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Project 1.

2 Flight by Design (Modified)
The Department of Education hereby calls for proposals to provide a glider design to meet criteria provided. All submissions should have the primary design goal to be optimized for long distance, straight-line flight through a contained medium e.g. indoor flight conditions. You will design an original balsa wood glider that sustains flight for the longest possible distance. Use the skills, knowledge, and understanding you have about how flight is possible. See how far you can design your glider to go!

Glider Design Criteria
1. 2. 3. 4. Sustain flight over the longest possible distance in a straight line Be of original design with a creative style Utilize standard AERY software designs Efficiently and cleanly utilizes construction materials (e.g. balsa wood and adhesives) 5. Be strong and durable enough to sustain form and performance after test flights

1. Complete Projects 1.2.10 & 1.2.11 to familiarize yourself with Aery. 2. In your journal: Describe the scientific and engineering principles upon which gliders are designed for achieving long distance, straight line flight. 3. Record all flight test data and conditions. For each test flight, record your data in a table. Flight 1 2 4. After each test flight series, make adjustments to the glider to improve flight performance. 5. Use your refined design to compete with your peers’ gliders for prizes and bragging rights :-P (following the criteria outlined below)! Complete the competition rubric during / after the contest. 6. Explain differences between your glider’s performance through flight-testing that was unexpected based on the AERY software predicted flight characteristics. 7. After the final competition, explain your conclusion about optimal glider designs for long distance flight based on everyone’s flight performance. 8. Present your design and findings in a poster. Time Aloft (seconds) Distance (feet) Velocity (feet/second) Pitch Stability Directional Stability Changes Made and Why

Guidelines for the class competition
    Each team will launch three flights.The first two flights will be launched from a table at an angle of attack of 0˚. The third flight will be at an angle of attack chosen by the student. Each team will be allowed to make final adjustments to their glider before each flight. Gliders will be launched using the same catapult according to the instructions provided by your teacher. 1st, 2nd, and 3rd place will be awarded to the gliders that accumulate the highest points. There will also be an award for the furthest flight.
Project Lead The Way, Inc. Copyright 2011 AE– Lesson 1.2– Activity 1.2.10Glider Design Challenge One– Page 1

Competition Rubric - Point Summary Sheet
Aerodynamic Characteristics Main Wing and Stabilizer (shape, symmetry, alignment) Leading and Trailing Edges (rounding, taper, straight) Angles of Incidence (match to plans) Construction (neatness, accuracy, gaps) Enter a rubric score

Appearance (neatness, creativity, appropriateness)

Durability (due to construction quality)

Design Features

Flight Performance Flight Number 1 2 3 Ave Distance Ave Pitch Ave Directional Distance (feet) Pitch Stability Directional Stability

Flight Characteristics Distance (Straight line, <24', 24-36', >36') Pitch Stability (Uniform descent, gentle pitching, drastic) Yaw / Directional Stability (Straight, gentle turn, sharp curve)

Enter a rubric score

Total Score: (50 Possible)
Project Lead The Way, Inc. Copyright 2011 AE– Lesson 1.2– Activity 1.2.10Glider Design Challenge One– Page 2

Glider Design: Competitive Flights
Aerodynamic Characteristics – Main wing and stabilizers Aerodynamic Characteristics – Leading and trailing edges Aerodynamic Characteristics – Overall Design Scale and Dimensions Construction

3 Points 2- 0 Points
Little resemblance to AERY design

5 Points
Shaped correctly and symmetrically and are aligned Uniformly rounded leading edges and tapering trailing edges Correct scale and dimensions used

4 Points
Correct in size, shape and placement

Incorrect size, shape or placement.

Smooth and straight

Rough or uneven

Minor issues exist with scale / dimensions

Several issues with scale /dimensions exist

Neatly and accurately constructed with joints that are seamless

Neatly and accurately constructed but with small gaps and imperfections in joints Acceptable appearance

Inaccurate with significant or multiple gaps or flaws

Construction shows little attention to quality Little attention to quality


Decorations are neat, creative, and attractive

Decorations sloppy / unattractive


Able to withstand casual impacts with little or no damage

Suffers damage on casual impact due to material failure, not construction error Demonstrates a basic understanding

Suffers damage easily or due to construction errors

Fragile design

Design Features

Design and refinements demonstrate an understanding of aerodynamics, the production of lift, and stability Exceeds 36 feet

Demonstrates a weak understanding

Demonstrates little or no understanding

Flight Performance Flight Distance Flight Performance – Pitch Stability Flight Performance – Yaw Stability

Exceeds 24 feet

Less than 24 feet

Slopes uniformly downward without changes in pitch Level in a uniform straight line without changes in yaw

Rises or sinks gently (pitch) Curves gently left or right (yaw).

Rises or sinks dramatically (pitch) Curves sharply left or right (yaw)

Glider did not launch or structurally failed during flight.

Did you land in the box (bonus points)? If your glider did not fly at least 36’, subtract the number of feet that your glider was short from 50 points, and this will make up the second part of your grade.
Project Lead The Way, Inc. Copyright 2011 AE– Lesson 1.2– Activity 1.2.10Glider Design Challenge One– Page 3

Glider ‘Poster’ Rubric
Elements 10 Points
All components required for the title have been listed in a professional format Provides a succinct, accurate, complete overview

7 Points
Title contains all required information but needs to be formatted differently Provides an accurate overview of the project but needs more information

5 Points
Title is incomplete

Title Information

Introduction & Process Overview X2 Flight Data and Revisions X2
Graphics – AERY Screenshot and Picture of Glider

Information is accurate and Information is adequate thorough; Proper aerodynamic terminology is used Pictures are clear and Pictures are acceptable professionally presented

Does not provide a completely accurate overview OR Is not presented well / succinctly Information inadequately addresses topic or is sometimes inaccurate Pictures take away value from your poster

Organization / Flow

The required information is easy to locate within the poster Punctuation, grammar, usage, and spelling are effectively used

The poster content has been mostly organized using a logical sequence but some flaws exist. Minor errors in punctuation, grammar, usage, and spelling are evident, but they do not interfere with the readability of the poster. Acceptable but needs more information

The poster content is disorganized


Major errors in punctuation, grammar, usage, and/or spelling interfere with the readability of the poster Wordy, confusing, or missing most of the key points

Conclusion X2

Concisely states all key points

Project Lead The Way, Inc. Copyright 2011 AE– Lesson 1.2– Activity 1.2.10Glider Design Challenge One– Page 4