stem academy

---

STEM ACADEMY PROJECT-BASED CURRICULUM

STEM ACADEMY CONTENTS

The STEM Academy: Building STEM Literacy for Middle-level Learners................3 Student-Directed: First Semester..................4 Teacher-Led: Second Semester.....................5 Professional Development and Support........6 Student-Directed.................................... 7-14 Student-Directed Curriculum..................8 Curriculum Titles...................................9 Applied Physics..............................10 Energy, Power & Mechanics...........10 Engineering Towers........................ 11 Flight Technology........................... 11 Gravity..........................................12 Home Makeover............................12 Robots........................................... 13 Rocket Science............................... 13 Weather.........................................14 Weights & Measures...................... 14 Teacher-Led......................................... 15-22 Teacher-Led Units................................16 Units................................................... 17 Air Rockets....................................18 Bridges.......................................... 19 Measurement & Prediction.............20 Simple Machines & Fluid Power.....21 Unconventional Flight....................22

STEM academy PROJECT-BASED CURRICULUM

Science, math, and technology are the building blocks for engineering, making STEM learning crucial for the nation’s future. The earlier students learn to work with all of these key subjects, the better prepared they will be for STEM opportunities in high school and college.

The number of undergraduate STEM degrees won’t begin to grow at the requisite rate until . . . new – and newly energized – math and science teachers start flowing into K-12 schools, and STEM teaching and student performance improves – at all levels. Tapping America’s Potential: The Education for Innovation Initiative

STEM academy PROJECT-BASED CURRICULUM

The STEM Academy:

Building STEM Literacy for Middle-level Learners While many middle school educators are familiar with teaching science, math, and technology, they are often unprepared to apply these subjects through engineering to create an integrated whole. This is what spurred Pitsco Education to create the STEM Academy – to provide a vehicle for helping middle school-level students make connections between the four areas of STEM learning. Its activities incorporate all three learning domains and provide students with experiences in many career areas. Two semesters of curriculum are provided. One semester is delivered through 10 student-directed curriculum titles, enriched with daily hands-on cooperative learning experiences. A second semester places students in a more traditional setting to explore five units delivered through teacher-led instruction and is easily incorporated into a traditional classroom, a technology lab, or a science lab setting. Each semester has been specifically developed to build STEM literacy for middle-level learners, while providing real-world learning experiences and exposure to careers in science, technology, engineering, and math.

Page 3

STEM academy PROJECT-BASED CURRICULUM

Student-Directed: First Semester 18

Pitsco Education’s student-directed curriculum employs a project-based, systemic methodology that is unique in secondary education. The STEM Academy provides 10 STEM-centric curriculum titles that follow the same rigorous framework of our math and science curriculum found in thousands of schools across the country. Each STEM title provides seven

week course

10 Student-Directed Titles

• Home Makeover • Applied Physics • Energy, Power & Mechanics • Robots • Rocket Science • Engineering Towers • Weather • Flight Technology • Weights & Measures • Gravity

class periods of learning activities and assessments monitored by a teacher serving as a facilitator of learning. Students work in cooperative learning pairs and rotate through 10 units of instruction written specifically to explore relevant, rigorous topics rich in math, science, and technology. The curriculum includes hands-on activities in every class period designed to enable students to explore and apply newly learned concepts.

5 Teacher-Led Units

• Air Rockets • Bridges • Measurement & Prediction • Simple Machines & Fluid Power • Unconventional Flight

18

week course

The student-directed curriculum prepares students for a semester of teacher-led instruction that augments and enhances students learning experiences and effectively builds STEM literacy. This unique, studentdirected approach combines cooperative learning, hands-on activities, learning environment, 21st-century skills, and standards-based curriculum to provide students with a semester of rigorous instruction in science, technology, engineering, and math.

Page 4

STEM academy PROJECT-BASED CURRICULUM

Teacher-Led: Second Semester Activities alone do not a curriculum make. So to create the STEM Academy,

the basic concepts and skills before designing and experimenting with their

Pitsco Education took the best of its classroom-tested activities and combined

own models. And each unit features a student library with texts to provide

them with curriculum and the necessary tools and materials to create teacher-

information in support of the unit’s activities.

led units of instruction. While working through activities, students will find that their projects Five thematic units offer hands-on activities so students apply the concepts

incorporate design, brainstorming, research, critical thinking, planning,

learned and develop skills to bring their dreams and ideas into creation.

construction, evaluation, and reiteration. This unique STEM curriculum is

Teacher’s guides offer detailed student and teacher procedures, assessments,

solidly rooted in the engineering process and provides relevance to the STEM

and necessary background information. Detailed scope and sequences take

concepts and principles that students are studying.

care of the day-to-day lesson planning, enabling teachers to focus on guiding students through the process. Step-by-step instructions lead students through the build process, ensuring they have

+

Student-Directed Teacher-Led

STEM Academy

Page 5

STEM academy PROJECT-BASED CURRICULUM

Professional Development And Support Exceptional customer support is a necessity for the success of teachers. No other company provides such complete, teacher-centered support. After teachers complete a seminar, we stay in touch with them through The Pitsco Network, a bimonthly magazine published during the school year and highlighting what’s new with all of our innovative education systems and products. In addition, we offer management assistance and advice from veteran teachers. A companion Web site, replete with the latest news, notes, and downloads, is a resource specifically designed for Pitsco Education facilitators, and you can find this resource at www.network.pitsco.com. When teachers call our 800 number, there’s no automated phone system and no long messages encouraging you to call back later – just easy access to a customer service department that has a renowned track record of answering questions and solving problems. And if you need instant access, our support specialists are just one click away during regular business hours using Pitsco Education’s online chat support feature. Or you can send us an e-mail or use our dedicated toll-free fax number, and our support team will take it from there.

Page 6

Student-Directed

STEM Academy

Middle Level

STEM academy PROJECT-BASED CURRICULUM

Student-Directed Curriculum When Pitsco Education’s team of curriculum specialists

implications. These standards-based curriculum

began development of the STEM Academy, they

titles provide for a semester of core content in STEM

selected 10 curriculum titles that are ideally suited to

education, and students take ownership of their learning

build STEM literacy for middle-level learners. Each title

while developing critical 21st-century skills such as

is delivered over eight sessions, and students work in

communication and teamwork. This student-directed

cooperative pairs as they explore critical concepts in

curriculum from Pitsco Education provides a semester

science, technology, engineering, and math. Students

of rigorous learning experiences in the STEM Academy,

engage in daily hands-on activities designed to enable

preparing students for a second semester of teacher-led

them to apply what they learn and develop a substantial

instruction and hands-on learning activities.

understanding of key STEM concepts with real-world

Page 8

STEM academy CURRICULUM PROJECT-BASED CURRICULUM

Curriculum Titles • Applied Physics • Energy, Power & Mechanics • Engineering Towers • Flight Technology • Gravity • Home Makeover • Robots • Rocket Science • Weather • Weights & Measures Page 9

STEM academy CURRICULUM Applied Physics

Energy, Power & Mechanics

OVERVIEW

OVERVIEW

In Applied Physics, students learn about the wonderful forces of nature that they must control and learn to live with to make their lives more enjoyable. Using an air track, students learn about motion by calculating the velocity and acceleration of air track cars using a photogate timer. Students study data transmission using a laser. Students also learn about radio waves, light, and heat and do experiments using mathematics.

When students complete Energy, Power & Mechanics, they have a basic understanding of energy sources, the principles of power technology, and the concept of mechanical advantage and machines. Students see how fluids can be used with other simple machines. Using educational instruments, students learn the fundamentals of gears, fluid mechanics, and three classes of levers. Students also use a solar hot dog cooker and experience the concept of wind power.

STUDENT OBJECTIVES

STUDENT OBJECTIVES

• Define and calculate velocity and acceleration.

• Understand the concepts of gears and gear ratios.

• Explain the relationship between gravity and acceleration.

• Demonstrate knowledge of the three classes of levers

• Define the relationships among frequency, pitch, amplitude, and loudness.

by completing a hands-on activity.

• Experiment with different sound waves and list the steps necessary to hear sound.

• Discover the functions and potential uses for pneumatics, hydraulics, and gears.

• Define hypothesis and make and test a hypothesis regarding heat transfer.

• View video segments on energy, work, and the future.

• List the steps of the scientific method.

• Witness an alternative use of the Sun’s energy by operating a solar cooker.

• Differentiate between an insulator and a conductor.

• Control energy by adjusting the flow of air pressure.

• Discover how light waves travel.

• Differentiate between renewable and nonrenewable energy sources.

• Explore various uses of lasers.

ACTIVITIES

ACTIVITIES

Students complete three performance assessments: 1) Heat Experiment – explain a hypothesis, list the steps of the scientific method, and set up and complete an experiment; 2) Light Filter Experiments – set up and conduct light experiments and verbalize how tinted sunglasses filter light; and 3) Laser Experiments – demonstrate the proper care and use of a laser and utilize one or more mirrors in the transfer of sound through a laser and photocell.

Students complete three performance assessments: 1) Wind Energy – set up equipment, enter data into the computer, and defend conclusions about blade angles based on their data; 2) Levers – set up an educational instrument, enter data on-screen, and give examples of the three classes of levers; and 3) Fluid Systems – describe a pump using a cylinder and valves and demonstrate proper connections.

Page 10

STEM academy CURRICULUM Engineering Towers

Flight Technology

OVERVIEW

OVERVIEW

Students utilize math, physics, and problem-solving skills in Engineering Towers. They are given a challenge to build a tower that will hold more weight than the towers built by their classmates. Designing, building, and testing a tower are the activity base in this curriculum title. Using engineering skills and video segments, students learn the skills necessary to facilitate construction and evaluation of a tower.

In Flight Technology, students learn the principles of flight. Students use a computer flight simulator to experience piloting an aircraft. Each student evaluates the other and prepares a written critique of his or her partner’s flight. Students are introduced to navigation and plot a course using angular measurement and mathematical computation.

STUDENT OBJECTIVES

STUDENT OBJECTIVES

• Use a worksheet to create and illustrate a specific design

• Explore the basic principles of aerodynamics by

for a tower.

operating a flight simulator.

• Recognize the various types of forces that act on a structure.

• Design and construct an airfoil.

• Transfer their designs to patterns.

• Observe and understand Bernoulli’s principle by using a wing tester device.

• Differentiate between an engineer and an architect.

• Produce and measure lift on an airfoil.

• Learn about the forces that act upon structures.

• Use a navigation plotter to determine the direction and distance for a flight plan.

• Learn how towers strengthen other structures.

• Use flight simulator software to test calculations determined.

• Evaluate their finished towers on a testing device.

• Use computer software to examine the factors that change the value of lift.

ACTIVITIES

ACTIVITIES

Students complete three performance assessments: 1) Designing Your Tower – sketch several different tower designs, demonstrate an understanding of diagonals and triangles through thumbnail sketches, and choose one of the sketches; 2) Making Your Pattern – demonstrate the ability to transfer a thumbnail sketch to a full-size drawing; and 3) Assembling Your Tower – complete towers and ensure the tower specifications were followed.

Students complete three performance assessments: 1) Basic Aerodynamics – identify Bernoulli’s principle and the effect of velocity on pressure and the effects and factors of stall, force, and lift of an airfoil; 2) Wing Testing – design, build, and test a wing using a wing tester; and 3) Navigation – demonstrate an understanding of how to calculate distance in nautical and statute miles and identify necessary tools during a flight. Page 11

STEM academy CURRICULUM Gravity

Home Makeover

OVERVIEW

OVERVIEW

In Gravity, students explore the velocity of falling objects using a picket fence and timer. Students use a photo gate and computer software to explore velocity and acceleration of falling objects; they gather, graph, analyze, interpret, and apply experimental data; and they determine the acceleration of gravity. Students use an air track to perform experiments related to potential and kinetic energy.

DIY has made its way into the classroom. Students in Home Makeover put math skills to use as they plan an addition to a home. Students learn the basics involved in financing a home, designing roofs, building trusses, purchasing Sheetrock and floor covering, and calculating the amount of roofing, interior paint, and siding needed for the home.

STUDENT OBJECTIVES

STUDENT OBJECTIVES

• Use a photo gate and computer software to gather data on falling objects.

• Explore different types of new homes as well as the costs and

• Explore coordinate graphing by creating velocity versus time graphs of a falling object.

financing of a new home. • Explore different styles of roofs and determine the slope of a roof.

• Determine the slope between points on a velocity versus time graph.

• Explore different truss designs and construct a model truss.

• Determine the acceleration due to gravity.

• Determine the amount of roofing to purchase for a sample roof.

• Explore the difference between potential and kinetic energy.

• Work with CAD software to design an addition to a home and a deck.

• Use an air track and computer software to determine total energy of moving objects.

• Determine the amount of floor covering and Sheetrock needed for a room addition.

• Graph potential, kinetic, and total energy and analyze the relationships among them.

• Determine the area of the exterior of a house. • Calculate the number of bags of cement to purchase for deck piers.

ACTIVITIES

ACTIVITIES

Students complete three performance assessments: 1) Gravity Data Collection – use a photo gate, a plastic picket fence, a computer interface, and computer software to gather data about free-falling objects; 2) Coordinate Graphing – explore Cartesian coordinates by graphing the data they have gathered and calculated; and 3) Energy – use an air track, two photo gates, and computer software to explore kinetic and potential energy.

Students complete three performance assessments: 1) Roof Trusses – explain how to find slope, explain how to determine brace locations in trusses, and construct a model truss; 2) Floor Plan Revisions – demonstrate and explain how to determine the dimensions of a room based on the floor plan; and 3) Deck Design – design a deck using CAD, evaluate the deck, and explain how a deck extends living area in a home.

Page 12

STEM academy CURRICULUM Robots

Rocket Science

OVERVIEW

OVERVIEW

In Robots, students learn about the fascinating role that robots play in our lives. More and more, this technology is helping to improve the way we live and manufacture items. Students learn how to operate, program, and use robots in different environments. Initially, each student learns to manipulate the robot and program it to conduct repeatable tasks. Ultimately, they operate a robot located in a remote location away from direct view via a televised image of the work task.

In Rocket Science, students learn about the scientific principles of flight, propulsion, and aerodynamics. Newton’s laws of motion are introduced and explained in practical terms. The history of rocket science is an important concept in understanding the development of rockets and is presented during this curriculum titile. Students construct a water-fueled Stratoblaster® rocket and launch it as a culminating activity.

STUDENT OBJECTIVES

STUDENT OBJECTIVES

• Explore the history of robotics by using a software program.

• Explore the principles of flight, propulsion, and aerodynamics.

• Experience the fundamentals of industrial robots by viewing

• Examine the forces of flight including lift, drag, weight, and thrust.

a video segment.

• Design and construct a water-fueled rocket.

• Use a computer to program and operate a robotic arm.

• Examine factors that affect rocket performance.

• Recognize the importance of robotics in the development of manufacturing.

• Explore the historical development of rockets.

• Use joysticks to manipulate a robotic arm to perform selected activities.

• Explore the significance of rocket science and rocket scientists.

• Identify the advantages and disadvantages of robots.

• Calculate the apogee of a rocket.

• Navigate a Cartesian coordinate system while playing a game.

• Investigate the effect of Newton’s laws on rocket flight.

• Simulate work on an assembly line. • Simulate using robots in dangerous environments.

ACTIVITIES

ACTIVITIES

Students complete three performance assessments: 1) Exploring Robots – learn several uses for robots and give one example of a repetitive job that a robot might perform; 2) Programming SAM – demonstrate the process of teaching SAM a series of moves and complete and save a logical series of programmed movements; and 3) Rooster Challenge – maneuver the Rooster using the Radio Control System.

Students complete three performance assessments: 1) Understanding Rocket Flight – explain Newton’s laws and communicate the fundamental concepts of how a rocket achieves flight; 2) Forces of Rocket Flight – gain understanding of aerodynamics, the concept of mass, and the difference between laminar and turbulent airflow; and 3) Rocket Construction – complete the construction of a water-fueled rocket and launch the rocket as a culminating activity. Page 13

STEM academy CURRICULUM Weather

Weights & Measures

OVERVIEW

OVERVIEW

Weather begins from a global perspective by explaining circulation and weather patterns and moves to local weather system investigation. Students see the relevance of this curriculum title daily as their local weather changes. They learn how their local weather is predicted or forecasted on the news and how global weather patterns can influence their everyday lives. They use a computerized weather station to monitor daily weather data such as temperature, pressure, and wind direction.

How many ounces of popcorn are contained in that large tub at the local multiplex? How many ounces of soda in the large cup? These are questions students answer as they learn about Weights & Measures. Students also learn to convert from international units to customary units of measurement and temperature using both dimensional analysis and formulas along the way.

STUDENT OBJECTIVES

STUDENT OBJECTIVES

• Identify elements that comprise the atmosphere.

• Learn about early forms of measurement.

• Distinguish among various instruments and technologies used by meteorologists.

• Identify the basic units of measurement in the Customary System.

• Examine the relationship between the seasons and weather patterns.

• Use the Customary System of measurement to find the length, capacity, and

• Examine global circulation patterns and recognize the effect of these events on weather. • Identify weather events associated with warm, cool, stationary, and occluded fronts. • Recognize the differences in high and low pressure areas. • Gather, analyze, and interpret weather data for creating forecast predictions.

weight of items. • Convert from one unit to another using dimensional analysis. • Use metric measurement to measure capacity, volume, and weight. • Place three-dimensional shapes in order from least to greatest volume. • Use a thermometer and formulas to convert from Celsius to Fahrenheit and vice versa.

ACTIVITIES

ACTIVITIES

Students complete three performance assessments: 1) Weather Measurement – learn names and functions of weather instruments and download weather data to the computer; 2) Light Intensity – demonstrate how light intensity changes as a function of light angle; and 3) Air Masses and Fronts – diagram and explain air mass movement within a front, construct a weather map, and explain the weather patterns on the map.

Students complete three performance assessments: 1) Customary Length and Ratios – demonstrate customary and international measurement and write ratios in a over b form; 2) Customary Capacity and Weight – measure ounces of popcorn and fluid ounces in drink containers; and 3) Converting Celsius and Fahrenheit – demonstrate how to convert temperatures using a demonstrational thermometer and formulas.

Page 14

Teacher-Led STEM Academy

Middle Level

STEM academy PROJECT-BASED CURRICULUM

Teacher-Led Units The second ingredient of the STEM Academy, teacher-led units,

engineering component of STEM. Each unit provides at least two

has been formulated to provide students critical, contextual,

challenge activities – many of which can be couched as a class

kinesthetic experiences in a broad range of topical areas. The

competition if so desired.

teacher-led units offer a different style of teaching and learning from the student-directed curriculum – one that is familiar to most

Students benefit from the teacher-led units through the broad range

traditional classroom teachers.

of topics, the variation of teaching and learning styles (i.e., blended instruction), and the emphasis on engineering via the application of

Within the teacher-led units, all students are working on the same

science, technology, and mathematics.

activities at the same time. Units begin with an introduction to the topic and a video that illustrates the hands-on building techniques that will be used within the unit. Students then break into teams of two and follow written procedures for each activity. As students build, measure, observe, record, and analyze data within the activities, they are experiencing the practical application of STEM concepts in a truly integrated fashion. Students also apply the STEM concepts in a problem-solving venue as they apply their previous experiences of the unit within a challenge activity. These challenge activities provide students the opportunity to focus on the

Page 16

STEM academy PROJECT-BASED CURRICULUM

Units • Air Rockets • Bridges • Measurement & Prediction • Simple Machines & Fluid Power • Unconventional Flight

Page 17

STEM academy UNITS Air Rockets

Weeks

Overview Introduce students to experimenting with variables and finding velocity with this unit on air-powered rockets. In the first section, students build simple straw rockets and test how different rocket lengths and launch angles affect flight. Students record the resulting data and use it to calculate velocity. In the second part, the class turns to rockets launched by the powerful AP Launcher. These tube rockets are ideal for outdoor or gymnasium launches that help students explore fin placement and design their own rockets. Finally, students build and launch rocket-boosted gliders.

SAMPLE ACTIVITY The Varying Launch Angles activity delves into the effect of launch angles

Primary Equipment, Materials, and resources

on the flight of straw rockets. After building a basic rocket, students

• Straw Rocket Launcher

complete two launches at a given launch angle and repeat this process

• AP Rocket Launcher

while increasing the angle in increments of 15 degrees. As they work, students measure and record each launch’s flight time and range.

• Tire pump • Digital scale

After completing the launches, students evaluate the collected data to learn

• Calculator

• Straw Rockets Teacher’s Guide

about the connection between launch angle and rocket performance.

• Stopwatch

• Basic Rockets Unit Guide

• Various small tools such as scissors and measuring tape

• AP Rocket and Glider Video

• Assorted kits and materials

• Air Rockets Scope & Sequence

• Dr. Zoon Straw Rocket Video

Page 18

STEM academy UNITS Bridges

Weeks

Overview Bridge the gap between construction and engineering with this unit. Students start by constructing toothpick bridges and testing them to the point of destruction. Then, they use this data to calculate each bridge’s efficiency. Moving on to the more detailed balsa bridge construction, students learn about material strength. As the culminating activity, students design and build a bridge to strict specifications with the goal of holding the maximum load possible.

SAMPLE ACTIVITY Following the unit’s coverage of bridge construction and building a model

Primary Equipment, Materials, and resources

toothpick bridge, the Calculating Efficiency activity focuses on determining

• Toothpick Bridge Tester

the efficiency of the completed bridge.

• Pulley Bulley Bridge Tester

Students weigh their bridges and then perform a destructive test on them,

• Timber Cutter

taking note of how much test weight broke each bridge. They use basic

• Timber Tester

math skills to calculate the efficiency of each bridge based on its weight

• Health O Meter Scale

• Balsa Bridges Teacher’s Guide

and the weight it was able to hold.

• Calculator

• Building Toothpick Bridges book

• Various small tools such as rulers • Dr. Zoon Toothpick Bridges Video • Assorted kits and materials • Toothpick Bridges Teacher’s Guide

• Dr. Zoon Bridge Building Video • Bridges Scope & Sequence

Page 19

STEM academy UNITS Measurement & Prediction

Weeks

Overview Measurement and prediction are the foundational elements of STEM research. In this unit, students explore these elements while participating in lively experiments. First, they build a tissue paper parachute and determine the load capacity, velocity, and acceleration of the parachute. In a fun – and potentially messy – challenge, students design their own parachute to safely transport an egg to the floor. Then, students stretch their learning potential by completing several model bungee jump experiments while exploring Hooke’s law, properties of materials, and the use of scatter graphs for predicting outcomes.

SAMPLE ACTIVITY Engineering, science, and fun collide in the Designing an Egg Parachute

Primary Equipment, Materials, and resources

activity. Students apply their knowledge of load capacity, velocity, and

• Rip Cord Parachute Drop and Stand

acceleration from previous activities to build a parachute to carry an egg

• Hooked weight set

so it lands safely on the ground. They start by designing and building a parachute but testing it with a hooked mass. After testing and redesigning as needed, they test the final parachutes’ performance with a real egg.

• Digital scale • Calculator • Stopwatch • Various small tools such as scissors, ruler, and tape measure • Assorted kits and materials • Parachutes Teacher’s Guide • Perilous Plunge Activity Guide

• Dr. Zoon Parachutes Video • Measurement & Prediction Scope & Sequence

Page 20

STEM academy UNITS Simple Machines & Fluid Power

Weeks

Overview The six simple machines and fluid power come to life for students with hands-on, flexible models. Working with the LEGO® Simple and Motorized Mechanisms Set, the unit’s first three weeks delve deeply into the six simple machines and learning to use them for problem solving. With the Pneumatics Add-On Set, students then learn the principles of pneumatics (air) and power machines such as the scissor lift and stamping hand. As the highlight of the unit, students construct a robotic arm controlled by hydraulic (fluid) power. Using the robotic arm in activities, they also learn about the Cartesian coordinate system and programming.

SAMPLE ACTIVITY Students explore transfer of energy, forces and motion, and more with the

Primary Equipment, Materials, and resources

step-by-step instructions to build a scissor lift. After working it for a while,

• Simple and Motorized Mechanisms Set

students predict how many pumps it takes to raise the lift to its full height.

• Pneumatics Add-On Set

LEGO ® Pneumatics Set in the Scissor Lift activity. They begin by following

• Protractor

• Introduction to Simple & Motorized Mechanisms Activity Guide

Students review the results and create a device that uses the same

• Styrofoam saw

• LEGO® Pneumatics Curriculum

mechanism as the scissor lift but does a different job.

• Various small tools such as screwdrivers, hobby knife, coolmelt glue gun, scissors, and ruler

• T-Bot II Teacher’s Guide

They test this and then repeat the procedure on various reconfigurations of the scissor lift.

• T-Bot II Robotic Arm Kits

• Assorted kits and materials

• T-Bot II Video • Simple Machines & Fluid Power Scope & Sequence

Page 21

STEM academy UNITS Unconventional Flight

Weeks

Overview Unconventional Flight covers flight outside of airplanes and rockets – such as hot-air balloons and kites. As students design, build, and fly their own tetrahedron kite, they apply geometry and engineering, investigate the relationship between size and lift, and calculate area and volume. In the second part of the unit, students build and launch hot-air balloons. In the process, they approximate surface area and analyze the flight of their balloon. As a final project, students compete in an engineering challenge to determine who can design, build, and fly a hot-air balloon to achieve the highest altitude.

SAMPLE ACTIVITY Students build and fly three sizes of tetrahedral kites to explore the

Primary Equipment, Materials, and resources

different lift achieved by each in the Comparing Size and Lift activity. First,

• Inflation Station Launcher

they build a small kite from a single tetrahedral wing, followed by one

• Indoor Balloon Launcher

made from four wings and one from 16 wings.

• Wind Meter

• KaZoon Kites Teacher’s Guide

Next, students write a hypothesis about which kites will have the most

• Altitude Finder

• Hot-Air Balloons Teacher’s Guide

lift in flight and design an experiment to test their hypothesis. After

• Calculator

conducting the experiment, they complete a lab report to detail the results

• Stopwatch

• Adventures in Lighter-thanAir-Flight book

of the experiment.

• Various small tools such as tape measure, spring scales, scissors, and meterstick • Assorted kits and materials

• Dr. Zoon KaZoon Kite Video • Dr. Zoon Hot-Air Balloons Video • Unconventional Flight Scope & Sequence

Page 22

Success • Everywhere • Every Day

© 2010-2011 Pitsco Education. All rights reserved.

Pitsco Education • P.O. Box 1708, Pittsburg, KS 66762 • 800-828-5787 • FAX 620-231-2466 • www.pitsco.com/academy

ML•0910•0211•02 69239