LIVE INTERACTIVE YOUR DESKTOP February 2, 2012 NES: Engineering Design Challenge: Forces and Motion -- The Great Boomerang Challenge Presented by: Rudo Kashiri

Engineering Design/ Forces and Motion The Boomerang Challenge Engineering Design/ Forces and Motion The Boomerang Challenge Rudo Kashiri NES Education Specialist NASA Langley Research Center

Agenda Lesson overview NASA connection STEM Connection Extensions & Resources NASA Explorer Schools

Introduction Grade Level: 9 through 12 Subject Areas: Science and Engineering National Education Standards - Physical Science: Forces and Motion - Science and Technology Abilities of technological design Understanding about science and technology Prep Time: 30 minutes Class Time: Three 50 minute periods

Learning Objectives Use the engineering design process to complete a team challenge Show how aerodynamic forces influence the flight characteristics of designs - including Bernoulli’s Principle

Lesson Support

Boomerangs were once used as weapons. Poll Question √ True X False

Let’s Pause for Questions.

Lesson in Detail Boomerang Design Challenge: Design and construct a returning boomerang which will allow for the greatest flight distance relative to the accuracy of boomerang return.

Materials Per group Copy of boomerang Sheets of craft foam Cardboard & card stock Glue or other adhesive Duct tape: metal & regular Design Packet Per class Tape measure Stopwatch String or rope with marks at every meter Ruler or straight edge Permanent markers Scissors

Engage Explore Explain Extend Evaluate Evaluate 5-E Inquiry Lesson Design

Engage Gain attention, recall prior knowledge, and introduce the learning objectives/problem

Explore Design, build, and test a model boomerang

Engineering Design Process

Let’s Pause for Questions.

Explain Discuss the aerodynamic forces and allow students to explain reasons for their designs

Will a boomerang work in microgravity? √ Yes X No Poll Question

Extend Discuss principles of boomerang flight on Earth vs. aboard ISS

Evaluate Use Evaluation Rubric-Design Packet to assess student learning

NASA Connection Aerodynamics research Engineering studies Computer simulation technology NASA low-speed airfoil research

Let’s Pause for Questions.

A B

Experiment #1 Set airfoil angle at 0.0 degrees Push Velocity, Animation, & Close View buttons Move the probe to “A” - What is the velocity? Move the probe to “B” - What is the velocity?

Airfoil angle: 0.0 degrees

Airfoil angle: 4.5 degrees Change angle to 4.5 degrees - What is the value of lift? What is the velocity on the upper and lower surface of the foil? - Which surface has higher velocity? Push the Pressure button - Which surface has higher pressure? How does this relate to the velocity?

Airfoil angle: 4.5 degrees

How is a boomerang like an airplane?

Let’s Pause for Questions.

Aerodynamic lift Newton’s 2 nd law of motion Centripetal force Gyroscopic precession Moment of inertia Which of the following can be used to describe the flight of a boomerang?

How does a boomerang work? Wings produce lift The boomerang moves forward and spins, creating uneven lift The spinning produces gyroscopic stability

Let’s Pause for Questions.

Lift Misconception Equal transit time: Incorrect airplane wing explanation

1. 1.Push Direction button & Change the angle to Move the yellow particle to the rear of the airfoil 3. 3.Do the particles line up far downstream from the airfoil?

Experiment #2 1.Push Direction button 2.Change the angle to a positive number Using the slider move the yellow particle to the rear of the airfoil Do the particles line up far downstream from the airfoil?

“Skipping Stone” theory: lift is the reaction force to air molecules striking the bottom of the airfoil as it moves through the air “Venturi” Theory: the airfoil upper surface is shaped to act as a nozzle which accelerates the flow More Lift Misconception

Let’s Pause for Questions.

Collaboration

explorerschools.nasa.gov

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