation mechanics, consider inviting them, or other local engineers to visit the classroom as volunteers or to share their work experiences.

Equity in the Classroom

What strategies are suggested for equitable engagement in this lesson?

Individual Individual students will complete their individual optimization plans in their Engineering Design Notebooks.

Small Group Team planning, discussion, data collection, and final optimization are all embedded into the testing activities.

Whole Group Ideas and questions shared by students can be acknowledged at various reflection points.

Suggested Teacher Resources

Spy Glider Engineering Design Notebook Link to resource