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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Engineering Design: Forces and Motion— The Great Boomerang Challenge Presented by: Rudo Kashiri June 20, 2013 6:30 p.m. – 8:00 p.m. Eastern time 1 2 http://learningcenter.nsta.org NSTA Learning Center • 10,800+ resources – 3,700+ free! – Add to “My Library” to access at your convenience • Community forums • Online advisors to assist you • Tools to plan and document your learning • http://learningcenter.nsta.org 3 Introducing today’s presenter… Rudo Kashiri NASA Explorer Schools Education Specialist NASA Langley Research Center Hampton, VA 4 Engineering Design/ Forces and Motion The Boomerang Challenge Rudo Kashiri NES Education Specialist NASA Langley Research Center Agenda NASA connection Lesson overview STEM connection Extensions NASA Explorer Schools Introduction Grade Level: 9 - 12 Subject Areas: Science and Engineering National Education Standards Physical Science: Force and motion Science and Technology Next Generation Science Standards HS-PS2 Motion and Stability: Forces and Interactions HS-ETS1 Engineering Design Poll Question Boomerangs were once used as weapons. ✔ True ✖ False The First in “A” NASA Aerodynamics research Engineering studies Computer simulation technology NASA low-speed airfoil research X-48 Experimental Aircraft Let’s Pause for Questions. PS2.A: Forces and Motion What will the students learn? How aerodynamic forces influence the flight characteristics of design. Newton’s second law accurately predicts changes in the motion of macroscopic objects. (HS-PS2-1) Lesson Support Materials HS-PS2 Motion and Stability: Forces and Interactions HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. Science and Engineering Practices Analyzing and Interpreting Data Disciplinary Core Ideas PS2.A: Forces and Motion Crosscutting Concepts Cause and Effect HS-ETS1 Engineering Design S-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. Science and Engineering Practices Disciplinary Core Crosscutting Ideas Concepts Constructing Explanations and Designing Solutions ETS1.C: Optimizing the Design Solution Constructing Explanations and Designing Solutions Design Analyze Results Build Engineering Design Process Record Data Test 5-E Lesson Design Engage Explore Explain Extend Evaluate The Great Boomerang Challenge Design and construct a returning boomerang that will allow for the greatest flight distance relative to the accuracy of boomerang return. Engage Gain attention Prior knowledge Introduce the problem Design Explore Build Test Throwing the Boomerang Score = Flight distance / Accuracy of return Tips How to hold How to throw How to catch ETS1.C: Optimizing the Design Solution Bending Twisting the arms Modifying the weight Make one modification at a time Sand paper for smooth edges Small modifications can produce HUGE changes Explain Analyzing and Interpreting Data Discuss aerodynamic forces Explain the designs Extend Discuss principles of boomerang flight on Earth vs. aboard ISS How is a boomerang like an airplane? Evaluate Use Evaluation Rubric-Design Packet to assess student learning Which of the following can be used to describe the flight of a boomerang? Aerodynamic lift Newton’s 2nd law of motion Centripetal force Gyroscopic precession Moment of inertia Boomerang Math What happens to L (angular momentum) when I (moment of inertia) increases and ω (angular velocity) is constant? L=Iω Let’s Pause for Questions. Flow Around an Airfoil 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? How does velocity of A compare to B? 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? Which surface has higher velocity? Which surface has higher pressure? Bernoulli's Principle Lift Misconception Equal transit time: Incorrect airplane wing explanation 1. Push Direction button and 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? Do the particles line up far downstream from the airfoil? Incorrect airplane wing explanation Let’s Pause for Questions. Video Collection http://explorerschools.nasa.gov Rudo Kashiri [email protected] Thank you for joining us today. Thanks to today’s presenter! Rudo Kashiri NASA Explorer Schools Education Specialist NASA Langley Research Center Hampton, VA 53 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. 54 National Science Teachers Association David Evans, Ph.D., Executive Director NSTA Web Seminar Team Al Byers, Ph.D., Assistant Executive Director, e-Learning and Government Partnerships Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk 55 Upcoming Programs All About the New Science Teacher Academy June 25 and 26, 2013 Using the Learning Center as Your e-Textbook with Pre-Service Teachers June 27, 2013 All About the New Science Teacher Academy July 9 and 11, 2013 Register at http://learningcenter.nsta.org/webseminars 56