Transcript Rudo Kashiri - NSTA Learning Center

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
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Introducing today’s presenter…
Rudo Kashiri
NASA Explorer Schools Education Specialist
NASA Langley Research Center
Hampton, VA
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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
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tonight’s web seminar:
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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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