Grade Level: 9 (9-12)
Time Required: 1 hours 30 minutes (two 45-minute class periods)
(two 45-minute class periods)
Expendable Cost/Group: US $0.00
Group Size: 1
Subject Areas: Biology
SummaryStudents study the patterns of bird flight and learn that four main forces affect the flight abilities of birds (lift, thrust, drag, gravity). They investigate the shape, feather structure and resulting differences in the pattern of flight. Then they look at several articles that feature newly designed planes and their bird inspirations. They watch the Nature documentary, "Raptor Force," which chronicles the flight patterns of birds, how researchers study these animals and what interests the military and aeronautical engineers about these natural adaptations. This activity serves as an extension to the biomimetics lesson. Although students will not be using this information in the design process for their desert resort, it provides interesting information pertaining to the current use of biomimetics in the field of aviation. Students may extend their design process by using this information to create a means of transportation to and from the resort, if they chose to.
The forces of lift, thrust, drag and gravity influence the flight patterns of birds and are the same parameters that must be considered in the design of aircraft. Students are exposed to the overlap in an engineering concept to the discoveries that can be made by studying birds capable of hovering, gliding or steep diving. Each flight pattern demonstrates different degrees of adaptations in the birds capable of those feats.
After this activity, students should be able to:
- Distinguish between lift, thrust, drag and gravity.
- Describe how wings of different shapes support different patterns of flight.
- Explain how the study of bird flight can be extended to the field of aeronautical engineering.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science,
technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN),
a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics;
within type by subtype, then by grade, etc.
Each TeachEngineering lesson or activity is correlated to one or more K-12 science, technology, engineering or math (STEM) educational standards.
All 100,000+ K-12 STEM standards covered in TeachEngineering are collected, maintained and packaged by the Achievement Standards Network (ASN), a project of D2L (www.achievementstandards.org).
In the ASN, standards are hierarchically structured: first by source; e.g., by state; within source by type; e.g., science or mathematics; within type by subtype, then by grade, etc.
Technological innovation often results when ideas, knowledge, or skills are shared within a technology, among technologies, or across other fields.
Do you agree with this alignment? Thanks for your feedback!
The alignment of technological processes with natural processes maximizes performance and reduces negative impacts on the environment.
Do you agree with this alignment? Thanks for your feedback!
- Each student needs a copy of the bird flight handout.
- Each student needs access either to hard copies of the supporting articles or computer internet access.
- The video preview is available online and can either be viewed at computers or projected onto a screen for classroom viewing. The full length video can be purchased at the link listed below.
- It is visually helpful, although not essential, to have various bird feathers available with a dissecting microscope to allow students to see the structure of a feather.
Worksheets and AttachmentsVisit [ ] to print or download.
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Although students will not be using this information in the design process of your desert resort, it provides interesting information pertaining to the current use of biomimetics in the field of aviation. As an extension to your design process, you may use this information to create a means of transportation to and from the resort if you chose to; however, it will not be counted toward your final grade.
This activity introduces students to a direct application of biomimicry. It is driven by three sections. Students are first introduced to the physics behind bird flight and the various patterns of flight. They will distinguish between wing shapes, learn the structure of a feather, and understand how these features support different abilities among species. They will next be allowed to read, and it is helpful if the images can be viewed on a screen, several recent advancements made in aeronautical engineer following the examination of several different bird species. The final segment is the screening of "Raptor Force" video available for online viewing. There are breathtaking aerial footages of hawks and falcons performing amazing aerial acts that researchers are beginning to fully appreciate the supporting mechanisms. The documentary brings in footage of actual fighter jets and discusses the contributions made through the study of these creatures.
Before the Activity
- Photocopy the attached handout providing each student with a copy.
- If possible, set up microscope stations for looking at various feathers.
- Either provide hardcopies or have internet access to these articles to answer the handout questions:
- The next group of articles includes current publications discussing direct application of bird study to plane design.
Wing Morphing of The Swift Could Inspire New Aircraft Designs: https://www.sciencedaily.com/releases/2007/04/070427113243.htm
Airplane Wings That Change Shape Like a Bird's Have Scales Like A Fish: https://www.sciencedaily.com/releases/2004/04/040422000037.htm
Airborne Drones, Mimicking Gulls, Alter Wing Shape for Agility: https://www.sciencedaily.com/releases/2005/08/050824080722.htm
Boeing's Hummingbird UAV hums along: https://www.cnet.com/news/boeings-hummingbird-uav-hums-along/
With the Students
- Describe the activity by presenting the introduction for the activity as discussed above.
- Explain the three segments that comprise this activity.
- Ask the leading questions provided in the introduction of the activity and allow for some brief student responses.
- As students are completing the handouts, walk around the classroom in order to ensure that students are on the right track.
- Show the "Raptor Force" segment.
Activity Embedded Assessment: Review and grade this assignment to determine students' accuracy in correctly identifying bird flight features.
Asked within the body of the handout.
For lower grades, provide more time for group discussions.
Additional Multimedia Support
"Raptor Force" a Nature Documentary preview is available at: https://www.pbs.org/wnet/nature/episodes/raptor-force/introduction/1109/. The full length documentary is available for purchase for $19.99 on Amazon: https://www.amazon.com/Nature-Raptor-Force-Liev-Schreiber/dp/B000WCN8C8.
Copyright© 2013 by Regents of the University of Colorado; original © 2006 Vanderbilt University
Supporting ProgramVU Bioengineering RET Program, School of Engineering, Vanderbilt University
The contents of this digital library curriculum were developed under National Science Foundation RET grant nos. 0338092 and 0742871. However, these contents do not necessarily represent the policies of the NSF, and you should not assume endorsement by the federal government.
Last modified: May 23, 2019