Week 8

Session 2

Guiding Question

  • How can we make sand stand tall?

Subquestions

  • How can we design and build an airplane that flies the farthest?

  • How can we design and build an airplane that stays the longest in the air?

Outcomes

  • Give group presentation on airplane designs and process

  • Participate in final project competition

CT Components

Communication

  • Orally presenting final airplane design results and process

Simulation & Modeling

  • Testing and evaluating designs in a competition

How far and long in the air can my airplane fly?

Competition Day

The facilitator says, “today we are having our official contest. I know everyone worked hard on their design and now it is time to see who had the best design! Before we begin, each group will show us your designed planes and tell us how you decided on that design.

Final Contest Overview

30 minutes

The first part of the contest is the distance test. Each student contestant must stand behind the line and throw the plane without going over the line. If the thrower goes over the starting line, the throw is disqualified. Three disqualifications will cost the thrower’s team one opportunity to throw. Each team has three throws. The longest distance in feet and inches is the one that counts for the contest. The throw is recorded by where the plane hits the ground first and not where the plane slides and lands. Use the provided worksheet to record the distance results.

The next part of the contest is the airtime test. The student will throw the plane from behind the line without going over the line. The time starts when the plane leaves the students hands and ends when the plane hits the floor. The sliding on the floor does not count towards the time. The time will be measured in seconds. Each student will have three throws and the best time will count.

Use the provided worksheet to record all results.

Group

Group Name/Number

Flight One

Measurement

Flight Two

Measurement

Flight Three

Measurement

Distance Test

Each student starts at the starting line and throws their airplane without going over the starting line. Distance is measured where the airplane hits the floor and not where the airplane slides on the floor. Distance is measured in feet and inches. Each student or team has three chances to throw their airplane and the best distance will be counted.

Distance Test Rules

  • Each student starts at the starting line and throws their airplane without going over the starting line.

  • Distance is measured where the airplane hits the floor (the hitting point) and not where the airplane slides on the floor.

  • Distance is measured in feet and inches as a straight line between the starting line and the point the airplane hits.

  • Each student or team has three chances to throw their airplane and record/measure the distance each time.

  • All throws will be recorded.

  • The best distance (from the three throws) will be counted and reported.

Flight Test

Each student throws their airplane at the starting line. The timer will start when the airplane leaves the students hands and will stop when the airplane first hits the floor and not where it slides and lands. The time will be measured in seconds. Each student will have three throws and the best time will count.

Flight Test Rules

  • Each student throws their airplane at the starting line.

  • The timer will start when the airplane leaves the students hands and will stop when the airplane first hits the floor and not where it slides and lands.

  • The time will be measured in seconds.

  • Each student/team will have three throws and record the time for each flight time.

  • The best time (of the three throws) will be counted and reported.

Resources

End of Session Reflection and Debriefing

5-10 minutes

Review all test recordings and declare winners! Announce all the winners. Discuss why we think those planes were the winners? What is it about their design that helped achieve the best flight?