Author: Flite Test STEM
Learning Strand: Ft Workbench
Level: All School Levels
Length: 1 hours. Beginner's guide to implementing an FT-STEM Lesson control surfaces for LE, UE, and MS.
ISTE Standards of Creativity and Innovation
Critical Thinking, Problem Solving and Decision Making
Technology Operations and Concepts
Next Generation Science Standards
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object (3-PS2-1)
National Council of Teacher Mathematics Standards
Carry out simple unit conversions within a system of measurement, such as from centimeters to meters
Data Analysis and Probability
Collect data using observations, surveys and experiments
Predict the probability of outcomes of simple experiments, and test the predictions
At Home Learning Suggested Schedules
Middle School/High School
FT Shuttle (See Store For Options)
Note: If needed, you can pair students to one FT Shuttle Glider
All the tools you need for this build are included in FT Crafty Kits. (See Store For Options)
The following can be used to add weight to the retractable bays on-board the glider:
Assortment of coins
Teachers can also use the "FT Testing the Control Surfaces" worksheet (Attached to this lesson for printing)
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 kids, you can use plastic cards instead of knives)
INTRODUCTION AND PRESENTING THE PROBLEM
Before starting the lesson, create a fictional problem for the students to solve.
Problem: "Houston, we have a problem!" The FT Shuttle windows have been damaged on reentry, and the astronauts cannot see through them to pilot and land the aircraft. We need you to figure out how to maneuver the aircraft and safely bring them down for landing.
BUILD THE FT SHUTTLE
In this stage, students will build their FT Shuttle Glider. Complete the following steps to build the gliders:
1. Remove the four shuttle pieces from the foam.
2. Begin with the outer nose cone piece. Using your finger, smash down the middle section.
3. Work the outer nose by folding it over as shown above.
4. With the fuselage and outer nose cone ready, place some glue on the inside of the outer nose cone as shown above.
5. Place the nose cone over the nose of the fuselage. If you are going to use washers for center of gravity, DO NOT place the wood insert in the designated spot.
6. Grab your shuttle doors, and score the pre-cut lines shown above. You can use a knife or other sharp object to pierce the lines. Younger students can use plastic cards instead of knives.
7. Break the foam along the lines.
8. Using your pointer finger and thumb, pinch the middle section out as shown above.
9. Using your main shuttle wing and the doors you just prepped, identify where you are going to place them as shown above and follow the pre-cut lines as your guide.
10. Flip the doors over, and place some glue on the side with the holes (pictured above).
11. Glue down both doors. The doors should be able to swing open and closed as shown in the image above.
12. Slide your fuselage onto your main wing.
13. Make sure to slide fuselage all the way to the back so the engine cutouts are lined up.
14. Place the washers in the slots to test your shuttle's center of gravity.
15. Close the doors!
16. Using the last piece, slide into place and move forward to lock doors shut.
17. Notice that the wing has pre-cut control surfaces. Students can bend these up and down to test the effects of flight. See the diagram in next step to see how control surfaces work.
18. Your shuttle is ready to fly!
CENTER OF GRAVITY TEST
Complete the steps below to make sure the gliders are flying properly:
TEACHER PREPARATION: HOW DO CONTROL SURFACES WORK? There are three major sets of control surfaces. The control surfaces deflect the flow of air, which pushes the control surface the opposite direction. This changes the angle of the plane on that axis.
NOTE: Further explanation of how control surfaces work can be seen in this video.
The three major sets of control surfaces are: elevator, rudder and aileron, described in more detail below.
Elevator - Controls the pitch angle of the airplane. The elevator is situated horizontally on the tail of the airplane.
Rudder - Controls the yaw (Left and Right). The rudder is situated vertically on the tail of the airplane.
Ailerons - Control the roll, or bank, of the airplane. The ailerons are located on the trailing (back) edge of the wing.
OPTIONS FOR CONDUCTING STEP 3
There are a number of ways you can deliver the content to your students after they have constructed their FT Shuttle Gliders. Below are some suggestions that you can use or modify based on your classroom environment and time constraints.
After testing their aircraft and attempting to meet the assigned problem, have the students present in groups how to maneuver the aircraft to safely bring the astronauts down for landing.
2. OPTION 2: Use the attached worksheet. The only difference with this option is the addition of the worksheet below during the testing stage. The students will follow and complete the "FT Testing the Control Surface" WS.