engineering design: forces and motion -- the great ......oct 11, 2012 · the great boomerang...
TRANSCRIPT
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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
October 11, 20126:30 p.m. – 8:00 p.m. Eastern time
Engineering Design: Forces and Motion --The Great Boomerang Challenge
Presented by: Rudo Kashiri
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Rudo KashiriNASA Explorer Schools Education SpecialistNASA Langley Research CenterHampton, VA
Introducing today’s presenter…
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Engineering Design/ Forces and Motion
The Boomerang Challenge
Rudo KashiriNES Education Specialist
NASA Langley Research Center
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AgendaNASA connection
Lesson overview
STEM connection
Extensions
NASA Explorer Schools
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Introduction
Grade Level: 9 ‐ 12
Subject Areas: Science and Engineering
National Education StandardsPhysical Science: Force and motionScience and Technology
‐ Abilities of technological design ‐ Understanding about science and technology
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NASA Connection
Aerodynamics research
Engineering studies
Computer simulation technology
NASA low‐speed airfoil research
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X‐48 Experimental Aircraft
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Let’s Pause forQuestions.
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Flow Around an Airfoil
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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?
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How does velocity of A compare to B?
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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?
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Which surface has higher velocity?
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Which surface has higher pressure?
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Bernoulli's Principle
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Let’s Pause forQuestions.
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The Great Boomerang Challenge
Use the engineering design process to complete a team challenge
Show how aerodynamic forces influence the flight characteristics of designs
‐ including Bernoulli’s Principle
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Lesson Support
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Lesson in Detail
Design and construct a returning boomerang that will allow for the greatest flight distance relative to the accuracy of boomerang return.
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Materials
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Boomerangs were once used as weapons.
Poll Question
✔ True
✖ False
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Let’s Pause forQuestions.
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Engage
Explore
Explain
Extend
Evaluate
5‐E Lesson Design
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Engage
Gain attention
Prior knowledge
Introduce the problem
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Explore
Design
Build
Test
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Throwing the Boomerang
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Score = Flight distance / Accuracy of return
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DesignDesign
BuildBuild
TestTestRecordDataRecordData
AnalyzeResultsAnalyzeResults Engineering
Design ProcessEngineering
Design Process
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Let’s Pause forQuestions.
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Design Factors
Mass
Number of blades
Blade length
Blade thickness
Angle of attack
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Tips
How to hold
How to throwHow to catch
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General Tuning
Bending your boomerang
Twisting the arms of your boomerang
Modifying the weight of your boomerang
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Explain
Discuss aerodynamic forces
Explain the designs
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Will a boomerang work in microgravity?
✔ Yes
✖ No
Poll Question
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Extend
Discuss principles of boomerang flight on Earth vs. aboard ISS
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How is a boomerang like an airplane?
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Evaluate
Use Evaluation Rubric‐Design Packet to assess student learning
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Let’s Pause forQuestions.
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Which of the following can be used to describe the flight of a boomerang?
Aerodynamic lift
Newton’s 2ndlaw of motion
CentripetalforceGyroscopic precession
Moment of inertia
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Boomerang Math
What happens to L (angular momentum) when I (moment of inertia) increases and ω (angular velocity ) is constant?
L = I ω
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Ideas
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Let’s Pause forQuestions.
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Lift Misconception
Equal transit time:
Incorrect airplane wing explanation
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1. Push Direction button & change the angle to 4.5
2. Move the yellow particle at both A and B to the rear of the airfoil
3. Do the particles line up far downstream from the airfoil?
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Do the particles line up far downstream from the airfoil?
Incorrect airplane wing explanation
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Let’s Pause forQuestions.
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Video Collection
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NASA Now Classroom Videos
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Rudo KashiriNASA Explorer Schools Education SpecialistNASA Langley Research CenterHampton, VA
Thanks to today’s presenter…
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Thank you to the sponsor of tonight’s web seminar:
This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a
particular company or organization, or its programs, products, or services.
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National Science Teachers AssociationGerry Wheeler, Interim Executive Director
Zipporah Miller, Associate Executive Director, Conferences and Programs
Al Byers , Ph.D., Assistant Executive Director, e-Learning and Government Partnerships
Flavio Mendez, Senior Director, NSTA Learning Center
NSTA Web SeminarsBrynn Slate, Manager
Jeff Layman, Technical Coordinator