Testing the Basics MS

Author: Flite Test STEM

Learning Strand: Ft Workbench

Level: All School Levels

Length: 3 hours. 3–4 periods of Fundamentals 2 Flight based on exemple schedule

Standards Addressed

NEXT GENERATION SCIENCE STANDARDS

  • Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and on the mass of the object. MS-PS2-2

INTERNATIONAL SOCIETY FOR TECHNOLOGY IN EDUCATION STANDARDS

  • Critical Thinking and Problem Solving
  • Technology Operations and Concepts

NATIONAL COUNCIL OF TEACHER MATHEMATICS STANDARDS

MEASUREMENT

  • Carry out simple unit conversions within a system of measurement, such as from centimeters to meters.
  • Understand both metric and customary systems of measurement.

DATA ANALYSIS AND PROBABILITY

  • Formulate questions, design studies and collect data about a characteristic shared by two populations or different characteristics within one population.


Objectives

STUDENTS WILL

  • Understand the four forces that affect a plane during flight by completing a series of tests using the FT Tiny Trainer.




Materials Needed

FT AIRCRAFT

FT Tiny Trainer (See store for purchasing options)

Note: If needed, you can pair students to one FT Tiny Trainer



TOOLS

All the tools you need for this build are included in FT Crafty Kits. (See store for purchasing options)

Items included in the Crafty Kit can be seen in the image below.




Not sure how much you need? See the recommended number of crafty kits per student at the following




FT Testing the Basics WS (Attached to this lesson for printing)





Activity

Step 1

CREATING THE FT TINY TRAINER

TEACHER NOTE: The following lesson is designed to teach the students the four major forces applied on an aircraft during flight.

  • Now it is time to have students test the forces and show their understanding by identifying the forces acting on their aircraft.
  • So let’s build an aircraft! Distribute all necessary equipment and build kits for the FT Tiny Trainers. Depending on resources, you can assign teams to create the build. Build along use the following video, if accessible. Students can watch from media devices at working desks as well.


  • Hot Glue Gun and hot glue sticks
  • IMPORTANT SAFETY NOTE REGARDING HOT GLUE: Hot Glue Guns get extremely hot, and should always be handled with care. Young students should always be supervised when using hot glue. Review hot glue safety with your students prior to using hot glue guns.
  • Utility Knives (if you are working with younger students, you can use plastic cards instead of knives)





Have the students build along, and pause and play when necessary.

Students need to finish their Tiny Trainer prior to moving on to the next activity.

Make sure that the students are setting up the front nose for gliding, not for motor setup.

A solid plane starts with a solid fuselage. Always take your time and wait for the glue to dry completely before moving on.

Be sure to have the push rods cross and go out to the control horns without binding along the way.

Both noses feature doublers to help reinforce and strengthen the plane for any situation. Using doublers, a beginner should be able to take a few hits and continue flying, if they didn't break a prop of course.

Be gentle when forming your wing. You shouldn't have to force it too much, and be patient with the glue.

Use some spare wire to feed the servos through the wing after it's closed up.

You can create your own Z-Bends with a pair of Z-Bend Pliers: Available Here!

With the plane nearly done, all that's left is strapping the wing down, and testing your controls.





Step 2

TESTING THE FORCES USING THE TINY TRAINER

TEACHER NOTE: The following lesson is designed to teach the students the four major forces applied on an aircraft during flight.

  • Now it is time to have students test the forces and show their understanding by identifying the forces acting on their aircraft.
  • Distribute the FT-Testing the Basics Worksheet (Attached to this lesson for printing)


  • Read over the instructions with the students, and designate areas outside the room that will allow for safe testing.
  • Have the students conduct the testing of their Tiny Trainer and record their results.


Please conduct testing in a safe and open environment. Students should only be throwing gliders to a partner and away from others.



Once testing is complete, have the students share and complete the concluding write-up for assessment.


Attachments

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