Paper airplane background research

Starting at the bottom corners of the triangle, fold the sides inward until the sides meet the center crease. Your paper now looks like a very thin slice of pizza, with a crack in the center. Flip the paper over, so that the paper is smooth without any inward folds. Your plane now has a flat glider-like wing and a perpendicular triangular base below the wings. Hold the base lightly, with the pointy tip of the plane facing away from you, and fly the plane.

How can you improve the plane so that it flies farther? Try taping certain parts of the plane or folding in a different way. Describe each design in your data and record the various distances. Now, try attaching a paper clip at the base of the plane, near the pointy tip.

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  • Activity 1 – Flying Forces!

Does it help the plane fly better? What if you put clay there? Why do you think this changes how far it flies? Pierce, Alan J. Home Accessible Science Activities. By Kate Fraser on Jan 02, Related Courses Teaching Science Self-paced. Purpose: To give students with visual impairments the opportunity to create a paper airplane and modify it to increase flight time and distance Background Information: Folded paper gliders are believed to have originated from Ancient China. Students learn the different airplane parts, including wing, flap, aileron, fuselage, cockpit, propeller, spinner, engine, tail, rudder, elevator.

Then they each build one of four different provided paper airplane really, glider designs with instructions, which they test in three trials, measuri Students learn about airplane control surfaces on tails and wings, and engineering testing wherein one variable is changed while others are held constant. Through the associated activity, they compare the performance of a single paper airplane design while changing its shape, size and flap positions Students learn about kites and gliders and how these models can help in understanding the concept of flight.

Then students move on to conduct the associated activity, during which teams design and build their own balsa wood glider models and experiment with different control surfaces, competing for Students act as if they are engineers designing gliders, aiming to improve the flight distance and time in the air. This activity brings together students' knowledge of engineering and airplanes, applying what they have previously learned about lift, weight, thrust and drag to glider models, as well How many of you have ever made a paper airplane?

Did you know that engineers make small-scale models of things like airplanes to test their ideas in a laboratory setting before they build the real thing? Engineers run airplane models through thousands of tests before building the real thing.

Activity 2 – Experiment with Wings

Have you made an airplane, only to have it make an immediate nosedive into the ground? What factors can you think of that affect the flight of a glider like a paper airplane? Answer: Features such as rudders, a streamlined design, weight, ailerons [the flaps on the main wings], elevators on the rear ends of the back wings, etc. Engineers consider all of these factors when designing airplanes for speed, distance and cargo. Heads Up!

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Paper airplanes can be traced back to China, approximately 2, years ago, when the Chinese invented kites. Japanese origami, which dates to the 12th century, developed the art form of folding paper into myriad shapes and models. The word origami comes from the Japanese words "oru," to fold, and "kami," paper. In the late s, hot air balloons were built partly out of paper. Paper airplane construction is a popular hobby and many ways are possible to build model gliders and airplanes. The Guinness Book of World Records even has multiple paper airplane categories including flight duration, distance and wingspan.

The record for distance with a paper airplane is feet, set in The record for duration of flight is The largest wingspan on a plane that flew is 40 feet, 10 inches. Usually paper airplanes are gliders. The basic shape of a paper airplane includes wings and a body. The wings compress the air molecules underneath them, creating higher pressure than the air above the wings. The air above the wings then has lower pressure. The wings then "rest" on the higher air pressure. Figure 1. The basic parts of an airplane. To be successful in this lesson: Students should be able to measure by inches and feet with appropriate measurement tools.

Students should be able to write a hypothesis for a science investigation. It would be helpful if students had some exposure to paper airplanes, either experience with folding them or playing with them. Students should understand how to record data in a data chart.

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Students should have previous exposure to recording data in a bar graph as this lesson is not intended as a formal introduction to this skill. Students should be able to work effectively collaboratively.

Guiding Questions: What are the guiding questions for this lesson? What is the difference between a real and paper airplane?

How can the design of a paper airplane be altered to maximize the distance the plane will fly? Introduction: How will the teacher introduce the lesson to the students? Begin the lesson with the first part of the formative assessment by allowing students time to fill in the K of their KWL chart. After students record and share their ideas with the class, engage students by showing " World Record Paper Airplane Distance ," a one-minute video of the current world record holder for longest paper airplane flight.

Now, as a class, discuss the topics and ideas that the students would need to know or like to know regarding successful paper airplane design.

Take Off with Paper Airplanes - Lesson - TeachEngineering

Be sure to encourage the ideas or topics that students do not identify in the "What I Know" column. The teacher should write these on the board. These topics might include, but are not limited to: Air makes the paper airplane fly. However, it will fly more easily if it is aerodynamic. If a plane has too much drag or air resistance friction , it won't fly very far. Gravity will pull it down so the plane needs to be as light as possible. The plane needs to have thrust and lift to get it to fly far.

Thrust will come from the initial throw of the airplane and lift will come from the air traveling under the wings that keeps the plane in flight. Investigate: What question s will students be investigating? What process will students follow to collect information that can be used to answer the question s? Part 1: Investigating with a Given Design Students will be given a sheet of paper and be instructed to make a paper airplane.

How To Make The NEW WORLD RECORD Paper Airplane -2019- BEST paper plane / Sky King

They may not cut, glue or draw on the paper during construction. Students may also work with a partner depending on the needs of your particular students. If students have limited experience with paper airplanes, they may follow the step-by-step directions for making a basic dart airplane at Amazing Paper Airplanes. For Part 1, the students should all be folding the same design of airplane.

The Science Behind Paper Airplanes

The teacher may choose the design or use the link above. This will provide a baseline for all students to work from as they design their own paper airplanes for testing. This will be especially helpful to students with a limited understanding of how a paper airplane works and how gravity affects its performance. While students are folding their paper airplanes, the teacher will circulate to assist students struggling with their airplane folds.

Students should not be flying their planes at this time. Teacher note: It would be acceptable to skip the above steps if the teacher feels their students have a better working knowledge of these topics. If skipping these steps, the teacher can move straight to the design phase for an original paper airplane design. This may also be a strategy for differentiating instruction and allowing students to begin at different phases of the lesson to reflect their understanding.

After all students have folded their first airplane, the teacher should allow exploration time for students to investigate the effects of gravity on their airplanes. The purpose for this phase of the lesson will be for students to observe and take note of how this design of airplane performs and how gravity is affecting its performance. Students may record their observations on the attached student recording sheet. Testing should occur in the same location that the student's individual designs from the next phase of the lesson will be tested at.

During this time the teacher should be closely observing the students to ensure they are staying focused on the task. Students should never be throwing the airplanes at each other or back-and-forth. Students should be practicing a reasonable throw during this time, not too hard and not too soft. Discuss and decide this as a class. Students should be measuring to the nearest whole foot and inch when using their measuring tools.