Download PBL Hang Glider

Name_____________________________________________________Date_________________________Period______
Geometry
Investigative Task/Project
Ratios /Similarity
Materials: Compass, Protractor, Ruler, Bamboo BBQ Skewers, Scissors, Nylon Cloth, Glue Guns, Weights, Tape
Measure/Yardstick, 11 x 14 Paper
Common Core State Standards for Mathematical Content
CCSS: HSG.CO.D.12
Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective
devices, paper folding, dynamic geometric software, etc.).
HSG.SRT.A.2
Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar;
explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs
of angles and the proportionality of all corresponding pairs of sides.
Hang Glider
You are to build a scale model hang glider in the shape given below using the specifications of an actual hang glider for a
126 lb person, 161 lb person or 181 lb person. The leading edges and keel need to be the same length. (Keep in mind,
this hang glider will eventually be flown – accuracy, detail, and quality work are desired)






Find the prototype dimensions of the keel, leading edges, back edges, & wing span. (Measurements in cm)
Find the prototype perimeter & area of the sail. (in cm)
Find all angle measurements including nose angle, wing angles, and back-end angle.
Find the actual & scale model (prototype) total weight of the hang glider, hook-in, & person.
Draw a diagram to scale on the 11 x 14 paper provided using compass, protractor, and/or ruler.
Build your model out of the skewers, cloth, & glue provided.
(5 Points) – Drawing (to scale)
(20 Points) - Complete this project on the Engineering Write-Up provided
(10 Points) – Hang Glider Construction (show teacher when completed)
Leading edge
keel
Leading edge
Cross bar
About the Activity
This is designed to lead students into using ratios and similarity to build a scale model hang glider. Area and perimeter
will be used in measurements of the sail. Eventually they will use this construction to explore other geometrical
concepts.
Length (in days): 3 days (2 days to draw & build, 1 day for write-up)
Prior to the activity: (Before)




Through skills & concepts learned, students will have an understanding of congruent triangles, ratios, scale
factor, proportions, area & perimeter of triangles and polygons, measurements of segments and angles.
Students will have made previous accurate drawings of triangles, and other polygons.
We will have had some videos on scale models to help motivate.
We will have had some videos on hang gliding to motivate this lesson & activity.
Objectives
Students will:




Convert actual hang glider measurements to prototype (scale model) hang glider measurements using ratios &
proportions and scale factor
Find the perimeter and area of a polygon (the sail)
Draw a diagram based on the above measurements
Build a prototype hang glider based on the measurements discovered above
Level
High School Geometry
Common Core State Standards for Mathematical Content
CCSS: HSG.CO.D.12
Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective
devices, paper folding, dynamic geometric software, etc.).
HSG.SRT.A.2
Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar;
explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs
of angles and the proportionality of all corresponding pairs of sides.
Materials:
Compass, Protractor, Ruler Bamboo BBQ Skewers, Scissors, Nylon Cloth, Glue Guns, Weights, Tape Measure/
Yardstick, 11 x 14 paper
Resources:
Hang Gliding Specifications:
http://www.moyes.com.au/products/hang-gliders/litespeed-rs/specifications
Videos:
View multiple up to date youtube videos on scale models
View multiple up to date youtube videos on hang gliding
Visuals:
Various pictures of real-life hang gliders will be shown to students
Teaching Suggestions (During)
During this activity, students should work in pairs or small groups, and each group will be required to construct one hang
glider. In the beginning students will only need a compass, protractor, and/or ruler and 11 x 14 paper to construct the
drawing of the scale model hang glider.
As a formative assessment, insist that each group show their drawing to the teacher before earning the materials to
build the hang glider. If the dimensions are to scale, then the group may move forward on gathering the materials to
build the hang glider.
Building of hang glider (basics):



Glue the leading edges (skewers) together at a 125-130 degree angle (using a protractor to measure angle).
Glue the keel (skewer) in place. Wait a few minutes for the glue to dry.
Cut the nylon to the correct dimensions
Glue the nylon to the leading edges and keel.
After they have completed the activity, ask the students to write a summary on the Engineering Write-up. Each and
every student is required to do a write-up and turn in.
Assessments: (After)




(5 Points) – Drawing (to scale)
(20 Points) - Complete this project on the Engineering Write-Up provided
(10 Points) – Hang Glider Construction (show teacher when completed)
(5 Points) – Quiz
ENGINEERING WRITE-UP
TITLE (1 point):___________________________________________________________
GIVEN (2 points): What have you got to work with? (Numbers & Materials?)
REQUIRED (2 points): What are you trying to find? What’s the question asking for? (Include units!)
SOLUTION (5 points): Include equation(s), graph(s), explanation(s), & drawings
ANSWER (5 points): Your answer to the question, clearly stated, with units.
ANALYSIS (5 points): Any assumptions or errors? Double-check & how might you work a different way?
Scott Worsham, Creswell HS ([email protected])