Centennial of Flight:

Criteria and Constraints in Aircraft Design

Grade Level: 6-8

Objective:

Students will identify the criteria and constraints that they, the Wright Brothers, or NASA scientists face in design, and the methods they use to address these.

Suggested Schedule

Materials

• Class set of paper for airplane design Links to folding instructions for simple paper airplanes:

• http://www.grc.nasa.gov/WWW/K-12/WindTunnel/Activities/foldairplane.html

• http://edu.larc.nasa.gov/fdprint/a9.html

• http://www.exploratorium.edu/exploring/paper/airplanes.html

• Class set of paper for airplane construction

• Glue/tape

• Scissors

• Rulers

• Toothpicks

• Paper clips

• Fortunately, by Remy Charlip Available through:

  • www.amazon.com

  • www.barnesandnoble.com

  • www.borders.com

  • www.powells.com

  • www.half.com/products/books/index.cfm

• Class set of paper for storybooks

• Class set of Generic Rubric (for storybook activity)

• Class set of Generic Rubric (for airplane design)

Preparation for Webcast/Chat:

• See Chat Lesson for preparation.

• Download the PDF file for information on how to prepare for a webcast/chat. Pay special attention to the Equipment, Facilities, and Preparation information.

Engage

Introduction (approximately 20 minutes)

1. Discuss with students what they think life would be like without airplanes. Have students explain the reasoning behind their answers.

2. Ask the students if they know when the first powered flight occurred. Note to teacher: The first powered flight was December 17, 1903 by the Wright Brothers.

3. Explain to the students that December 2003 will mark the 100th anniversary or the centennial of powered flight by the Wright Brothers. Explain to the students that the class is going to begin celebrating this by spending time learning about flight and about people who made flying possible.

4. Discuss with students what they know about flight and airplanes. Ask the students if they have ever designed an airplane before.

5. Have the students explain what steps they went through when designing an airplane or what steps they would go through to design one.

6. Explain to students that NASA needs a new airplane designed and has asked for the students' help in designing one.

7. Explain to them that they have to show the NASA scientists that they are qualified to design this airplane.

Criteria and Constraints of Design Activity (approximately 25 minutes)

1. Tell the students that there are criteria and constraints for designing any airplane. Ask them to explain what they think it means to have criteria and constraints. Note to teacher: The students should understand that criteria are standards or requirements that the plane must include. Examples of criteria are that the plane must be a certain type (ex. passenger, military, private), must be efficient, and must be able to land gently. Constraints are things that limit the design of the plane. Examples of constraints are money, time, maximum size, available materials, space to build or use, and human capabilities to use it.

2. Explain to students that before NASA will hire the students to design their new plane, they have given the class a task to complete. This will allow NASA to determine whether they are knowledgeable on plane design.

3. Write the following list of characteristics on the board. Explain that these are characteristics decided by the NASA scientists. Note to teacher: Do not write "criteria" or "constraint" next to each characteristic. This information is only for you.

• The airplane must be designed and constructed in three class periods. (constraint)

• The airplane must be a commercial plane that can carry large amounts of materials - at least five paper clips. Note to teacher: Each paper clip will represent a large box of materials. (criteria)

• The airplane must be able to fly 9 meters in a straight line without stopping. (Criteria)

• The airplane must be able to hold at least two passengers (two toothpick halves). (criteria)

• All parts of the airplane must be made out of paper. The type of paper is left up to the students/teachers. No rubber bands, paper clips, etc. may be used. (Constraint)

• The airplane may not be tested until stated by the supervisor. (Constraint)

4. Ask the students to read the list of characteristics. Decide as a class which characteristics are criteria and which are constraints.

5. Once the students have categorized the characteristics, write the word "criteria" or "constraint" next to each one. Leave the characteristics on the board for students to refer to later. Note to teacher: If you have time, rewrite the characteristics so there is one list of criteria and one list of constraints.

6. Explain to students that NASA would like their input on designing this plane. Ask the students to brainstorm criteria and constraints that they would like to have on their plane and why they would include these criteria and constraints. Explain to the students that the criteria and constraints must all be able to be tested in some way. List the criteria and constraints on the board that the students come up with. Note to teacher: Make sure that the criteria/constraints the students suggest are all testable.

7. From this list, decide four-five criteria and four-five constraints that all of the students will be required to include on their planes. Add these to the list of criteria and constraints that the NASA scientists gave. Note to teacher: The number of criteria and constraints that the students decide on for the plane can be modified.

8. Explain to the students that NASA has hired you as the students' supervisor during this design and construction process. Explain that the NASA scientists are very busy and have asked that all questions during this process be directed to the supervisor.

Explore

Design and Construction (approximately 2 hours and 15 minutes)

1. Have the students work in small groups to brainstorm ideas for the design of their airplane. Explain the importance of respecting each person's opinion.

2. Once the students have chosen an idea or combination of ideas to use for their design, they should make a sketch of their design. Their design should include labels that show how each criteria and constraint will be met in their airplane. The students should also explain the reasoning behind their design including meeting the criteria and constraints. This explanation can be written on their design or done verbally.

3. Once this design is complete, the design should be presented to the supervisor/teacher.

4. The supervisor/teacher should review the design and suggest any changes that may be needed.

5. Once the design has been approved, the students can begin constructing the airplane, being sure to keep the criteria and constraints in mind.

6. When the students finish constructing their planes, have the students name their plane. If the students have time, they can add designs to their plane.

Evaluations and Improvements (approximately 90 minutes)

1. Once the students have completed their planes, pair up two groups of students. Have the two groups switch their planes and designs and evaluate each other's project.

2. In this evaluation process, the groups should focus on whether the plane is constructed as it was designed since this is what the supervisor approved. They should also check to make sure that each criteria is included, and that the plane was built within the constraints specified. If the criteria are not included or if they have not stayed within the constraints, the supervisor should be notified. Note to teacher: Remind students about the constraint that the plane cannot be tested until stated by the supervisor.

3. Once the groups have had time to evaluate another group's plane, have the two groups share their evaluations with each other.

4. Once all of the groups have shared their evaluations, discuss as a class what the students learned from the evaluation. Lead a discussion using the following questions:

• Did your plane meet the requirements?

• What helpful comments did you get from the other group?

• Do you see things that you could improve about your plane? Explain.

• What changes would you make?

5. Have the students work in their own groups to make any modifications/improvements needed after being evaluated by a group of peers. Note to teacher: You may want to limit the time which students have to modify/improve their planes.

Presentations and Tests (approximately 60 minutes)

1. After making improvements, the students should be ready to test their planes. Note to teacher: A large space will be needed where the planes can be "tested". Outside or in your school's gym might be great places to test the planes.

2. Have students explain their planes to the class. They should include the name of the plane, what features they included on their plane, why they included the features, what problems they had to solve during the design process, and how they solved the problems.

3. Have one student from each group stand on a horizontal line. When you say "go," have the students fly their planes. Explain to them that they are not allowed to touch the plane once it has taken off (once they have "thrown" it). Note to teacher: Depending on number of students, you may want to have the students fly their plane one at a time.

4. Have students who are not actually flying a plane measure the distance that the planes flew in meters and centimeters. Have a student record the distance each plane flew.

5. Have the students run two more test flights if time allows. The distances from the three test flights can then be averaged, or the best distance of the three can be used.

Extension: The length of time that the plane stays in the air can also be tested.

Explain (approximately 45 minutes)

1. Have the students explain the steps they went through to design their airplane. Ask the students if they think scientists follow similar steps.

2. After the students have shared their ideas, explain that the students followed a process very similar process to that of scientists. Explain that the basic design process includes defining a problem, identifying criteria and constraints, generating ideas, selecting a solution, testing the solution(s), making the item, evaluating it, improving the design, and presenting the results.

3. Discuss the following questions. Be sure to have the students explain the reasoning behind their answers:

• What went well during the design of your airplane?

• How well did your plane meet the criteria?

• How did you deal with the constraints given?

• Were any of the planes perfectly designed?

• If not, how could your plane be improved?

• Were the planes that the class designed different from each other?

• How could the planes be different if everyone had to use the same criteria and constraints?

• Was there more than one solution to the problem?

• Do you think scientists design planes that are perfect?

(Misconception) Students often do not understand that all designs can be improved and that there are multiple solutions to a problem. The questions listed above should facilitate a discussion helping students deal with this misconception.

4. Ask the students if they feel that they would be qualified to design a plane for NASA. Explain to them that they may not be quite ready for designing for NASA, but they are definitely on their way. After attending a webcast/chat about flight, they will be even more knowledgeable.

Prior to the Webcast/Chat: (approximately 45 minutes)

Students will become knowledgeable about the scientists they will be talking to by reading their bios. Then discuss with the students the main focus for the webcast/chat. This can be found on the Event Page. The webcasts/chats will focus on NASA's role in the history of flight and methods and processes used by the Wright Brothers and by NASA personnel in aircraft design. Students should prepare questions on these topics as well as questions about criteria and constraints NASA personnel encounter in design and who they are as people.

See NASA Occupations Chat Lesson Explore Section for specific information on how to prepare students for the webcast/chat. Note to teacher: The first bullet of the Explore Section is not pertinent can be skipped.

During the Webcast/Chat: (60 minutes)

Have students take notes on the criteria and constraints discussed by the scientists during the webcast/chat. These notes will be helpful for completing the Extend activity.

See NASA Occupations Chat Lesson Explain Section for specific information on participating in the webcast or chat and how to keep your students engaged during the webcast/chat.

After the Webcast/Chat: (approximately 30 minutes)

Discuss with students the information included in the webcast/chat. Have the students share the features and limits discussed during the webcast/chat. Make a list on the board of these features and limits. Lead a discussion using the following questions:

• What new information did you learn about flight? What methods do scientists use to deal with the constraints?
• When working with the paper airplanes, did you have any of the same problems that the scientists do?
• What do scientists do when they have a problem?
• Do the scientists come up with many possible solutions before choosing one?
• Do the scientists work in groups or by themselves to solve a problem? Note to teacher: Modify discussion questions based on information discussed during webcast/chat.

See NASA Occupations Chat Lesson Extend/Apply Section for specific information on how to facilitate a follow-up discussion after a webcast/chat.

Extend (approximately 2 hours and 15 minutes)

Unfortunately/Fortunately Book:

1. Read the book, Fortunately, by Remy Charlip to the students.

2. Ask the students to summarize the main point of the story.

3. Ask the students what they would have done if they were Ned. Would they have kept trying like Ned did? Would they have gotten frustrated and given up? Discuss with the students the qualities that Ned had that allowed him to successfully get to the surprise party.

4. Once the students have a good understanding of the story, ask them to think about the connections between this story and the information they learned about the Wright Brothers, NASA scientists, and/or designing an airplane. Note to the teacher: It is important to help the students realize that the people they learned about, such as the Wright Brothers, did not give up. Their road to making the first power-driven flyer was not easy, but they kept at it until they accomplished their goal.

5. Discuss these connections between the story and the information they have learned about the Wright Brothers, NASA scientists, and/or designing an airplane. Discuss not only the qualities these people had, such as determination, but also the tools and methods they had to use to accomplish their goal. This discussion can take place with the entire class, or the students can be broken up into small groups and then share their ideas with the class.

6. Individually or in partners, have the students brainstorm and make a list of good or fortunate things that happened to the Wright Brothers, NASA scientists, or the students. Then have them brainstorm a list of obstacles, especially limits or special features they had to account for or unfortunate things that they had to overcome.

7. Using the ideas they listed, they should make a storybook in the same format as the book, Fortunately, in which a problem or obstacle is presented with a statement that begins with "Unfortunately," and is solved with a statement beginning with "Fortunately." Depending on the material covered in class, as well as the webcasts that the students participated in, the book can focus on the criteria and constraints encountered by the Wright Brothers, by NASA scientists, or by the students when designing their paper airplanes.

8. Explain to the students that the books should include neatly colored pictures and should end with a fortunate thing that happened. Note to the teacher: Depending on time and grade level, you may want to give a minimum and maximum number of pages which the storybook can include.

Evaluate (approximately 60 minutes)

1. Evaluate the airplanes that the students designed and constructed. Use the generic rubric provided to evaluate them.

2. Once the students have completed their storybooks, have the students read their books aloud to the class. If time does not allow for this, the students could be broken up into small groups to share the books within their groups.

3. After the students share their books with the class or small groups, discuss with the students the new information they learned about flying and about people who made flying possible. The next time the students see or ride in an airplane ask them to think about the design process and the steps that must be followed to construct an airplane. Ask the students if they are more appreciative for airplanes now than they were before completing this lesson. Have them explain their answers.

4. Evaluate the storybooks. Use the generic rubric provided to evaluate them.

5. Display the students' completed storybooks.