Author: Flite Test STEM
Learning Strand: Built To Fly
Level: All School Levels
Length: 6 hours. to 10 hr module designed as an entry level into Flite Test build techniques, STEM related concepts, and chance to design your own!
Flite Test STEM at home learning module!
Parents, prior to taking flight with us please review and see if this lesson fits your child's age group;
Level: Elementary to Middle School
Previous Lessons Needed (Recommended): N/A
Learning Strands: Build 2 Fly and Engineering and Design (See Curriculum Maps for Learning Strand details)
Length: 6-10 hrs or use suggested Home School Schedule
Authors: Jake Marshall and Trevor Sill
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 understanding the Basic Plane Parts
FT STEM Learning Strand: FT Workbench
Time: 1-2 HRS
Parents and Teachers: Prior to Lesson Activity #1, the student must gain an understanding of the plane, its basic parts, control surfaces, and aerodynamic principles being applied. The following content can be read over, presented to, retaught, or tested based on your students' personal learning preferences.
BASIC PLANE PARTS
(Time: 15 Minutes)
Fuselage: Is the main body of the plane that everything else connects too. In the trailing edge of the fuselage you have the empennage. The front of the fuselage will house the payload (for RC it will be the Flight Controller and Battery) and power plant (Motor).
Empennage: Consists of the vertical stabilizer that controls the yaw movement of the plane, and the horizontal stabilizer that controls the pitch movement of the plane.
The Wing: Comes in many shapes and sizes, it is the main airfoil generating the lift needed for the aircraft to fly!
There are 3 major sets of control surfaces. The control surfaces deflect the flow of air, in turn, pushes the control surface the opposite direction. This changes the angle of the plane on that axis.
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 - Controls the roll, or bank of the airplane. The ailerons are located on trailing edge of the wing.
Elevons - Controls the pitch AND roll of an airplane. The elevons are a combination of the elevator and ailerons situated on the trailing edge
BASIC AERODYNAMIC PRINCIPLES
(Time: 20 Minutes)
You're almost there!
It's time to watch a video on basic aerodynamics!
Congratulations! You are now ready to begin Lesson Activity #1
LESSON ACTIVITY #1 NEWTON'S LAW
FT STEM Learning Strand: FT Workbench
Time: 1-2 HRS
Parents and Teachers: In this lesson have your students' materials ready as they will be building the gliders to test Newton's theory on motion.
It was in the year 1686 that Sir Isaac Newton developed the three laws of motion. For the elementary students we are going to focus on Newton's Third Law stating, "For every action, there is an equal and opposite re-action."
For example, if object "X" exerts a force on object "Y" then object "Y" also exerts an equal force on object "X". Wait wait wait, what? We need to put this into practice and see the law explained!
Step 1: Building Your FT STEM Chuck Glider
Step 2: Test the Center of Gravity for your chuck glider
It is time to test your new aircraft! Before your first throw we need to find the center of gravity on the glider.
"COG or Center of Gravity is the aircraft’s point of balance!"
Look at the diagram above where you see the FT Gremlin throwing his glider, you need to conduct the same tests by throwing your aircraft nice and straight and seeing the results of its flight path! If nose heavy, add some weight to the back with a little hot glue. If the tail is heavy, add some weight to the nose of the aircraft. You want the aircraft to fly nice and straight and for a good distance!
NEED SOME HELP?
Watch the following video of Josh explaining how the COG is configured.
Step 3: Describe what is happening
Try and find Newton's Law in action, when you throw your glider, what is happening?
(Parents and Teachers: Encourage your student to conduct lots of throwing, and have them say whatever is on their mind on how and why their glider is flying!)
Answer: Newton's law explains a couple actions in this scenario! The first being when you initially throw the aircraft. By the act of you throwing the glider you are inputting the force of thrust! When the aircraft is flying, that change in pressure about its wings is creating Lift! For every action about the forces of flight there is an equal and opposite reaction. See below the Four Forces that act on your aircraft. Study these and understand how they work by testing them out on your chuck glider. Examples of things to try below;
LESSON ACTIVITY #2 NEWTONS LAW IN ACTION
FT STEM Learning Strand: Build to Fly
Time: 2-3 HRS
Parents and Teachers: Below are a few tips for assembly and some flight activities to explore as students experience the thrill of remote-control flight (and the occasional crash landing).
Getting Started with your FT Micro Freighter – Let’s build!
Time: 1 HR
Downloadable Build Instructions Option #1
(See instructions attached at end of lesson)
Build Video Option#2
Follow Along Here Build Instructions Options #3
Read all the included directions in your FT STEM Micro Freighter before you begin.
When you cut the end off the nozzle of the included glue, cut off just a small amount. It’s easier to control how much glue is applied with a small opening in the nozzle.
(Parents and Teachers – This is where you might need to provide some assistance for younger children)
Save that glue when you are done with the build, you might need it for repairs or other projects.
Parents and Teachers: If you are using multiple FT Micro Freighters in your classroom, use an identification system to match the right transmitter to the aircraft it is bound to.
Basic Flying Concepts – Let’s Learn!
(Time: 1 HR)
Parents and Teachers: When you have finished building the FT Micro Freighter, following the included instructions and are ready to fly, here are a few concepts and suggested questions you can ask your students to help them understand some basic concepts around flight.
Checking For Understanding: The Four Forces acting on an airplane: Lift, Gravity, Thrust, and Drag.
Differential Thrust: The FT STEM Micro Freighter uses differential thrust to control movement around the Yaw axis by increasing/decreasing the speed of one motor to apply greater thrust to one side of the aircraft.
LESSON ACTIVITY #3 DESIGN CHALLENGE
FT STEM Learning Strand: Engineering and Design
Time: 2-3 HRS
Parents and Teachers: If after many flights your FT Micro Freighter shows some signs of wear, you can carefully remove the electronics (the motors and flight control board) and have the student design their own aircraft creation! The electronics in the Micro Freighter are the same as those included in our FT 2-Channel EZ Pack. You can also use the 3 channel EZ Power Pack in this lesson activity.
Optional Design Approach
Parents and Teachers: How you have your student approach the design and creation of their aircraft is up to you. In the following example you are going to see a 2nd grade student use the following;
RESEARCH: Time 1-2 HRS
In this stage of the FT STEM Engineering and Design model, the student needs to use available resources to find an aircraft to use as their design solution. Solutions are endless for this project, students be creative and think outside the box! Here are some ideas to get started with your own creations:
DESIGN: Time 1-2 HRS
It is time to get your ideas on paper! On a scratch piece of paper, a CAD program, or anything you can draw on that you can trace and use as a template, begin drawing you aircraft.
Parents and Teachers some helpful tips:
Using Autodesk and the EZ Designs CAD Template attached to this lesson, Grant begins redesigning the F-22 chuck glider to take on the shape of the F-18.
Next Grant takes his final drawings and drags them over to the printing template within the EZ Designs template.
After printing each page within the template, its time to start cutting out your plane and taping it together!
CREATE: Time 1-2 HRS
It build time! With your drawings complete, it is time to transfer them onto the material that you are using.
Parents and Teachers some helpful tips;
After having placed all the template cutouts and then cutting the pieces out of the foam board, it is time to start putting the aircraft together.
Keep those templates, you can use them again!
With your pieces cut out, time for coloring!
With the pieces fitting just right but NOT glued and glide test for CG complete, it is time to map out the electronics.
Plug in your motors into the correct spots on the board and find a place to mount it.
Needing lots of nose weight, Grant moves the board as far forward as possible.
If you are using the 2 channel, you would be done. With Grant using a 3 channel, it is time to mount the servo using the same linkages from the original plane.
Time to glue down the loose wires.
Needing more nose weight, Grant cuts the hole for the battery as far forward as he could.
Perfect fit and the CG is met!
You're done, time to go test fly!
TEST: Time is On Going!
It is what you have been working so hard for, it all comes down to this, test flying your own creations.
Parents and Teachers some helpful tips:
How did your creation fly? Was there any design changes you made to your build? We would love to see them so we can share, send all stories, pictures, and builds to email@example.com
Parents and Teachers: In this last stage of the design process, we really want to focus on having fun, staying positive, and having your student describe what went well and what needs improvement, remember failure is an option and we learn the most when that happens. This is the true learning and pushing them to not stop, continue to make your creation better and to keep flying.
We would like to thank you for participating in this Project Flite lesson, we hope you learned a lot about how fun aviation and engineering can be through STEM DIY remote controlled scratch build rc. If you want more Project Flite lessons please visit our Lessons tab to dive into more design challenges . If you interested in seeing more of our curriculum and what it has to offer, start a Free trial today!
ISTE Standards of Creativity and Innovation
Research and Information Fluency
Critical Thinking, Problem Solving, and Decision Making
Technology Operations and Concepts
Next Generation Science Standards
ETS 1A: Defining and Delimiting and Engineering Problem
ETS 1B: Developing Possible Solutions
ETS 1C: Optimizing the Design Solution