Lesson Overview:
In this activity, groups of 2-3 students will collaboratively design, build, test and modify a series of 3D printed flying devices in an attempt to maximize total distance flown.
Evaluation Criteria:-Overall object length and model wingspan should both be between 10-20 cm
-Final designs should be able to travel a minimum distance of 10 feet. -Each flying device will be launched by hand. -Finished models should survive the flight test with minimal damage. Group Bonus: maximize total flight time, minimize print time, minimize filament usage. Individual Bonus: independent parts are able to be printed as separate pieces and ‘snapped’ onto the main body. |
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By the end of this project, students will:B2.4 - Use technological problem solving skills to design, build and test a flying device
B2.5 - use appropriate science and technology vocabulary, including aerodynamics, compress, flight, glide, propel, drag, thrust, and lift, in oral and written communication B3.1 - identify the properties of air that make flight possible (e.g., air takes up space, has mass, expands, can exert a force when compressed) B3.5 - identify and describe the four forces of flight – lift, weight, drag, and thrust |
By the end of the lesson, groups will:
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By the end of the lesson, students should be able to:
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Materials Required:
Resources:
There are extensive resources on the intricacies of aviation depending on the direction you want to take with your class. Depending on the desired duration of this project and it’s position in the larger scope of classroom expectations, you may choose to have students do additional research and design. In fact, some student models might not even follow the template one would expect from a typical airplane!
Below are some suggested resources related to Aviation and Flight Design:
Below are some suggested resources related to Aviation and Flight Design:
Lesson Plans
Getting Started:
List on the board or in a hand-out the ‘Specifications’ which each group must meet to complete their design for the flying machine. This list can be modified to suit different classroom setups, evaluation objectives, time, and available materials.
Classroom Setup:
-Students will be grouped with 2-3 peers as needed.
-Allocate specific areas for each group to work, as well as the necessary measurement devices, scrap paper and pens/markers.
-Provide all materials to each group and have them label them with a group name.
-Provide track measuring tapes for test day.
Each group will:
Creating The 3D Model:
Students can use any available 3D modelling software to design their objects. For a first experience -- or when loading software onto classroom computers is prohibitive -- consider a browser-based solution such as TinkerCAD (www.tinkercad.com) or Onshape (www.onshape.com). For career building, professional-grade software such as SolidWorks, Fusion or Inventor are preferred if these don’t add undue time pressures or licensing cost.
Introductory lessons for both TinkerCAD and Onshape are available as tutorials inside the respective software. It is assumed that for this challenge project that the students are already familiar with some form of modelling software.
3D Printing:
When a group’s 3D model is complete to specifications students will upload their files to the Cubicreator software, slice and print.
Students will need to be careful to ensure that models are properly supported, have adequately designed-for overhangs and are sized correctly to fit the build plate. Students will also be required to adjust for outer hull thickness (aka “shells”), infill density and infill pattern. Students may be permitted to print multiple iterations of each design depending on the availability of supply materials and printer time.
List on the board or in a hand-out the ‘Specifications’ which each group must meet to complete their design for the flying machine. This list can be modified to suit different classroom setups, evaluation objectives, time, and available materials.
Classroom Setup:
-Students will be grouped with 2-3 peers as needed.
-Allocate specific areas for each group to work, as well as the necessary measurement devices, scrap paper and pens/markers.
-Provide all materials to each group and have them label them with a group name.
-Provide track measuring tapes for test day.
Each group will:
- Allocate different jobs for each member of the group
- Create mind maps and drawings on newsprint of possible ideas
- Individually design multiple solutions, then collaborate and discuss benefits of each
- Collaboratively select the best design solution for the flying machines
- Work effectively in a team to complete peripheral tasks quickly
- Output their selected 3D printed objects then evaluate and iterate through testing
- Individually and constructively evaluate other peer contributions to the project
- Discuss and document group successes and challenges in both teamwork and solution
- Discuss the benefits of experiential and experimental learning
Creating The 3D Model:
Students can use any available 3D modelling software to design their objects. For a first experience -- or when loading software onto classroom computers is prohibitive -- consider a browser-based solution such as TinkerCAD (www.tinkercad.com) or Onshape (www.onshape.com). For career building, professional-grade software such as SolidWorks, Fusion or Inventor are preferred if these don’t add undue time pressures or licensing cost.
Introductory lessons for both TinkerCAD and Onshape are available as tutorials inside the respective software. It is assumed that for this challenge project that the students are already familiar with some form of modelling software.
3D Printing:
When a group’s 3D model is complete to specifications students will upload their files to the Cubicreator software, slice and print.
Students will need to be careful to ensure that models are properly supported, have adequately designed-for overhangs and are sized correctly to fit the build plate. Students will also be required to adjust for outer hull thickness (aka “shells”), infill density and infill pattern. Students may be permitted to print multiple iterations of each design depending on the availability of supply materials and printer time.
Assessment
As suggested above in the “success criteria” section, instructors may evaluate this project based on any criteria required. However, it is suggested that the following be heavily considered as part of the overall success metrics for each group:
NOTE: Through conversation and observation, groups should be able to confidently talk about the parts of their models, the dimensions they have used and the solutions they have come up with to solve various problems throughout the design process. Write-ups are welcome, but often rich information comes out of these anecdotal conversations. Video recordings can be a great way to capture this information so that a Teacher/Instructor can return to review at a later date.
- Overall object length and model wingspan should both be between 15-25 cm.
- Final designs should be able to travel a minimum distance of 15 feet.
- Individual components must be attached to the main fuselage (launch/firing mechanisms will not be allowed)
- Each flying device will be launched by hand with the participating team member standing behind a line set by the Teacher/Instructor.
- Finished models should survive the flight test with minimal damage.
- Group Bonus; maximize total flight time, minimize print time, minimize filament usage.
- Individual Bonus; independent parts are able to be printed as separate pieces and ‘snapped’ onto the main body.
NOTE: Through conversation and observation, groups should be able to confidently talk about the parts of their models, the dimensions they have used and the solutions they have come up with to solve various problems throughout the design process. Write-ups are welcome, but often rich information comes out of these anecdotal conversations. Video recordings can be a great way to capture this information so that a Teacher/Instructor can return to review at a later date.