Suggested Time: 50 minutes
Grade Level: High School
NGSS Standards
- HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship
among the net force on a macroscopic object, its mass, and its acceleration.
- HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is
conserved when there is no net force on the system.
Science and Engineering Practices
- Planning and Carrying out Investigations
- Analyzing and Interpreting Data
- Constructing Explanations and Designing Solutions
Lesson Overview
In this lesson students will be introduced to the idea behind using airfoil shapes to generate lift and the parameters that define an airfoil shape. Students will learn some of the terminologies related to flight and test the process using simple prototype of an airfoil shape. Students will use their data literacy skills to describe the effect of changing the angle of attack on the performance of the airfoil shape.
Vocabulary
- Airfoil
- Angle of attack
- Lift
- Drag
- Camber
- Chord
- Leading edge
- Trailing edge
Objectives and Learning Outcomes
- Students will define how an airfoil shape looks like.
- Students classify and show the different shapes of an airfoil.
- Students will illustrate the meaning of lift and drag forces.
- Students will construct a simple paper airfoil shape and test it.
- Students will discover and analyze the effect of changing the angle of attack on the airfoil.
Required Project Materials
- A4 and A3 paper sheets
- Tape
- Ruler
- Scissors
- straws
- Marker
- string
- Hair drier
- Computer with internet access
- Angle of attack STEAM Journal
Multimedia Resources
Optional Multimedia resources
Before the lesson/Background information
Students should have gained a knowledge from the previous lesson about the forces of flight and parts of an airplane as well as other concepts like gravity and pressure.
Lesson Plan
Engage (Estimated time: 5 minutes)
- Use the video link in the Multimedia resources section labelled as "The basics of airfoil" to engage the students of how airfoil shape looks like.
- By the end of the video ask the students about the different parameters that define how an airfoil shape looks like. Invite a student to draw the shape of an airfoil on the board and label the different parameters (show the students the image in the link labelled as "Airfoil dimensions" in the multimedia resources)
Explore (Estimated time: 20 minutes)
- Ask the students to work in groups in order to use the materials listed in the required project material section to create a simple wing shape with an airfoil cross-section. Students will need to use ruler to divide the paper sheet into half and label the midpoint of the wing. Students are also supposed to use straw to hold the wing along the midpoint using a string. The teacher will be passing by the groups of students to scaffold and give further instruction to help them.
- Next, students are supposed to use hair drier in order to direct air towards their model and record their observations.
- In group discussions, students are supposed to discuss their observations and try to define the meaning of lift and drag forces produced on the surface of the wing.