TE Activity: Balsa Glider Competition
Contributed by: Integrated Teaching and Learning Program, College of Engineering, University of Colorado at Boulder
Summary |
Engineering Connection |
| When working with models, engineers test, make changes, test again, make more changes, and so on until they have a successful design. It is important that engineers use scientific methods in their testing, so they know what to change about the aircraft to fix any problems. Using this process, engineers work out the "bugs" and end up with a well-designed aircraft. Also, by using small-size airplane models, the process is less expensive than testing on full-size airplanes. |
Contents
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| Grade Level: 5 (4-6) | Group Size: 4 |
| Time Required: 50 minutes |
Activity Dependency  :None |
Expendable Cost Per Group
:
US$ 5 |
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| Keywords: balsa, wing shapes, control plane, glider, airplanes, lift, drag, thrust, variable | |
| Reviews: Read Reviews | Be the First to Write a Review | |
Related Curriculum
:
| subject areas | Physical Science |
| curricular units | Up, Up and Away! - Airplanes |
| lessons | Will It Fly? |
Learning Objectives (Return to Contents)
After this activity, students should be able to:
- Realize that engineering is a process of design and redesign.
- Compare a glider model with actual glider flight.
- Identify the forces affecting flight.
- Identify the cause and effect of wing shape on flight performance.
- Use variables to conduct an experiment.
- Use collected data to explain the effect of wing shape on a glider.
- Measure distance and time of glider trial flight.
- Use glider flight data to find the average and the mode.
- Use glider models to solve a problem and communicate their results.
Materials List (Return to Contents)
Each group should have:
- 1 balsa wood glider kit per student (available at your local hobby store)
- 1 Balsa Glider Competition Worksheet per student
- Sandpaper
- Glue
- Tape
- Scissors, coping saw blades, or razor blades
For the class to share:
- Stopwatch
- Cloth measuring tape 50 feet (may be available from the gym teacher or custodian)
Introduction/Motivation (Return to Contents)
Building and flying balsa airplane models is an excellent way to learn about airplane construction and flight. Balsa models are not just toys: engineers also create models of their designs before building the real product. Building models was an early method used by the pioneers of aviation. Early designers did not just begin by building flying machines and racing about in them; that would have been far too dangerous. These early inventors and engineers such as the Wright Brothers began with building model kites and gliders to learn about flight patterns. They could play with the wing shape and size to see how much a kite or glider could carry on a smaller scale. They once created a model kite that could carry a 10-year-old boy!
Who knows what the difference between a glider and an airplane is? (Answer: A glider is any aircraft that flies without an engine.) Gliders can have all the same parts as an airplane, but use the wind — instead of fuel — for power. How many students have ever made a glider out of balsa wood? (If possible, show them an example of the models they will be making or show them what the balsa wood looks and feels like.) What makes balsa a good material for glider model design? (Possible answers: it is very light, easy to cut and change, inexpensive.)
Today, we are going to be engineers who design a glider that can either travel a far distance or stay airborne for a long time. To do this, we are going to look at what the normal time (or, control time) of a balsa glider's ability to travel a distance and to stay aloft. From the information we have learned on the four forces of flight (Who can name them? Answer: lift, weight, thrust and drag), we are going to modify the wings of our glider. This is called the independent variable or the variable (part) of the glider that we will be changing as engineers.
Review with the students the four forces that act on an airplane (lift, weight, thrust and drag). Also, review the control surfaces (elevator, rudder and aileron) and what they control (pitch, yaw, and roll, respectively).
Procedure (Return to Contents)
Before the Lesson
- Order one balsa plane per student, plus a couple of extras, 2-3 weeks in advance, or purchase them at a local hobby shop.
- Copy enough worksheets for each student to have their own.
With the Students
- To begin, the class needs to establish the controls: the average distance traveled and average time aloft for a basic glider. Have each team select a "representative" to assemble one glider to become the "basic" glider used for control testing. Using half of the teams, complete a distance test with the basic gliders: have team representatives stand in a central location, and throw the gliders. Measure how far each glider traveled and average the distance. This is the distance control. Repeat this process to find the average time aloft with the other half of the teams and using the stopwatch. Record the time aloft for each of the teams and average the time. This is the time control. (Note: if time allows, have each team representative throw their glider one at a time so that all students can observe the flight of the gliders. However, regardless of time, unless several stopwatches and adults are available to record the gliders' time aloft, students will have to do this step one at a time.)
- Next, each team member should propose and then decide (vote, if necessary) on the wing shapes that they would like to design to increase either the distance or time aloft of their glider. It is pertinent to emphasize teamwork in engineering so that each student is heard and participates. Therefore, using the space provided on the worksheet, ask each team member to draw a wing shape for each (control) variable, and write in a sentence or two as to why s/he decided on that particular shape for each variable. The new wing shapes are the independent variables. Team members should then share their ideas, discuss the pros and cons of each idea and come to agreement on the two shapes that they would like to try out on their gliders.
- Lastly, they should work in pairs to build their gliders. (Note: There should be three glider kits left to use, since one kit was initially used to build the "basic" test glider. Students might decide to use the final glider kit for parts to supplement the other gliders or to save the kit for any mistakes that might occur. Remember: mistakes do happen during the engineering process.) Now, it is time to build! Provide students enough time to trial run their designs and rework them if necessary.
- Finally, each team tests their gliders. The student pairs within each team should fly their glider three times and record the distance traveled and time aloft for each flight. (These three times are their trials.) The new results are the dependant variables. Have the student pairs average their results.
- When all of the teams have finished their trials, average all of the results as a class. Did the changes the teams made to their wing shape improve the flying distance and time aloft over the basic glider?
- Finally, find out the most common (mode) flying time and distance traveled for the class. If there is not a single mode, did most of the planes travel close to the same distance/time?
- Determine the longest distance traveled and time aloft for the entire class. Ask the class to discuss why those two specific gliders had the best results overall.
Attachments (Return to Contents)
Safety Issues (Return to Contents)
If the students are cutting the balsa with a saw or razor blade you may want to set up a cutting station where all of the cutting is to be performed. This way you can keep your eye on any safety risks.
Students should wear safety glasses when cutting the wood.
Troubleshooting Tips (Return to Contents)
Make sure students know how to use the materials. To ensure safety, model the proper use of each tool to the students.
If weather permits, the flights should be performed outside and everyone should be spaced out so that the students are not hit with flying gliders or accidentally stepping on someone else's glider.
Assessment (Return to Contents)
Pre-Activity Assessment
Review Discussion: Review with the students the four forces that act on an airplane (lift, weight, thrust, and drag). Also review the control surfaces (elevator, rudder and aileron) and what they control (pitch, yaw and roll, respectively). Use a picture of an airplane or draw one on the board to point out the forces and control surfaces.
Activity-Embedded Assessment
Worksheet/Pairs Check: Have students work individually or in pairs on the Balsa Glider Competition Worksheet. Students who work in pairs should check each other's answers.
- Have students use the space provided in the worksheet to design the wing shape they would like to use.
- Have students record the results of their glider trials on the chart provided on the worksheet.
Post-Activity Assessment
Discussion: Lead a discussion on the distance the gliders flew. Start out by asking students if their predictions were correct from the worksheet. Then get into comparing which wing designs worked and which ones did not and why.
Figure Drawing/Engineering Design: Have student apply what they learned about which wing designs worked and which ones did not to design a new glider on paper. Have them draw the four forces of flight affecting their glider and how their wing design is developed with those forces in mind.
Activity Extensions (Return to Contents)
Drawing Conclusions: Have the students record other attributes of their planes such as the weight, the area of the wing, the use of control surfaces, and the length of the plane. Have them draw conclusions as to how these variables affect flight attributes, such as the flight distance, the flight time and the stability of the glider/airplane.
Graphing: Have students or teams create a bar graph of the shape of the wing versus the distance or time. (The x-axis could represent the control airplane, wing shape #1, and wing shape #2). Have the student groups explain the pattern of their graph to the rest of the class.
Back to the Drawing Board! Have the teams go back to their engineering design process. Ask students to determine if they can come up with an improvement to their original design. Have them modify other aspects of the design such as the wing length or have them put control surfaces on the wings. They can use any of the extra balsa wood for parts.
Contributors
Tom Rutkowski, Alex Conner, Geoffrey Hill, Malinda Schaefer Zarske, Janet YowellCopyright
© 2004 by Regents of the University of Colorado.The contents of this digital library curriculum were developed under a grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education and National Science Foundation GK-12 grant no. 0226322. However, these contents do not necessarily represent the policies of the Department of Education or National Science Foundation, and you should not assume endorsement by the federal government.
Supporting Program (Return to Contents)
Integrated Teaching and Learning Program, College of Engineering, University of Colorado at BoulderLast Modified: September 26, 2008