Curriculum Module - Physics of Flight

Overview of NASA/STEP Curriculum Module-Summer 1998

I. Title of Module:

Principles and the Physics of Flight Using Models and Flight Simulation Programs

II. Author:

Jamie Berlowitz

III. Grade Level:

High School

IV. Nature of The Students:

Urban Minority

V. Purpose:

Primary: To teach students how planes can fly.
Secondary: To teach students basic flight controls, instrumentation, navigation, and use of computer simulation programs.

VI. Overview:

I will use problem based learning within small groups to discover the principles of flight. I will also use Microsoft Flight Simulator to reinforce these principles and test how they may effect airplanes.

VII. Curricular Content Development

Science Content Knowledge

The knowledge will require physics, and some biology. Very little background knowledge is needed to complete the objectives. Concepts which will be explored include flight, lift, drag, thrust, and gravity.

Technological and Societal Context of Inquiry

The technology aspect of this module will include the use of Pentium computers. In addition, the students will learn about both analog (traditional) and digital (CRT- Cathode Ray Tubes) instrumentation in some of the most advanced aircraft in the world.

VIII. Teaching and Learning Approaches

Problem based learning in small groups along with computer instruction will be the primary driving forces of the class. Students will be in groups of the two and will have much time to use their creativity to create their own flights in various conditions.

IX. Inquiry Skills

Scientific Thinking

Specific Inquiry Skills:

Asks questions about natural phenomena
Uses concepts from New Performance Science Standards 1-4 (Physical Science concepts & scientific connections & applications) to explain a variety of observations and phenomena.
Uses evidence from reliable sources to construct explanations. 5.4 Evaluates different points of view using relevant experiences, observations and knowledge.
Identifies problems.
Works individually and in teams to collect and share information.

Scientific Tools & Technology

Uses technology to gather information.
Acquires information from multiple sources.

Scientific Communication

Represents data and results in multiple ways.
Uses facts to support conclusions.

Scientific Investigation

An experiment is investigated.
Non-experimental research using print and electronic information.

NASA/STEP Module - Physics of Flight - Lesson 1/Day 1

Objectives:

Answer how an airplane that weighs several thousands pounds can safely fly.
Teach how primary flight controls and instrumentation work.
Teach how an airplane takes off.

Skills to be developed: After completed, students will be able to:

Navigate through Windows 1995 and Microsoft Flight Simulator
Develop collaborative skills which involve working with small groups (less than 5 people)
Explain the processes of thrust and drag, and explain how these forces are important in the study of flight.

Concepts:

Lift and thrust

Teaching and Learning Approaches:

Problem Based Learning
Group works

Materials and Resources:

A large pad on an easel.
Microsoft Flight Simulator installed on Pentium Based Computers.
A model (Drawing of an airfoil).
A model of a typical airplane.

Activities and Procedures:

NASA/STEP Module - Physics of Flight - Lesson 1/Day 1

Chronological Time Sequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual	Student Activity	Teacher Activity
Introduction to program- Objectives (10 minutes)	Whole class	Listen	Introduce the program.
30 minutes Pose questions and break students into random groups of four.	Whole class Then break into small groups. Discussion	Determine how a airplane several thousand pounds can fly.	Elicit answers from groups. Then teach the physics of an airfoil.
30 minutes Break into groups again.	Small groups On computers	Determine how certain flight surfaces will control an airplane based on a picture and model of a plane.	Elicit answers from the groups.
40 minutes	Small Groups	If you were to design an airplane, what instruments do you feel would be needed?	Use the answers to show the actual instrumentation found in planes and a brief explanation of how each works.
30 minutes	Groups of two On computers	How do airplanes take off?	Use students’ experience along with the flight simulation to show how a takeoff occurs.
30 minutes	Groups of two On computers	Students will practice takeoffs and get familiar with primary controls.	Oversee the student’s activities.
Closure/Summary 10 Minutes	Whole class	Listen	Talk with students and obtain feedback.

NASA/STEP Module - Physics of Flight - Lesson 2/Day 2

Objectives:

To determine how primary and secondary flight instruments function to operate an aircraft.

Skills to be developed: After completion, students will be able to:

Show how a computer can be used to learn about real situations.
Understand basic takeoffs, instrument panels, and airplanes maneuvers.
Explain how a stall occurs.
Define thrust, lift, drag and gravity.

Concepts:

Introduce the forces thrust, lift, drag and gravity.

Teaching and Learning Approaches:

Problem Based Learning
Group work

Materials and Resources:

A large pad on an easel.
Microsoft Flight Simulator installed on Pentium Based Computers.
A model (Drawing of an airfoil).
A model of a typical airplane.

Activities and Procedures:

NASA/STEP Module - Physics of Flight - Lesson 2/Day 2

Chronological Time Sequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual)	Student Activity	Teacher Activity
20 minutes Introduction:	Whole class Then break into small groups at computers.	Students practice takeoffs.	Explain daily objectives. Overlook student activities.
30 minutes	Small groups	Determine how certain forces will effect an airplane.	Elicit answers from the groups.
30 minutes	Groups of two at the computer	Answer using the computer. a. How is the airspeed affected by an increase in lift? b. What happens if the angle of attack (climb) becomes too great? c. What would happen if the size of the wing increases?	Explain why each happens.
30 minutes	Groups of two at computer	Induce stalls and begin to use the flaps. What happens to the stall speed when a pilot uses flaps? Spoilers?	Explain why each happens.
60 minutes	Groups of two at the computer.	Students will practice maneuvers (turns, climbs and descents) and attempt to align the plane with the runway.	Overlook progress and give some hints on the objectives
Summary (10 minutes)	Whole class	Listen	Review daily objectives.

NASA/STEP Module - Physics of Flight - Lesson 3/Day 3

Objectives:

To learn how to land an airplane visually.

Skills to be developed: After completion, students will be able to:

Explain how a plane lands.
Define stall.
Explain how stalls are important in airplane landings.
Understand how wind and weather effects landings.

Concepts:

The physical concepts of drag, thrust and stalls.

Teaching and Learning Approaches:

Use of the simulator will be used to answer questions posed to students.
Most work will be in groups of two.

Materials and Resources:

LCD- Display
Computers and Microsoft flight simulator.

Activities and Procedures:

NASA/STEP Module - Physics of Flight - Lesson 3/Day 3

Chronological Time Sequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual)	Student Activity	Teacher Activity
Introduction Demonstration (20 minutes)	Whole class	Listen and view monitor	Show demonstration and replay landing so the landing can be explained.
40 minutes	Groups of two at computers.	Try landing lessons (Built in lessons in the computer)	Interact with students during their exploration.
10 minutes	Whole class	Discussion	Work out problems with students.
20 minutes	Groups of 5	Students answer the questions: a) Why is a stall important for landing? b) How can wind effect a landing?	Overlook students’ activity.
30 minutes	Groups of two at the computer.	Students will attempt to land airplanes on their own.	Overlook progress.
20 minutes	Whole class	Discussion	Discuss problems with students.
30 minutes	Groups of two at computers.	How does wind effect landings? Change wind speed and direction to see how it effects takeoffs and landings.	Overlook progress.
10 minutes	Whole class	What have we learned? Discussion.	Discussion with students.

NASA/STEP Module - Physics of Flight - Lesson 4/Day 4

Objectives:

After completion, students will be able to:
Explain how to fly larger aircraft.
Learn how to read digital instrument panels.
Fly the Boeing 737 simulator.
Navigate using VOR and ADF.

Skills to be developed:

Students will learn to communicate in small groups.
Students will learn computer skills and the use of computer simulation programs.

Concepts:

Students will explore the physical concepts of lift, thrust, drag and navigation

Teaching and Learning Approaches:

Students will work together in small groups.
Problem-based learning

Materials and Resources

Computers/ Simulation software
Large easel
Pictures of modern airliners.

Activities and Procedures:

NASA/STEP Module - Physics of Flight - Lesson 4/Day 4

Chronological Time Sequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual)	Student Activity	Teacher Activity
Introduction (10 minutes)	Whole class	Discussion, listening.	Explain the differences between jets and props. Discussion.
10 Minutes	Whole class	Watching LCD	Discussion: Explanation of instrument panel, show how a B-737 flies.
40 Minutes	Groups of two at the computer.	Practicing takeoffs and maneuvers in the B-737	Overlook students activities.
10 Minutes	Whole class.	Discussion	Discussion with students.
30 Minutes	Groups of four	How can a plane navigate?	Overlook students progress.
30 Minutes	Whole class	Discussion about navigation.	Explain how an airplane navigates and how navigation is accomplished in the C-182.
40 Minutes	Groups of two at the computer.	Practice navigation throughout a variety of situations.	Overlook progress.
10 minutes	Whole class	Discussion	Discussion

NASA/STEP Module - Physics of Flight - Lesson 5/Day 5

Objectives:

After completion, students will be able to:
Navigate using ADF, VOR, EFIS, DME.
Explain the function of the transponder
Create a general flight plan.

Skills to be developed:

Flight planning
Navigate a plane in cloudy weather
Communicate in groups.

Concepts:

Flight Plan
Airplane Navigation

Teaching and Learning Approaches:

Problem based learning
Learning with simulations (Computer simulators)
Group work activity

Materials and Resources:

Computers with Microsoft Flight Simulator
Flight maps of Chicago Area
Pens and Paper for flight plan.

Activities and Procedures:

NASA/STEP Module - Physics of Flight - Lesson 5/Day 5

Chronological Time Sequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual)	Student Activity	Teacher Activity
15 Minutes	Whole class	Discussion	Discussion, Introduction of the topics.
30 Minutes	Whole class- Sitting in groups of two at their computers.	Listen and follow along using their computers.	Explain how VOR and other navigation tools work.
1 � hours	Groups of two at computers.	Plan a flight from Chicago Meigs to Champaign. After approval, students will fly this route.	Overlook student activities; flight plans.
30 minutes	Groups of two at the computer.	Students pick an adventure using the Cessena, and try to fly the navigation.	Overlooking students progress.
15 Minutes	Whole class	Discussion/closing.	Discussion.

NASA/STEP Module - Physics of Flight - Lesson 6/Day 6

Objectives:

After completion, students will be able to
Understand the concepts of ILS and EFIS.
Explain how an aircraft can navigate and land in poor weather conditions.
Read and interpret a real ILS chart.

Skills to be developed:

Teamwork and communication in groups of two.
Flight planning.
ALL flight operations regardless of weather.

Concepts:

ILS- EFIS
Flight planning
VFR/IFR

Teaching and Learning Approaches:

Students will be using what they have learned in earlier classes and applying new information to accomplish a variety of flight tasks.
Students will be using the computer simulators in groups of two to practice ILS approaches and landings.
The students will then attempt short flights in bad weather conditions to test their skills.

Materials and Resources:

Computer simulators and LCD overhead for demonstrations.

Activities and Procedures:

NASA/STEP Module - Physics of Flight - Lesson 6/Day 6

Chronological Time Sequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual)	Student Activity	Teacher Activity
15 Minutes	Whole class	Discussion	Discussion, explanation of ILS, and demonstration on LCD.
30 Minutes	Groups of two at the computers.	Using Cessna ILS Lessons to practice ILS approaches and landings.	Overlook student activities.
15 Minutes	Whole class	Discussion/Results/Feedback...etc.	Listen to feedback, explain how EFIS is now being used in aircraft.
15 Minutes	Groups of two at computers	Practicing the use of EFIS.	Overlooking progress.
15 Minutes	Whole class	Listen	Show students how to manipulate weather (clouds, winds and visibility).
45 Minutes	Groups of two at the computers.	Plan a short flight in bad conditions. The students will navigate using EFIS and ILS.	Overlook flight plan and watch students progress.
15 Minutes	Whole class	Discussion, feedback.	Collect feedback and introduce the next challenge.
30 Minutes	Groups of two at the computers.	Complete the London Fog Adventure. Practice until completed successfully.	Overlook students.

NASA/STEP Module - Physics of Flight - Lesson 7/Day 7

Objectives:

After completion, students will be able to:
Integrate all of the previous lessons to complete a flight plan and a flight in a modern jet (B737- Simulator).

Skills to be developed:

Students will develop navigation skills based on maps.
Students will improve communication skills between partners.

Concepts: Review concepts will include:

Navigation, VOR, DME, ADF, ILS, Heading and Primary flight controls.

Teaching and Learning Approaches:

Students will be working in groups of two.
They will first follow a series of flight instructions which will test what they have learned.
Then they will try to develop their own flight plan for a later flight.

Materials and Resources

Computers, flight maps, flight instruction, LCD overhead projector.

Activities and Procedures:

NASA/STEP Module - Physics of Flight - Lesson 7/Day 7

Chronological Time Sequence (number of minutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual)	Student Activity	Teacher Activity
Introduction (15 Minutes)	Whole class	Listen, discussion.	Introduction of day’s activities and demonstration.
Two hours	Groups of two	Completion of flight at computers.DCA - LGA	Overlook students activity.
10 minutes	Whole class	Discussion	Discussion/ Explanation of next activity- Flight plan from JFK to BOS.
35 Minutes	Small groups (4-5 students).	Plan flight from JFK to BOS.	Give pointers; overlook progress of students.

NASA/STEP Module - Physics of Flight - Lesson 8/Day 8

Objectives:

Once completed, students will be able to:
Plan a flight and complete it using MS Flight Simulator.
Use a variety of navigational tools and flight maps.
Fly a simulated Commercial jet (B-737) on a flight through turbulent weather.
Fly a simulated ILS approach and landing.
Explain why airports are build in the various ways they are.

Skills to be developed:

Development of a flight plan.
Fly in less than favorable conditions.
Students will understand how airports are constructed and will construct their own airport plans.

Concepts:

Airport construction, building constraints, ILS, EFIS, VOR, DME, navigation, flight plans, turbulence.

Teaching and Learning Approaches:

Students will be working with computer simulators in groups of two.
In addition, problem based learning will be used to develop a small project from the students.
Students will be working in small groups for most of the day.

Materials and Resources

Large pads and easels,
MS Flt Simulator
LCD overhead.

Activities and Procedures:

NASA/STEP Module - Physics of Flight - Lesson 8/Day 8

Chronological Time Sequence (number ofminutes to be used in each activity)	Type of Student Organization (whole class, small group, pair, individual)	Student Activity	Teacher Activity
10 Minutes Introduction	Whole class	Listen and ask questions.	Explain the plans for the day.
90 Minutes	Groups of two at the computers.	Completion of a flight from JFK to BOS from flight plans completed the day before.	Overlook students progress.
10 Minutes	Whole class/Then groups of two.	Discussion	Discussion/ Explain next problem. Pose question: How is an airport designed? What are some building constraints?
5 Minutes	Whole class	Read their answers to the previous questions.	Discussion: Break into groups of 4 or 5. Then give each group a list of constraints and have them design an airport that meets the needs.
50 Minutes	Groups of 4-5	Planning and designing an airport to fix the specifications listed.	Answer questions and overlook student activities.
6) 15 Minutes Closure	Whole class	Discussion/Ask questions. Evaluations.	Discussions.

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Last Updated July 21, 1998 by Roz Krakowsky
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