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Year 9 Apollo Archimedes Lesson Plans

Aeronautics

Contents Lesson Plans ......................................................................................................................................................................................................................................... 2

Lesson 1 – History of Aviation ........................................................................................................................................................................................................ 2

Lesson 2 – Design Challenge 1 ........................................................................................................................................................................................................ 3

Lesson 3- Introduction to the forces of flight ................................................................................................................................................................................. 3

Lesson 4 – Focus on Lift .................................................................................................................................................................................................................. 4

Lesson 5 – Assignment Lesson 1 ..................................................................................................................................................................................................... 4

Lesson 6 – Focus on Drag................................................................................................................................................................................................................ 5

Lesson 7 – Assignment Lesson 2 ..................................................................................................................................................................................................... 5

Lesson 8 – Focus on Thrust (Propellers) ......................................................................................................................................................................................... 6

Lesson 9 – Design Challenge 2 (Helicopters)................................................................................................................................................................................... 6

Lesson 10 – Assignment Lesson 3 ................................................................................................................................................................................................... 7

Lesson 11 – Excursion ..................................................................................................................................................................................................................... 7

Lesson 12 – Thrust Jet Propulsion................................................................................................................................................................................................... 8


Lesson 14 – Stalls and Turbulence .................................................................................................................................................................................................. 9


Lessons 16 – 18 Oral Presentations .............................................................................................................................................................................................. 10

Lesson 19 – Design Challenge 3 (Coke and Mentos Fountain) ...................................................................................................................................................... 10

Lesson 20 – Review of Term & Feedback from Assessment ......................................................................................................................................................... 11

Resources ........................................................................................................................................................................................................................................... 12

1.1 Apollo Archimedes – Aeronautics Lesson 1 ............................................................................................................................................................................ 12

3.1 Four Forces of Flight Notes ..................................................................................................................................................................................................... 13

4.1 Lift Notes ................................................................................................................................................................................................................................ 14

6.1 Drag Notes .............................................................................................................................................................................................................................. 15

8.1 Whiteboard Questions............................................................................................................................................................................................................ 15

8.2 Thrust – Propellers.................................................................................................................................................................................................................. 16

9.1 List of Challenges .................................................................................................................................................................................................................... 16

10.1 Annotated Bibliography ........................................................................................................................................................................................................ 17

12.1 Jet Propulsion ....................................................................................................................................................................................................................... 18

13.1 Oral Presentation Note Taking Sheet .................................................................................................................................................................................... 19

14.1 Stalls Notes ........................................................................................................................................................................................................................... 20

16.1 Oral Presentation Feedback Sheet........................................................................................................................................................................................ 21

Assessment Tasks............................................................................................................................................................................................................................... 22

1. Oral Presentation...................................................................................................................................................................................................................... 22

Criteria Sheet .......................................................................................................................................................................................................................... 23

Text References ................................................................................................................................................................................................................................. 24

Lesson Plans Term 1

Lesson 1 – History of Aviation Topic: Aeronautics Time: 70 min Lesson Number: 1 Author: Moody

Lesson Title: History of Aviation

Lesson Intentions: Create a timeline Prioritising information & Summarising text Develop a basic knowledge of the history of aviation

Sequence/Strategies:

Warm up: Get students to arrange themselves in age from youngest to oldest without speaking

Spend a few minutes going through an outline of the term including dates for upcoming assessment (oral presentation so we will be building these skills throughout the term) and excursions before outlining today’s lesson.

Hand out the demo timeline and text, discuss and make notes on the features, what has happened to the quantity of text and organisation. In what context would each format be useful?

Arrange students in pairs or groups (maximum 3 in a group), each group will need a print out or access to the website (be careful they do not wander on the internet or they will find already prepared timelines) and paper to present their timelines on.

Give students a maximum of 20 minutes to read through the material and convert to their timeline.

Allow students 5 min to wander around looking at the other groups timelines to see how much detail other groups have used.

Ask student to decide which one or two will go on the wall as representative timelines for future reference.

Closure: Students take a few minutes to complete the 3, 2, 1 go activity (3 things I have learnt, 2 things I enjoyed, 1 concern I have) and discuss with the person next to them.

Assign Homework, if time go through using TED on the interactive whiteboard (they have seen this before so not necessary)

Resources/Materials/Weblinks: History of flight (students): http://www.grc.nasa.gov/WWW/k-12/UEET/StudentSite/historyofflight.html For teacher reference: https://www.aiaa.org/HistoryTimeline/ Resource 1.1 Timeline example (one is supplied but a class relevant example would be more beneficial) Materials: Access to internet or pre-printed copies of information from the internet, poster/butchers paper,

felt pens etc to create timeline, blue tack/tape to hang completed timelines

Prior Knowledge:

Students should already be comfortable with working in small groups and critiquing each other’s work, prior experience in note taking and summarizing text is also an advantage.

Homework/Assessment:

Ask students to find a brilliant talk on TED. It must be less than 10 min, can be on any topic. They must email me the link with their reasons why they think it is brilliant.

Extra Note:

This lesson can be conducted completely digitally using smart art in Microsoft word for example if you have good access to computers and students already have good computer literacy.

http://www.grc.nasa.gov/WWW/k-12/UEET/StudentSite/historyofflight.html

https://www.aiaa.org/HistoryTimeline/

Lesson 2 – Design Challenge 1 Topic: Aeronautics Time: 70 min Lesson Number: 2 Author: Moody

Lesson Title: Design Challenge 1: Rotocopters

Lesson Intentions:

Follow a set of instructions to create a Rotocopter

Work in groups

Communicate orally within groups

Analyse prototype

Attempt to explain how the prototype works


Adapt the ‘Rotocopter’ lesson plan from ‘Surfing Scientist’(see link in resources) to suit group

Have students work in groups to follow instructions; teacher should be careful not to help directly but to redirect students to instructions if they go off track.

Give clear time limits

Finish with a written analysis, beginning students can complete a ‘plus, minus, interesting’ (PMI)table, students with experience will need to write paragraphs explaining how they think the ‘Rotocopter’ works and giving strengths and limitations of their prototype (they need to remember to PEEL in their paragraphs).

Resources/Materials/Weblinks:

Rotocopter lesson: http://www.abc.net.au/science/surfingscientist/pdf/lesson_plan18.pdf

PMI charts: https://learningplace.eq.edu.au/cx/resources/file/98953d22-08d0-c9c3-991d-9208f29754f5/1/index.html#pmi

PEEL paragraphs: http://prezi.com/ebwgnyb_2gyb/peel-paragraphs/

Prior Knowledge:

Some experience in Predict, observe, explain (POE) activities, group work activities or analysis an advantage but not necessary


Review forces and motion from year 8, complete a glossary of terms

Lesson 3- Introduction to the forces of flight Topic: Aeronautics Time: 70 min Lesson Number: 3 Author: Moody

Lesson Title: Intro to Forces of Flight

Lesson Intentions:

Review Laws of motion

Introduce the four forces of flight.


Warm up – brain storm in groups every time they have experienced or observed motion today, give them only 2 min.

Use internet and their previous knowledge to fill in as many definitions in the motion glossary that they can. Spend 10 min on this then discuss any they had difficulty with at the end.

Explicit teaching: Introduce and define thrust, lift, drag and weight. See notes in resources 3.1

Closure: Make a list of new key words from today’s lesson at the side of your page. Compare with the person next to you.


Song on youtube to enforce the four forces of flight: https://www.youtube.com/watch?v=_iV65AjEoCM

Notes on four forces of flight. Resource 3.1

Prior Knowledge:

Mechanics, motion, forces and force diagrams


Spend time completing the motion glossary as a review

http://www.abc.net.au/science/surfingscientist/pdf/lesson_plan18.pdf

https://learningplace.eq.edu.au/cx/resources/file/98953d22-08d0-c9c3-991d-9208f29754f5/1/index.html#pmi

https://learningplace.eq.edu.au/cx/resources/file/98953d22-08d0-c9c3-991d-9208f29754f5/1/index.html#pmi

http://prezi.com/ebwgnyb_2gyb/peel-paragraphs/

https://www.youtube.com/watch?v=_iV65AjEoCM

Lesson 4 – Focus on Lift Topic: Aeronautics Time: 70 min Lesson Number: 4 Author: Moody

Lesson Title: Focus on Lift

Lesson Intentions:

To be able to explain the Bernolli Principal

Explain how the shape of an airfoil affects air pressure and lift


Warm up: P.O.E. (describe activity to students, ask them to make a prediction, carry out activity while they observe then they try to explain what happened). Hold 2 balloons on strings 2cm apart, try to blow them apart. You will find that the balloons actually bang together; most students will predict that they will fly apart.

Before, during, after activity: Before explain that we will be watching a video clip about air pressure, take some time to gauge where their current understanding of air pressure and gas laws are. During Watch the following video from ‘how things work’: http://shows.howstuffworks.com/stuff-to-blow-your-mind/51302-stuff-to-blow-your-kids-mind-atmospheric-pressure-video.htm student need to take notes to explain air pressure. After Turn and explain what they think air pressure is to the person next to them. Now answer the question in pairs ‘Does fast moving air create high or low pressure? explain your answer’

Explicit teaching: How air pressure affects lift, Bernoulli’s Principal, factors affecting lift, airfoil shape and wing flaps (this may take longer than one lesson). See notes in Resource 4.1

Demo: Take a piece of paper, hold with 2 fingers of each hand on one edge and touch to your bottom lip (the paper should dangle in front like a beard), blow quite hard, yo will find the paper lifts up.



Teacher info: http://howthingsfly.si.edu/aerodynamics/air-motion

Teacher info: http://science.howstuffworks.com/transport/flight/modern/airplanes4.htm

See notes in Resource 4.1

Prior Knowledge:

Basic knowledge of states of matter and behaviour of gases

Previous experience at P.O.E. activities an advantage


Continue working on glossary of motion

Lesson 5 – Assignment Lesson 1 Topic: Aeronautics Time: 70 min Lesson Number: 5 Author: Moody

Lesson Title: Assignment Lesson 1

Lesson Intentions:

Start work on assignment


Warm up: ‘Count off’ students sit in a circle so they can see each other’s faces, tell them they are going to count as high as they can as a class, sounds easy doesn’t it? Anyone can say a number, but if two or more say the number at the same time we have to start over. No more than 3 seconds can go by between numbers (Paterson, 2007). Spend a maximum of 5 min on this.

Hand out task: Read through and discuss with students, ensure you highlight important points like due dates and parameters for task i.e. individual, time constraints

Spend some time with students doing some preliminary research as to what topic they should choose.

Closure: Write a journal entry on their assignment progress today


Book laptops or a computer lab for second half of this session

Must have photocopied task for students

Prior Knowledge:

Ability to conduct efficient internet research


Select topic for oral presentation, have decided by next lesson

http://shows.howstuffworks.com/stuff-to-blow-your-mind/51302-stuff-to-blow-your-kids-mind-atmospheric-pressure-video.htm

http://shows.howstuffworks.com/stuff-to-blow-your-mind/51302-stuff-to-blow-your-kids-mind-atmospheric-pressure-video.htm

http://howthingsfly.si.edu/aerodynamics/air-motion

http://science.howstuffworks.com/transport/flight/modern/airplanes4.htm

Lesson 6 – Focus on Drag Topic: Aeronautics Time: 70 min Lesson Number: 6 Author: Moody

Lesson Title: Focus on Drag

Lesson Intentions:

Develop an understanding of factors that create and influence drag


Warm up: P.O.E. (describe activity to students, ask them to make a prediction, carry out activity while they observe then they try to explain what happened). Empty out a stapled teabag to make a cylinder and place on the table. Tell the students you are going to set fire to the top of the teabag. Get them to P.O.E. link to a website explaining this is in the weblinks below.

Review dot points from lesson 3.

Explicit teaching: Parasitic drag, induced drag and wing tip vortices. See notes in Resource 6.1

Students summarize what they have learnt about drag into a table of features/actions that increase drag and features/actions that decrease drag.


Spend so time at the end of this lesson ensuring students have selected their assessment topic and are making progress. This would also be a good time to get them to write upcoming assignment lessons in their diary. Consecutive lessons working on the assignment after theory is complete would be ideal but sometimes unrealistic in a school setting. Gauge this yourself.


Tea bag rocket: http://www.fizzicseducation.com.au/experiments/Force%20and%20Movement/tea%20bag%20rocket.html

Tea bag needs to be the staple variety not the heat sealed one as you need to open it into a tube.

Wing tip vortices video: https://www.youtube.com/watch?v=L_8tQKVLzE0

See notes in Resource 6.1

Prior Knowledge:

Previous experience at P.O.E. activities an advantage

Previous lessons in this unit a must


Continue working on assignment



Lesson Intentions:

Work independently on assignment research


Use this time to allow students to research independently. They should be collecting notes and recording the resources they have used. Lessons will be spent later on how to write an annotated bibliography and presentation skills.

Teacher makes an effort to spend time one on one with each student during the lesson to track their progress and answer questions.


Book computer lab or laptops

Prior Knowledge:

Effective internet research

Determining if a source is reputable

Able to create PowerPoint presentations


Work on assignment

http://www.fizzicseducation.com.au/experiments/Force%20and%20Movement/tea%20bag%20rocket.html

https://www.youtube.com/watch?v=L_8tQKVLzE0

Lesson 8 – Focus on Thrust (Propellers) Topic: Aeronautics Time: 70 min Lesson Number: 8 Author: Moody

Lesson Title: Thrust and Propellers

Lesson Intentions:

Define the force of thrust

Develop an understanding of how propellers produce thrust


Warm up: White board quiz (give each student a whiteboard, pen and eraser, as a question give approximately 10 sec to write down their answer and then they all hold up their boards together) Good to gauge how they are learning in the topic. List of whiteboard questions in Resource 8.1

Preview thrust and propellers by watching the video: http://howthingsfly.si.edu/media/thrust-propellers (you may like to set this for homework if you are short on time)

Explicit teaching: Trust, propulsion, propeller, pitch-angle. See notes in resource 8.2



Mini white boards, pens and erasers.

Notes in Resource 8.1 and in resource 8.2

Prior Knowledge:

Use of white boards in the past an advantage


Assignment

Lesson 9 – Design Challenge 2 (Helicopters) Topic: Aeronautics Time: 70 min Lesson Number: 9 Author: Moody

Lesson Title: Design Challenge 2 (Helicopters)

Lesson Intentions:

Follow a set of instructions to create a paper helicopter

Work in groups and communicating orally within groups

Design a prototype based on a given challenge

Analyse prototype


Assign pairs (try to do this randomly so students are not always working with the same person)

Use the helicopter template from: https://www.exploratorium.edu/science_explorer/roto-copter.html to create a mini helicopter and see how it flies. At this stage all groups should be using the same materials and instructions.

Assign groups a task from the list in resource 9.1, do not allow students to pick.

Give students time to brainstorm how to alter their design to meet the challenge given, then very clear time limits for construction.

Finish with a written analysis, beginning students can complete a ‘plus, minus, interesting’ (PMI)table, students with experience will need to write paragraphs reflecting on how well their prototype meet the challenge question clearly stating strengths and limitations (they need to remember to PEEL in their paragraphs).


https://www.exploratorium.edu/science_explorer/roto-copter.html

Paper of different thicknesses, paper clips, plasticine, pens, pencils, protractors, rulers etc

Stopwatch or timekeeper

Prior Knowledge:

nil


Assignment (be sure to bring it to next lesson as we will be working on it in class)

http://howthingsfly.si.edu/media/thrust-propellers





Lesson Intentions:

Create annotated bibliographies


Warm up: Start with a quick discussion on how their assignment is going. Are they finding any aspects difficult?

Discuss the uses of annotated bibliographies ( you can possibly show web pages from different universities to prove that it is a common task in STEM subjects at a tertiary level)

Select an article from a website like ‘weekly world news’ http://weeklyworldnews.com/ for students to analyse and annotate

Read through the article (give a time limit, ask students to predict how far they will get in that time before reading)

Give student a handout or digital copy of the Annotated bibliography template. Resource 10.1

Complete the annotated bibliography together.

Now get students to complete one of their own, get partners to check each other’s work along with the teacher checking. Ensure their first is done accurately before allowing them to continue on.


This may be a good time to go over any processes/formalities for excursion next lesson. The purpose of the excursion is to link in with the assignment.


Book computer lab or laptops if you wish to use digital versions of the template

Student must have their research with them

Weblinks for annotated bibliographies: o https://student.unsw.edu.au/annotated-bibliography o http://www.citewrite.qut.edu.au/write/annotatedbibliography.jsp o https://academicskills.anu.edu.au/resources/handouts/writing-annotated-bibliography

Weekly World News: http://weeklyworldnews.com/

Prior Knowledge:

Must have completed research for assignment already


Assignment

Lesson 11 – Excursion Topic: Aeronautics Time: 70 min Lesson Number: 11 Author: Moody

Lesson Title: Excursion

Lesson Intentions:

See physical displays of aircraft


Find a local museum/airport/military base/club that students can visit to see some aircraft. Depending on local resources this may be a 2 hour or a full day excursion.

It is very important that students do get to see aircraft in person.

You can create an excursion booklet or ask students to take a notebook along to make notes depending on their ability level


Oakey Museum of Aircraft and flying: http://www.southernqueenslandcountry.com.au/destinations/oakey/attractions/museum-of-australian-army-flying/

Prior Knowledge:

Students should already be well under way with their assignment to allow them to ask relevant questions.


Assignment

http://weeklyworldnews.com/

https://student.unsw.edu.au/annotated-bibliography

http://www.citewrite.qut.edu.au/write/annotatedbibliography.jsp

https://academicskills.anu.edu.au/resources/handouts/writing-annotated-bibliography

http://weeklyworldnews.com/

Lesson 12 – Thrust Jet Propulsion Topic: Aeronautics Time: 70 min Lesson Number: 12 Author: Moody

Lesson Title: Thrust Jet Propulsion

Lesson Intentions:

Understand the basics of Jet Engines



Explicit Teaching: Jet Engine, Compressor, Combustion, Turbine. See notes in Resource 12.1

Revision: Students collate key words from previous lessons and write definitions for them in their own words.



Teacher reference: http://science.howstuffworks.com/transport/flight/modern/turbine.htm

Selection of key words from previous lessons Prior Knowledge:

Previous lessons from this unit needed


Assignment



Lesson Intentions:

Analyse oral presentations to make a list of key features


Warm up: ‘Time Machine’ (Paterson, 2007) Ask students to close their eyes and imagine they are entering a time machine. What time are they going to travel to, forwards or backwards in time? Who are they with? What do they see? Guide them through this for a maximum of three minutes. Ask the students to share what they imagined with the person next to them. Ask some students to stand up and share with the class (impromptu oral presentation)

Watch 2 or 3 of the TED talks that have been selected by students earlier in the term for homework (you will need to review these to find some that have different presentations styles and different topics to keep interest level up for the duration). Students critique each talk while watching using the note taking sheet provided (Resource 13.1). Briefly discuss each talk before going onto the next.

Group Discussion: Were there any common features displayed in the talks we watched?

Closure: Journal writing, how can the students incorporate these skills into their own oral presentation?


Selection of TED talks (from homework earlier in the term)

Good quality screen and sound.

Download videos beforehand to minimise internet connection issues

Weblinks for performing good oral presentations: o http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1857815/ o http://www.canberra.edu.au/studyskills/learning/oral

Prior Knowledge:

Having completed oral presentation in the past is beneficial but not mandatory


Assignment/Finish Journal

http://science.howstuffworks.com/transport/flight/modern/turbine.htm

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1857815/

http://www.canberra.edu.au/studyskills/learning/oral

Lesson 14 – Stalls and Turbulence Topic: Aeronautics Time: 70 min Lesson Number: 14 Author: Moody

Lesson Title: Stalls and Turbulence

Lesson Intentions:

Explain what turbulence is and how it affects flight

Explain what a stall is and how it affects flight


Warm up:

Ask Students to go to the following website: http://www.casa.gov.au/scripts/nc.dll?WCMS:STANDARD:1001:pc=PC_91477 Students need to read through this page and create 3 questions for another student in the class to complete. One should be easy to find and require a one or two word response. The second question should require a sentence response to explain something and the third needs to make a comparison or a value judgement (you may like to let them work in pairs).

After this students should swap around their questions and see if others can answer them. Write the questions and answers in their books (you will need to monitor this to ensure they have all of the relevant information).

Discuss how this went, did they find it difficult or easy?

Have the following video available for students to watch: https://www.youtube.com/watch?v=WFcW5-1NP60 Ask students to watch this video and try to explain in their own words what happens during a stall. Support this with the notes in Resource 14.1




Prior Knowledge:

Previous experience at creating questions for others an advantage.

Previous lessons from this unit needed


Assignment



Lesson Intentions:

Final chance to work on assignment in class



Students use this lesson to ask questions and work on their assignments. Students may like to practice performing to small groups of students for feedback.




Prior Knowledge:

Must have assessment almost complete by this stage


Assignment

http://www.casa.gov.au/scripts/nc.dll?WCMS:STANDARD:1001:pc=PC_91477

https://www.youtube.com/watch?v=WFcW5-1NP60

https://www.youtube.com/watch?v=WFcW5-1NP60

Lessons 16 – 18 Oral Presentations Note this may take more lessons depending on class size

Topic: Aeronautics Time: 70 min each Lesson Number: 16-18 Author: Moody

Lesson Title: Assignment Hand in

Lesson Intentions:

Assessment

Critiquing and giving feedback to others


All students must submit hard copies of their presentation along with their annotated bibliography and Journal on entry to the room.

Use a random selection process to determine the order students present

It may be useful to already have PPT’s or videos that students are using on a presentation laptop.

Students give feedback to each other using the template supplied (Resource 16.1). You may like to do this in pairs. They must write their name on the feedback sheet and own their comments.



Prior Knowledge:

Previous experience at self or peer evaluation an advantage


Nil

Lesson 19 – Design Challenge 3 (Coke and Mentos Fountain) Topic: Aeronautics Time: 70 min Lesson Number: 19 Author: Moody


Lesson Intentions:

Work in groups and communicating orally within groups

Make predictions/hypothesis

Design an experiment

Analyse an experimental design


Modify the following lesson to suit the group: http://www.regent.edu/acad/schedu/pdfs/mcms/mentos_gone_wild.pdf

Random selected groups are preferable

Give student a list of goals to achieve i.e. highest spout, longest duration spout or have them create their own. Then have them design their experiment around this.

Finish with a written analysis, beginning students can complete a ‘plus, minus, interesting’ (PMI)table, students with experience will need to write paragraphs reflecting on how well their experimental design meet the challenge goal clearly stating strengths and limitations (they need to remember to PEEL in their paragraphs).


Selection of soft drinks in different sized bottles

Mint and fruit Mentos

Mentos dispensing device

Prior Knowledge:

Have conducted an experiment previously


Nil

http://www.regent.edu/acad/schedu/pdfs/mcms/mentos_gone_wild.pdf

Lesson 20 – Review of Term & Feedback from Assessment Topic: Aeronautics Time: 70 min Lesson Number: 20 Author: Moody

Lesson Title: Review of term &Feedback from assessment

Lesson Intentions:

Create a glossary of terms

Reflect on learning from this term



Students need to make a list of all the key words they collected over the term


Book computer lab or laptops if you would like students to create a digital glossary. They then need to turn this into a glossary by defining the terms in their own words. They can use their notes and internet research if available. Ask students to check each other’s.

Spend time going through feedback from their oral presentation. You may like to speak to them one on one while the class works on the glossary.

Finish of the lesson with a reflection on the term in their journal. They should make a point of setting some goals and outlining strategies in this journal entry.

Prior Knowledge:

Use and creation of a glossary

Journal writing


Nil

Resources

1.1 Apollo Archimedes – Aeronautics Lesson 1 Author: Clara Rudd &Kelly Moody

Classic Text Format

Apollo Archimedes: Bridges of Brisbane Camp On the 24th of June the year 9 Archimedes class of Dalby state high school embarked on a trip to Brisbane to investigate and observe the engineering of the bridges of Brisbane. A very early and frosty morning greeted the 14 Apollo kids and their teacher Mrs Moody as we set off in the DSHS bus to Southbank, Brisbane. Upon arrival, many nails were chewed as Mrs Moody expertly squeezed the bus in the only available park. After meeting and being very inspired into silence by Ian Ainsworth, bridge engineering extraordinaire, we boarded a two decker boat to cruise the Brisbane River and discuss the many aspects off engineering bridges. We were all very impressed with the diversity of the bridges, ranging from the intricate designed Kurilpa to the magnificence of the Storey. The tour guide did explain to us though, that whenever Brisbane is at a lull, all they have to do is build another bridge! Personally, I think that isn’t the most advanced of options but if it works for Brisbane, that’s fine! When the boat docked, Mrs Moody was met by 14 hungry teenagers and decided to let us choose the desired outlet for lunch. After Max Brenner and Nando’s we headed over to the Science museum and spent some time exploring the many exhibits in the name of science and all things intriguing. Many cheesy class photos were taken up at Mt. Coot-tha and all stomachs filled at the delicious pizza restaurant for dinner. One of my favourite memories of the camp was sitting around trying to eat our bodyweight in ice cream and laughing about the events and jokes of the day. Many challenges were fought on the Pool Table that night, in the games room of the YHA. The next morning we loaded the bus looking spiffy in our formal uniforms and headed to QUT, the University of Technology. In the morning we had a workshop on the advantages and disadvantages of the different materials commonly used in bridge building. The afternoon was made up of a biomimicry workshop, using electronic Lego, and a tour of the new interactive and ecofriendly centre. After a great day at QUT, the self-appointed Navigator of the class and Mrs Moody got us safely out of the city and back to Dalby.

Timeline of events

Comments

3.1 Four Forces of Flight Notes

1. Weight /Gravity

is the natural force generated by gravity

acts perpendicular to the earth’s surface

exerted through the centre of gravity

works in opposition to lift

2. Lift

artificial force manipulated by the pilot

created by differences in air pressure

acts perpendicular to the direction of motion and wingspan

generated by the wings

Opposes weight: during level cruise, lift equals weight; during climb, lift is greater than weight; and

during descent, weight is greater that lift.

exerted through centre of pressure

3. Thrust

Artificial force, manipulated by pilot

Generated by engine(s)

Acts horizontally, parallel to flight path

Opposes drag: when airspeed constant, thrust equals drag; when airspeed accelerating, thrust is

greater than drag; and when decelerating, drag is greater than thrust.

4. Drag

Natural resistance of aeroplane while moving through air, partially controlled by pilot


Opposes thrust

caused by friction and differences in air pressure

4.1 Lift Notes Bernoulli Principle states that an increase in the speed of a fluid occurs simultaneously with a decrease in the

pressure exerted by the fluid.

Why?

For a stream of air to speed up, some of the energy from the random motion of the air molecules must be

converted into the energy of forward stream flow.

The random motion of air molecules is what causes air pressure; so transferring energy from the random

motion to the stream flow results in lower air pressure.

Factors that affect lift:

size and shape of the wing

the angle at which the wing meets the oncoming air

the speed at which the wing moves through the air

the density of the air

Wing (cross section called Airfoil/Aerofoil) Shape:

Rounded leading edge

air cannot turn a sharp corner

tilting a sharp wing disrupts smooth airflow & causes a loss of lift & increase in drag

rounded leading edge divides airflow smoothly, even as the wing is tilted

Sharp trailing edge

prevents upward spill

air flowing off the top and bottom surfaces rejoins smoothly

Curve of surfaces

Upper Camber (surface) more curved to force air to speed up

Angle of attack

Angle between the relative wind and the chord line

Adjust to obtain the maximum Lift/Drag ratio

Wing Flaps

change the curvature of the wing and therefore lift

maximises lift when aircraft needs to operate at slower speeds e.g. take off and landing

induces drag

6.1 Drag Notes From previous lessons:

Natural resistance of aeroplane while moving through air, partially controlled by pilot


Opposes thrust

caused by friction and differences in air pressure

Parasitic and induced drag

Parasitic – form, skin-friction, interference

Induced Drag

Created by those parts of the aeroplane that create lift—the wings and the horizontal tail surface.

Wing tip vortices:

Due to high pressure under wing and low pressure above the wing at the wingtip, air from the bottom will

“spill over” onto the top of the wing.

The low pressure at the top of the wing will suck the air at the bottom of the wing around the wingtip,

upwards.

This generates a vortex: air spinning around a point, at and behind the wingtip.

Greater lift results in greater vortices

Vortices occasionally visible due to condensation

How can wing tip vortices be reduced?

Tapering the wing

Twisting the wing

Increasing the wingspan

Using winglets

Decreasing weight

8.1 Whiteboard Questions

1. Draw a force diagram to represent a vehicle at rest

2. Name one non-contact force

3. Name the force cause by the effect of gravity on the mass of an object

4. Name the 4 forces of flight

5. Which of the 4 forces are ‘natural’ forces?

6. State the Bernoulli Principal

7. Name the cross sectional shape of a wing. Draw a very basic one.

8. Give 2 examples of causes of parasitic drag

9. How is form drag reduced?

10. Give 2 examples of how vortex drag can be reduced.

8.2 Thrust – Propellers Propulsion comes from the Latin pro, meaning before or forward, and pellere, meaning to drive.

A propulsion system produces thrust to push an object forward.

Propellers

Spinning wing

Lift in a forward direction

Creates an air pressure differential between the front and the back of the blade

Needs an engine to help it spin.

Pitch Angle – angle the propeller blade makes with the plane of rotation. Varies as the blade is twisted.

Controllable-pitch propeller – angle of the blade can be altered during flight to give the best performance at

different speeds (like changing gears)

9.1 List of Challenges 1. Create a helicopter that drops perfectly straight

2. Create a helicopter that drops very slowly

3. Create a helicopter that drops very quickly (but still spins)

4. Create a helicopter that can hit a target to the left of where it was dropped

5. Create a helicopter that can hit a target to the right of where it was dropped

This is a starting point; you can come up with more depending on your circumstances and resources.

10.1 Annotated Bibliography

Title:

Bibliographical Information Author:

Date published/viewed and most recently update if a website:

Published by or managed by:

Country of origin: Summary

Evaluation

Reflection

12.1 Jet Propulsion Jet Engine - a reaction engine that discharges a fast moving jet that generates thrust by jet propulsion

Internal combustion engine

3 basic components:

Compressor - Compresses air to high pressure

Combustion area - Burns the fuel and produces high-pressure, high-velocity gas

Turbine - Extracts the energy from the high-pressure, high-velocity gas flowing from the combustion

chamber

Advantages and Disadvantages

Good power to weight ratio i.e. smaller than other engines with similar output

Require less oxygen so can be used at higher altitudes

Less moving parts so more reliable

No vibration – less wear and tear

Expensive – high speeds and high temperatures require high quality

Expensive – use a lot of fuel to idle

Types of Jet Engines

Turbojet

Turbo prop

Turbofan

Turboshaft

Ramjet

13.1 Oral Presentation Note Taking Sheet Make comments on each of the features listed below. Terminology has been taken from English marking criteria so

should be familiar to you.

Voice Volume Pace Use of Pauses Expression

Body Language Hands Stance Eye Contact

Knowledge Content of speech Use of Language

Audience Responses Asks Questions? Uses humour? Other interaction?

Visual Aids Did they use any? What were they? How much?

14.1 Stalls Notes The loss of effectiveness of an aerodynamic surface

Occurs when the ‘critical angle of attack’ of the airfoil is exceeded (approx 20°)

Airflow becomes chaotic and the wings can no longer create enough lift to counteract weight

Experienced as a sudden reduction in lift

Factors that affect the stall

Snow, ice, frost and dirt

Weight

Centre of Gravity

Air density

16.1 Oral Presentation Feedback Sheet Circle or highlight comments during each talk, you can select more than one from each column.

Presenter Name:______________________________ Feedback given by:____________________________________

Overall your presentation

was You spoke Your body language

was

Your visual aids Your content

knowledge was

Next time …

Skilfully constructed

In need of a bit more

work

Very engaging

Highly original

Interesting

Well organised

Brief

Clearly

Confidently

Fluently

With expression

In a monotone

With extended periods of

eye contact

A bit too quickly

With excellent

concentration and focus

With some concentration

and focus

Lacked concentration and

focus

A bit quietly

With some eye contact

Without making eye

contact

Rigid

Open

Relaxed

Helped to engage the

audience

Contained carefully

selected images

Set out important points

from your analysis

Contained too much

information

Contained numerous

spelling and punctuation

errors

Looked very professional

Were used effectively to

support your presentation

No visuals used

Incomplete

Thorough

Exceeds expectations

Practise your

presentation to increase

confidence and fluency

Try to speak with more

confidence and

expression

Make sure that

Powerpoint slides give

information to your

audience in a clear and

simple way

Aim to meet the time

requirement of the task

Assessment Tasks

1. Oral Presentation

Aeronautics Multimodal Presentation

Background:

Aircraft over the centuries have changed from the simple balloon through to the space shuttle.

They have been required to perform tasks ranging from pleasure flights, transporting

people/objects, vital roles in warfare and space flight. Advancements in science and

engineering have vastly influenced aircraft design and capabilities. For example how the

materials available for construction have changed over time and how these in turn have

influenced how airframes have evolved. Some specific examples are carbon composite fibres

are now a key material in airframe construction, computers play major roles in both designing

and flying aircraft.

Outline of Task:

Choose from one of the following aspects of aircraft and outline its history and development

from its initial inception through to modern day applications and possible future developments.

Unpowered – gliders, hang gliders and balloons

Powered – prop

Powered – jet

Powered - helicopters

Rockets

Your focus is the history and development of aircraft and how advances in science and

engineering have influenced aircraft design and capabilities.

Format:

This is an individual assessment.

Multimodal presentation of 5-8 minutes (you will be asked to stop at the 8 min mark). A

multimodal presentation is one that uses a combination of modes, such as visual, electronic,

physical, audio and/or spoken modes. It must combine a minimum of two modes with both

significantly contributing to the presentation and assessment decisions.

You are to make an annotated bibliography that outlines your research and assesses the

validity/ usefulness of at least 3 resource used.

The annotated bibliography and along with the script and/or print out of the slides are to be

handed in.

Criteria Sheet

A B C D E

Kn

ow

led

ge

an

d a

pp

lic

ati

on

The student work has the following characteristics:

accurate and consistent recall and comprehensive explanation of engineering knowledge, mathematical concepts and techniques relevant to complex engineering situations, across the areas of study


accurate recall and explanation of engineering knowledge, mathematical concepts and techniques relevant to engineering situations, across the areas of study


recall and explanation of engineering knowledge, mathematical concepts and techniques relevant to engineering situations


recall of engineering knowledge related to engineering situations


recall of basic engineering facts

critical elements of engineering problems are clearly identified and prioritised

significant elements of engineering problems are identified

obvious elements of engineering problems are identified

basic aspects of engineering problems are recognised

discerning selection and correct and efficient application of engineering knowledge, mathematical concepts and techniques to complex familiar and unfamiliar engineering problems.

appropriate selection and correct application of engineering knowledge, mathematical concepts and techniques to complex familiar or simple unfamiliar engineering problems.

selection and application of engineering knowledge, mathematical concepts and techniques to simple familiar engineering problems.

application of basic engineering knowledge to situations.

use of basic engineering knowledge.

A B C D E

Ev

alu

ati

on

an

d t

ec

hn

ical c

om

mu

nic

ati

on


comprehensive evaluation of solutions in relation to the critical elements of engineering problems


considered evaluation of solutions in relation to the significant elements of engineering problems


evaluation of solutions in relation to obvious elements of engineering problems


comparison of solutions in relation to engineering problems


comparison of ideas

effective organisation and succinct presentation of information in the most appropriate modes relevant to engineering situations

logical organisation and clear presentation of information in appropriate modes relevant to engineering situations

organisation and presentation of information in modes relevant to engineering situations

presentation of engineering information

presentation of some information related to engineering.

Text References

Paterson, K. (2007). 3-minute motivators. Pembroke Publishers Ltd. Canada

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