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GRADES K-8K-4 First Flyers

Aeronautics Research

Mission history of Directorate

Museum in a BO SerieXs

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Maple seed “helicopters” (optional) Paper Template (Worksheet 2) Paper Measuring tape Paper kitBalloon rockets long balloons Large line Fishing straws Straight Clothes pins or binder clips Chart paper Provided Provided by User

Materials: Materials: In the Box drinking straight straws Two Tape Scissors of string 45cm lengths Two One 1m length of string Ruler Single-hole punch clip Paper pencils crayons, Markers, (optional) Selection of ribbons the show to canvas Painted the covered that material pop of aluminum from A piece air duct, etc. can, siding, cups clear 10-12 oz. Tall, Modeling clay Stopwatch liquid syrupy Clear, Ruler/Yardstick Gallon-sized container(s) (optional) 3/8 fasteners Time Requirements: 5 Hours Requirements: Time

K-4

Identify five discoveries about flight. about flight. discoveries five Identify the class (called a series by written of stories Create from a list first flyers of one of America’s Writing) Choral Earhart, Amelia Wright, the and OrvilleWilbur including . and Yeager, Airmen, Chuck Tuskegee tail lengths, Experiment with sled with different varying in flown optimal to determine of amounts did in 1899 with brothers Wright much like the design . Wright their famous using modeling clay Experiment with shape and in liquid. dropped compare to Experiment with a simple paper helicopter the lifthow in of rotary of a ) (in the form the from of an with fixed differs a helicopter wings. learn about to Experiment with rockets propulsion.

2. 3. 4. 5. 6. 1. Students will: Students Objectives Each activity an important is structured around discovery and science discovery affected that and how in flight Hands-on activities as society. and as well the time of at history who lived about a famous aviator each activity. to the discovery is also attached More specifically students will learn about famous aviators aviators will learn students about famous specifically More and important in flight. In addition, they will discoveries as they and drag with kiteexperiment propulsion design, in the of the challenges involved understand some seek to technology. of development In this lesson, divided into five activities, students will activities, students five In this lesson, divided into science design, learn about the abilities of technological position and motion of and the as a endeavor, the historyobjects as they explore of American aviation.

Lesson OverviewLesson First Flyers Flyers First GRADES history of flight IN A BOX 2 Background

Discoveries in American Aviation

Airplanes are such an important part of our everyday lives that it is hard to believe that they did not exist until a little over a century ago.

America’s progress in aviation has grown out of the belief that better technology improves life for people.

The included in this timeline represent five significant achievements in the history of flight. These technological advances not only transformed aviation, but society as well by reinventing , advancing commerce, changing the way people engage in warfare, creating entirely new industries, and bringing people around the globe together like never before. MUSEUM IN A BOX

Discovery One: The First Successful Powered Airplane

Airplane: 1903 Date: First flight on December 17, 1903

SCIENCE AND TECHNOLOGY

The first powered, controlled, heavier than air flight lasted only 12 seconds, covered just 120 feet, and traveled at a mere 30mph, but Wilbur and Orville Wright came up with the basic solutions for powered, controlled flight. Their contributions included an innovative propeller design that provided ,

and a system for controlling movement in three directions— (Photo courtesy of NASA) vertical (pitch), horizontal (yaw), and lateral (roll). These same Img. 1 1903 Wright Flyer basic principles have been applied to every airplane that has been built since.

SOCIAL IMPACT The Wright Flyer’s first successful flight launched the aerial age and thrilled people around the world about the possibilities of flight. Writers and artists incorporated flight in their work while images of airplanes appeared on clocks, cigarette cases, plates, and other everyday items. Soon airplanes were used to deliver mail and freight, dust crops, map the Earth, and carry passengers.

history of flight 3 MUSEUM IN A BOX Discovery Two: The First Airplane to Fly Across the Atlantic Ocean Nonstop With a Single Pilot

Airplane: Spirit of St. Louis (Ryan NYP) Departed New York, USA on May 20, 1927 Arrived Paris, France 33 1/2 hours later

SCIENCE AND TECHNOLOGY At the time made his historic transatlantic flight, the airplane had become a much more dependable . Larger and more powerful allowed airplanes to travel faster, higher, and farther. The Spirit of St. Louis was built for maximum distance with wings built to carry the 450 gallons of fuel needed to fly from New York to Paris 4,000 miles and 33 ½ hours away.

SOCIAL IMPACT Lindbergh’s flight astonished the world because it demonstrated the safety of airplanes, which led to a rapid advancement in the aviation (Photo courtesy of NASA) industry. Within the few years following Lindbergh’s flight, airplanes Img. 2 Charles Lindbergh were crossing the United States in 48 hours (compared to 72 hours by train). Soon songs, novels, comic books, and movies made aviation their theme.

Discovery Three: The First Profitable Passenger Airplane

Airplane: Douglas DC-3 Date: First flown in 1935

SCIENCE AND TECHNOLOGY The DC-3 was built of aluminum, making it stronger and more durable than earlier aircraft, which used modified fabrics like painted canvas. The DC-3 also had a larger (body) and wings, and it could carry more weight.

The DC-3 transported as many as 21 passengers at a time (Public Domain) at speeds of up to 212 mph. The design of the DC-3 was Img. 3 Douglas DC-3 streamlined with its bullet-shaped fuselage, two powerful engines enclosed by cowlings (hoods), and its retractable gear.

SOCIAL IMPACT The DC-3 was the first modern . It was the fastest commercial form of transportation in its day, and the first airplane to make a profit carrying passengers.The DC-3 made popular and affordable. Its sleek, streamlined shape influenced the design of everything from automobiles to toasters.Military airplane technology also had advanced by this time, resulting in the remarkable airpower that was demonstrated in World War II. The DC-3 used by Americans to move troops and supplies during the war was nicknamed the Gooney Bird because of its awkward appearance. history of flight 4 Milestone Four: The Invention of the Helicopter

Aircraft: Sikorsky R-4 Date: Made its initial flight on January 13, 1942

SCIENCE AND TECHNOLOGY: The Sikorsky R-4 as designed by Igor Sikorsky had a single, three-bladed main rotor (). The R-4 was the world’s first large-scale, mass-produced helicopter and the first helicopter to enter service with the United States Army Air Forces, Navy, and Coast Guard. The R-4 became the model for all modern single-rotor produced thereafter.

SOCIAL IMPACT: Because helicopters have the ability to fly forwards, (Photo courtesy of NASA) MUSEUM IN A BOX backwards, up, down and sideways, as well as remaining Img. 4 Sikorsky R-4 stationary over a single spot, they are used to complete tasks that are not possible with airplanes. For example, helicopters are often more useful than airplanes in fighting fires, rescuing people stuck in otherwise inaccessible places, transporting the sick and injured, moving and removing large objects, and gathering news and scientific data.

Milestone Five: The First Plane to Fly Faster than the

Airplane: Bell X-1 “Glamorous Glennis” Date: First broke the on October 14, 1947

SCIENCE AND TECHNOLOGY The Bell X-1 became the first airplane to fly faster than the speed of sound. Until then, no one knew what would happen to objects in flight at the speed of sound.There was fear of the effects of compressibility or a collection of several aerodynamic effects that “struck airplanes” like a wall keeping them from further acceleration. U.S. Air Force Captain Charles E. “Chuck”Yeager piloted the X-1 as it reached Mach 1.01 at an altitude of 43, 000 feet. Yeager nicknamed the airplane the “Glamorous Glennis” in honor (Photo courtesy of NASA) of his wife. Img. 5 Bell X-1 “Glamorous Glennis” The X-1 used its to climb to its test altitude after launching from the bay of a large B-29 airplane at an altitude of 23,000 feet. The airplane flew a total of 78 times, and on March 26, 1948, with Yeager as its pilot, the X-1 reached a speed of 957 miles per hour at an altitude of 71,900 feet. It was the highest speed and altitude ever reached by any manned airplane up to that time. history of flight 5 (Photo courtesy (Photo of NASA) The Wright Wright The 1 Img. brothers

In 1892, the brothers began repairing bicycles for friends, and soon started their own repair business. In and soon started 1893, the business. friends, repair bicyclestheir own In began repairing for 1892, the brothers bicycle made their own models. even later, years and three Ohio, opened a bicycle shop in Dayton, brothers German of the famous about the death read Wilbur In 1896, while nursing Orville, sick with typhoid, who was died when his glider Lilienthal using a glider. flight to make a heavier-than-air the first man pilot , to the 30, 1899, he wrote On May in flying. take a keen interest to Wilbur led work of Lilienthal’s news The lost lift. research. on aeronautical information for in Christ. One such trinket, a the inspired top, helicopter-like in flight. In school, interest boys’ during his high school if his family had not moved from graduated have who would student an excellent was Wilbur Orville, was on the other hand, college. attending from Wilbur kept death illness and his mother’s Then senior year. open a to Orville his senior year Thus before quit school being mischievous. known student, for an average merely high school back then. from not graduate people to It for printing business. common was own printing was when they opened their ” “The Wilbur and Orville called themselves first time The was 22 and OrvilleWilbur was 18. At the time, firm. Wright and OrvilleWilbur the oldest child of was Wilbur born was on April 16, 1867. Wright, child of Milton and Susan the third Wright, Wilbur humankind flight. give the capacity for eventually the brother-partners who would partnership, other half of that The later, Orville, years born was four 19, 1871, in the family’s on August Ohio. newly built house in Dayton, and OrvilleWilbur boys, As their mother’s by inspired were mechanical abilities and their intellectual curiosity. father’s various boys his Milton brought and trinkets he found souvenirs for as a minister duringtravels his Brethen of the United the Church Famous American Aviators American Aviators Famous not be history the would of aviation, and technology of aviation in the science achievements In these great addition to included in this part people The lesson are of the pilots. great without the ingenuity and tenacity of many complete history Americans who changed aviation forever. the many of only a few SOCIAL IMPACT IMPACT SOCIAL the with associated the personnel because the 1960s in program space America’s for foundation laid the Bell X-1 The project also forged The program. positions in the key leadership assume on to went technology of X-1 development by collected data flight The facilities. and research industry, private military, U.S. the between relationship the post-war of the design. jet the remainder in furthering fighter for invaluable U.S. was the X-1 history of flight MUSEUM IN A BOX 6 Within a few months, Wilbur read all that had ever been written about flying. From his reading, he was able to identify the necessary elements for the success of any flying machine: wings to provide lift, a power source for propulsion, and a system of control.

Of all of the early aviators, Wilbur especially recognized the need for controlling a flying machine in all three of its axes: pitch, roll and yaw. Wilbur’s solution to the problem of control was ‘ warping.’ He came up with this revolutionary system by twisting a long rectangular box which had its ends removed. Twisting the surface of each “wing” changed its position in relation to the oncoming wind. Such changes in position would result in changes in the direction of flight.Wilbur tested his theory using a small kite, and it worked.

In August of 1900, Wilbur and Orville built their first glider and chose a lonely beach on the coast of North Carolina called Kitty Hawk to test their new invention.

The following year, the brothers tested a new, improved glider with a 22-foot ; however, after a disappointing performance they returned to Dayton to construct a in which to test a variety of more effective wing designs. Using the results of the wind tunnel, the brothers constructed their 1902 glider. In October, they returned to Kitty Hawk to test this glider, which succeeded in flying 620 feet, a new record. Following this success Wilbur and Orville returned once again to Dayton to begin working on a propeller and engine for the first MUSEUM IN A BOX ever manned, powered flying machine.

After they designed a propeller based on the same principles used to design their wings, Wilbur and Orville built a 4-cylinder, 12- engine to power their 1903 Flyer, which was built in sections in the back room of their bicycle shop and shipped to Kitty Hawk where it was to be assembled.

On December 14, 1903, Wilbur won the coin toss and made his first attempt to fly the machine, but the machine stalled on take-off, causing minor damage. Once the plane was repaired three days later, Orville made his second attempt.

At 10:35 a.m., on December 17, 1903, Orville Wright completed the world’s first heavier-than-air, machine powered flight. The flight lasted 12 seconds and covered a mere 120 feet, but Orville did what had been yearning to do – he flew.

Amelia Earhart

Amelia Mary Earhart was the daughter of Samuel “Edwin” Stanton Earhart and Amelia “Amy” Otis Earhart. Amelia was born in Atchison, Kansas, on July 24, 1897. Amelia’s upbringing was unconventional. Her mother, Amy, did not believe in molding her children, Amelia and her sister Muriel (nicknamed Pidge), into “nice little girls.”

As a child, Amelia spent long hours playing with Pidge, climbing trees, hunting rats with a rifle and “belly-slamming” her sled downhill. In (Photo courtesy of NASA) 1904, Amelia and her uncle pieced together a Img. 6 homemade ramp modeled after a roller coaster. They attached the ramp to the family’s tool shed and Amelia rode the ramp in a wooden box. Though the wooden box was shattered and Amelia’s lip bruised, she exclaimed, “Oh, Pidge, it’s just like flying!” history of flight 7

By the time Amelia was in high school, her family had moved to Chicago. There, Amelia searched for a school that had had that a school for searched Amelia There, Chicago. to had moved her family high school, in By was time Amelia the Amelia Park, Hyde from High graduating After School. Park in Hyde one discovered She program. science a strong in women successful clippings about of newspaper keeping a scrapbook career, her future research to continued and engineering. management advertising, male-dominatedproduction,law, film fields including would ride That an airfieldIn visited her father and her firsttook 1920, Amelia in an airplane. ride Amelia where I ground to fly.” the off knew I had feet hundred “By or three I had got two the time She said, forever. life change her Canary.” “The nicknamed which she airplane, yellow used a bright Amelia purchased afterSix months her first flight, female pilots. for record world a setting feet, On Octoberto an altitude of 14,000 flew her plane 22, 1922, Amelia Captain H. Hilton got a phone call from Amelia in 1927, Atlantic the across solo flight after Charles Lindbergh’s A year though she flew this opportunity, took Amelia enthusiastically Atlantic?” fly the like to you “Would who asked, Railey, was just baggage, “I said, Amelia After the flight, with the added duty log. the flight of keeping up only as a passenger, try I’ll someday it alone.” “...maybe She added, like a sack of potatoes.” some reporters began referring Lindy,” “Lucky nicknamed the press whom Lindbergh, to Because of her resemblance of the Air.” “Queen or the “Lady Lindy” as Amelia to Amelia set own. So, of her record to set a wanted she flight, her transatlantic gained some fame from Amelia Although across to fly solo woman North America and becoming the first August of 1928, in off on her first solo flight, extended of 18,415 feet. back. In altitude record 1931, she set a world with the latest the age of 34, on the morning Newfoundland 20, 1932, Earhart of May At Harbour Grace, set off from plane engine Paris in her single to to fly intended She of her flight. the date confirm to of a local newspaper copy icy , strong during which she battled 56 minutes but after lasting 14 hours, just like Charles a flight Lindbergh, “Have a farm hand asked, When in Northern in a pasture landed Amelia Ireland. and mechanical problems, conditions across Amelia Earhart to fly solo non-stop woman the first had become America.” “From replied, Amelia far?” flown you the Atlantic. Vega flying her beloved year, California. In the same to Hawaii from In to fly solo became the first person Amelia 1935, . Mexico to Angeles Los soloed from Amelia Bessie,” “Old called which she airplane, 1935, Amelia but by speed and distance, for in aviation Between Earhart 1930 and 1935, Amelia records set seven at the of the globe – a circumnavigation attempt to wanted she most a flight think about a new adventure, began to equator. her long to help her improve Paul Mantz pilot “stunt” contacted Hollywood Amelia her flight, for prepare In to order counsel to in order in 1935 as a visiting professor University Purdue she joined the faculty of well, As flying. distance serve the Department and garner advisor to support as technical her careers, of Aeronautics for on aviation women around-the-world flight. a following at 29,000 miles, course would choose the longest Amelia the globe, to circle not the first pilot Though Lockheed to include a to her specifications Electra was built 10E Purdue, from With funding path. difficult equatorial fuel tank. an especially large among other things, as he had plenty in marine as well of experience since be her navigator Noonan to Soon, Fred contacted Amelia airplane navigation. Hawaii. In to Honolulu, from Oakland, California flew the first leg of the trip and her crew 17, 1937, Amelia On March could not the flight however, on board; Noonan, Harry Mantz were Manning and Paul and Fred Amelia addition to failures. technical due to continue history of flight MUSEUM IN A BOX 8 notable pilotwas Jacqueline Cochran, thefirst woman to exceed Mach 1(thesoundbarrier). AtAirmen. age 16,ElinorSmithwas theyoungest pilotto alicense earn whichwas signed by Orville Wright. Another license intheUnited States. addition,shehelpedtrain more In than200students whoeventually became Tuskegee prominent femaleOther aviators included Willa Brown, whowas thefirst a American African to earn commercial flight clothing andluggageline, andendorsedmultipleproducts. was nottheonlyfemaleAlthough Ms.aviator Earhart ofhertime, shewas themostfamous. Shehadherown 5,1939. 10Ehasever NoonanortheElectra was beenfound. declared legallydeadonJanuary Earhart, Amelia Earhart andOn July19,1937,theofficialsearch for AmeliaEarhart Fred Noonan wascalled off, andno physical evidence of leavingperhaps theaviators butthesearch raft, yieldednothing. inanemergency west andsouthwestnorth, ofHowland hadcrashed Island, that intheocean, theElectra basedonapossibility Howland Islandwas investigated, butnosign oftheflyer was ever found. alsoflew Airplanes over the area tothe Island. The United States soonjoinedinthesearch, Navy andover ofaboutthree aperiod days allofthearea around beginning Amelia’s onehourafter lastrecorded andwest ofHowland beganitssearch message, north theItasca Through ofmisunderstandingsorerrors, aseries Amelia’s finalapproach to Howland Islandusing radio failedand Amelia’s andguidethemto airplane theislandonce theygotoverhead. miles into herflight by theUnited States Itasca, whichhadbeenassignedCoast Guardto ship communicate with heading for Howland Island, aflat sliver ofland2,556miles away. Amelia’sknown position was takenabout800 last On July2,1937,Amelia andFred Noonantook offfrom Lae, Papua NewGuineainaheavily loadedElectra. They were Fred Noonanhadabout22,000milesbehindthem. The remaining 7,000mileswould beover thePacificOcean. Asia,and Southeast theyarrived at Lae, Papua NewGuineaonJune29,1937.At this stageinthejourney, Amelia and crewmember onthisflight. manyMiami onJune1andafter stopsSouth America, inAfrica, two The departed toof eastto changesin windandweather west, waspatterns. dueinpart Fred Noonanwould beAmelia’s only publicly announce herplansto circumnavigate theglobe. The flight’s opposite from direction, west to eastinstead for asecond try. This timeAmelia would flyfrom Oakland, CaliforniaMiami, to OnceFlorida. shegotthere would she wasWhile beingrepaired theElectra Amelia andherhusband, George P. Putnam, apublisher, gotadditionalfunds Civilian Pilot Training Program through thehistorically black Tuskegee Institute. abundance ofapplications from African menwhoqualified, American many inthe ofwhomalready participated be difficult for pilots American African toachieve. failed dramatically whenthe Air Thepolicy Corps received an uncommonly highlevel offlight experience orwithahighereducation, settingupstandards theythought would to eliminateeffort theunitbefore it could theform, setupasystem to acceptDepartment War onlythosewithan States Congress forced theArmy Air Corps to form anall-blackcombat unit, the War disagreed. an Department In Before the Tuskegee pilotshad beenAfrican butin1941when theUnited American, military noAmerican Airmen, challenges, the Tuskegee throughout flewsuccessful Airmen Europe. missionsasbomberescorts As such,the Tuskegee experienced Airmen racial discrimination,bothwithinandoutsideofthearmy. Despite these required to have separate training schoolsandfacilitieswere kept separate from white membersofthemilitary. During World War II,African inmany Americans states were to Jim Crow stillsubject laws, whichmeant theywere The Tuskegee oftheUnited States pilotsinthehistory armed were Airmen forces. thefirst military American African tailswere becauseairplane Devils pilots were theRed-tailed painted nicknamed red. Corps, was thepopularnamefor agroup ofAfrican pilotswhofought American in withdistinction World War II. The Although formally theywere asthe332ndFighter known Group oftheU.S. Army Air Corps, the Tuskegee Airmen Tuskegee Airmen history offlight history

9 MUSEUM IN A BOX MUSEUM IN A BOX Strict racial segregation in the U.S. Army required the development of a separate group of African American flight surgeons to support the Tuskegee Airmen. Before the development of this unit, no U.S. Army flight surgeons were Black. The training of African American men as medical examiners was conducted through separate classes until 1943, when two Black doctors were admitted to the U.S. Army School of Aviation Medicine at Randolph Field, Texas. This was one of the earliest racially integrated courses in the U.S. Army. Seventeen flight surgeons served with the Tuskegee Airmen from 1941 through 1949. The chief flight surgeon of the Tuskegee Airmen was Dr. Vance H. Marchbanks, a boyhood friend of Benjamin O. Davis, Jr., who would become the commander of the fighter group.

It was not easy overcoming racism in the military, but by the end of the war, the Tuskegee Airmen shot down 112 German aircraft, sunk a German- operated Italian destroyer, and destroyed numerous enemy trucks

and trains. Their squadrons completed (Photo courtesy of NASA) more than 15,000 attacks during 1,500 missions. The Tuskegee Airmen were Img. 7 The Tuskegee Airmen awarded a Distinguished Unit Citation (DUC) for the mission to escort B-17s on their way to bombing the Daimler-Benz tank factory in Berlin, Germany. During this flight, pilots destroyed three enemy jets.

By the end of the war, the Tuskegee Airmen were awarded several Silver Stars, 150 Distinguished Flying Crosses, 8 Purple Hearts, 14 Bronze Stars, 744 Air Medals and earned the distinction of never losing any to enemy fighters.

Chuck Yeager

Charles Elwood “Chuck”Yeager was born on February 13, 1923. Yeager is a famous test pilot and retired major general in the . He was also the first pilot to travel faster than the speed of sound. Yeager’s career began in World War II as a private in the United States Army Air Forces. After serving as an aircraft mechanic, Yeager entered a pilot training in September of 1942. Upon graduating, Yeager was promoted to the rank of flight officer, after which he became a North American P-51 Mustang fighter pilot. After the war, Yeager became a test pilot for many kinds of aircraft and rocket planes. (Photo courtesy of NASA)

Img. 8 history of flight 10 On October 14, 1947, Yeager became the first man to break the sound barrier. Flying the experimental Bell X-1, Yeager reached Mach 1 at an altitude of 45,000 feet. Yeager later commanded fighter squadrons in Southeast Asia during the Vietnam War. In recognition of his outstanding performance ratings for the units he commanded, Yeager was promoted to brigadier general. Yeager’s flying career spans more than 60 years and has taken him to every corner of the globe, including the during the height of the .

Neil Armstrong

Neil Alden Armstrong was born on August 5, 1930. A United States Naval Aviator, astronaut, test pilot, and university professor, Armstrong is both a distinguished pilot and scientist. Armstrong was the first person to set foot on the Moon. His first spaceflight was aboard Gemini 8 in 1966, on which he was the command pilot, becoming one of the first U.S. civilians to fly in space. On this mission, Armstrong performed the first manned docking of two . Armstrong’s second and last spaceflight was as mission commander of the moon-landing mission on July 20, 1969. It was on this mission, that Armstrong and climbed down to

the lunar surface for 2½ hours while Michael Collins remained in orbit in the Command Module. For this mission, MUSEUM IN A BOX Armstrong received the Congressional Space Medal of Honor.

Before becoming an astronaut, Armstrong was in the United States Navy, and he fought in the Korean War. After the war, Armstrong served as a test pilot at the National Advisory Committee for Aeronautics (NACA) High-Speed Flight Station, now known as the Dryden Flight Research Center, where he flew over 900 in a variety of aircraft.

After flying a number of NASA missions, including the first space docking mission ever, Armstrong was appointed commander for the Apollo 11 mission, which would land him on the Moon. As part of his preparation for lunar module control, Armstrong spent time in a helicopter, though he had previously received helicopter training during his time in the Navy. Armstrong thought the helicopter was good for training the astronauts when it came to determining flight paths for the lunar module, but otherwise, Armstrong thought there were too many differences between the controls of the two to make it the best training experience.

Armstrong and his crew of Buzz Aldrin and Michael Collins completed a successful mission to walk on the Moon on July 21, 1969. It was (Photo courtesy of NASA) upon stepping off the Eagle spacecraft that Armstrong uttered his now famous words, “That’s one small step for man, one giant leap for Img. 9 Neil Armstrong mankind.”

After his Apollo mission, Armstrong retired as an astronaut, served as the NASA Deputy Associate Administrator for Aeronautics and went on to teach in the program at the University of Cincinnati. Later Armstrong became a spokesman and served as a board member for many leading American corporations.

history of flight 11

1 Hour

Introduce students to the idea of a “Discovery in Flight” as an event marking as an event in Flight” “Discovery the idea of a to students Introduce and about airplanes had been previously known change in what a significant invented “Who Ask: in flight. discoveries name different to the students Ask flight. “When did humans first fly?” or the airplane?” will be learning they in flight, the discoveries with each of that students Tell a Explain that impacted and society. the discovery science about the ways scientific is used knowledge impact acquired newly scientific way includes the the discovery is used to the way practical Societal impacts purposes. for involve in various communities. of people living together the lives improve and Orville Wright Wilbur names – these two to carefully “Listen students: Tell “ “Who these names before? has heard ask: Then Wright. flew Flyer Wright the 17, 1903 as the day December Go introduce on to of Kitty the sandy shores North Hawk, over the first time for successfully on a map. this location students Show Carolina.

1. 2. 3. 4. Activity Overview: history. aviation in Flyer Wright of the will first learn about the significance Students Wrights, like the sled kites experiment, their own to will create students this, Following and lift.with design Time Requirements: Requirements: Time Objective: will learn and motion of objects, students about position propertiesIn this activity, as a human and science design, abilities of technological of objects and materials, After Flyer. Wright the aviation, American first discovery the in through endeavor with kite will experiment and lift.Students will students design learning the Flyer, about Wilbur about Writing in Choral as they engage brothers Wright about the learn more and Orville Wright. Activity: Introducing Discovery One in American Aviation Discovery One in American Aviation Introducing

Tape Tape Ruler K-4 None Scissors (Figure 1) (Figure (optional) Paper clip Paper Stopwatch In the Box Chart paper Worksheets Worksheets Materials: Materials: (Worksheet 1) Carolina marked Carolina Single-hole punch Sled Kite Template Sled Kite Template Provided by User User by Provided

Selection of ribbons Reference Materials Reference with Kitty Hawk, North

One 1m length of string Markers, crayons, pencils crayons, Markers, GRADES Activity 1 Discovery One mini-poster Discovery One mini-poster A map of the United States States A map of the United Two 45cm lengths of string Two Two straight drinking straight straws Two history of flight MUSEUM IN A BOX 12 Heavier-than-air Key Terms: Propulsion Propeller Airfoil Pitch Yaw Yaw Roll Roll Lift Lift 7. 6. 5.

Sled kite directions to directions follow: Sled kite home forstudentsto make andthenbringbackto school. assemble theirkites. Alternatively, could assembledinadvance kits be kite andsent advance andthere are enough present adulthelpers to assistthestudentsasthey isrecommendedIt that,foryounger students, thetemplates andstraws cutin be students to follow. will explainandprovide thedirections asetofwritten, illustrated for instructions will make a “sled kite” usingatemplate already madefor them. Now, tell thestudents that, like the Wrights, withkites, thestudents whostarted of thegym,playground, lot, etc.). theparking some point ofreference to demonstrate thisdistance for your students (thelength After somegeneral discussion,tell students that theflyer traveled 120 feet. Have Next, askstudents: “How far doyou thinkthe Wright flyer flew in12seconds?” the air. longtimefor toAfterward, askstudents anairplane ifthisseemedlikeavery stay in students to standononefoot for 12seconds whileyou watch aclockorstopwatch. After thestudents respond, tell themtheflight lasted for allof12seconds. Tell the Ask students: “How longdoyou think Wilbur andOrville’s firstflight lasted?”

c. b. a.

template for thestraws. area onthe marked so theywillfitinthe straws two drinking Trim thelengthof kite. kite. Carefully cutoutthe Template.Kite acopyMake oftheSled

history offlight history

The teacher

13 MUSEUM IN A BOX

Cut two pieces of kite pieces two string Cut long and each 45 centimeters Using a single-holeUsing paper punch the carefully puncher, the holes markedtwo by just taped. you black circles As shown, place two or three or three two place shown, As of tape over pieces covering the marked areas, string where the black circles holes will be punched. Tape the straws in place. in place. straws the Tape

g. g. long, one meter one piece K. which will be used in Step f. f. e. e. d. d.

history of flight MUSEUM IN A BOX 14

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l. k. j. i. hole. Tie through onestring each Your isready to sledkite fly! opposite thekite. tostring thepaperclip, andtietheendofthis string Pick upthe1mlongpiece of shown. tostring apaperclipas Tie thelooseendofeach Tie tight thestring enough,butdonottear thepaper.

history offlight history

15 MUSEUM IN A BOX To guide the discussion, teachers may ask: did the may How guide the discussion, teachers To

To do this, begin with a long tail, then progressively shorten the see how it to then progressively with a long tail, begin do this, To

If you do not have access to to access have do not If area. to a clear you outside students take fly the kite, To Instruct m of the 1 the end to hold space. indoor students find a large the outside, fast and to run Ask the students stringlength of run with the kite and it fly. make to flight. observe to the their speed affects then slow how kite’s their for paper as tails or crèpe a strip of ribbon can add students is time, If there kites. affects flight. tail design to will return students minutes, 10 – 20 last from which may kiteAfter trials, student recording the teacher with their results, and discuss the classroom see. all to observations for your flying (Running kite? were walkingto you when compare effect of running to lift). this finding wind equals more Relate the effect of wind; more created Flyer. Wright the for site a test of Kitty choice for Hawk Wilbur’s the the tail affected how ask the students add a kite had time to tail, if you Then, lift.) provide to upward keeping the nose pointed add stability, motion. (Tails kite’s (Imgs. Flyer and the 1903 Wright brothers of the Wright students the photograph Show all or some of the lesson’s 1 and 6, found in the Image section read this lesson). Then of for facts students will listen The brothers. about Information the Wright Background It is a activity Writing follow. to ideas that may be used for the Choral and generate good use chart idea to paper activity for this see students will be all of the able to since as well. read for others to bethe story easily displayed and it can as it is being written,

8. 9. 10. 11. history of flight MUSEUM IN A BOX 16 • Scienceasahumanendeavor HISTORY ANDNATURE OFSCIENCE • Understandingaboutscience andtechnology • Abilities oftechnological design AND TECHNOLOGY SCIENCE • Position andmotionofobjects andmaterials • Properties ofobjects PHYSICAL SCIENCE • Understandingaboutscientific inquiry to doscientific inquiry • Abilities necessary SCIENCE ASINQUIRY NATIONAL SCIENCESTANDARDS K-4 history offlight history

17 MUSEUM IN A BOX

1 Hour Review what students learned in the previous activity about the Wright Flyer, Flyer, Wright activity learned in the previous students about the what Review brothers. Wright kite and lift, design and the 1 and 6 found in the post Discovery the may wish to One (Figs. mini-poster You help prompt to in order review section your Materials lesson) before of this Reference If not, post the activity. what they learned in the previous recall the students to as part posters Use the mini of your Discovery after mini-poster the students review. game-changing in a timeline of significant, create and to daily review discoveries aviation. Paris. and then to York New to Point posted. the map you look at to students Ask of water, ocean A big and Paris?” York “What New stands between students: Ask If name the is called. no one is able to ocean that them what Ask they will say. the Atlantic. it’s students tell ocean,

Activity: 1. 2. Activity Overview: from New flight Lindbergh’s of Charles’ will first learn about the significance Students will students this, 1927. Following 20, on May Louis in the Spirit of St. Paris to York a story will create students Finally, design. and aerodynamic with drag experiment Earhart. about Amelia Writing Choral through Time Requirements: Requirements: Time Objective: will learn students about properties as In science of objects this activity, and materials, discovery second the through design of technological and abilities a human endeavor, in the flight transatlantic Charles Lindbergh’s history, aviation American in of flight flight, learning After 20, 1927. Lindbergh’s on May about Louis, the Spirit of St. airplane, affects motion. drag and how drag with will experiment students activity(This be may will learn Students as a demonstration.) students, younger or for done in small groups, Writing. Earhart about Amelia Choral through and respond Introducing Discovery Two in American Aviation in American Aviation Two Discovery Introducing

Drag Drag None None K-4 aircraft aircraft Resistance Resistance Stopwatch In the Box Chart paper Transatlantic Transatlantic Worksheets Worksheets Materials: Materials: Aerodynamic Aerodynamic Modeling clay Modeling clay Key Terms: Terms: Key Provided by User User by Provided Tall clear container clear container Tall Clear, syrupy liquid syrupy Clear,

A piece of aluminum A piece Reference Materials Reference York to Ireland marked to York

material that covered the covered that material GRADES Discovery Two mini-poster Discovery Two Activity 2 Painted canvas to show the show to canvas Painted York to Paris, and from New and from Paris, to York Map with flight path from New from Map path with flight history of flight MUSEUM IN A BOX 18 If space If allows, thischoral to post thechoral next writingproduct writing product 7. 6. 5. 4. 3.

football, speedboats, racing helmets, bicycle etc.) Relate theaerodynamic designs ofclay inlife to otherobjects (cars, airplanes, a shapes are more aerodynamic (resist fluidless; explain that airisa offluid). form they have incommon (rounded, narrow shapeswillsinkfaster). Discusshow these and soon),generalize aboutwhichshapessunkfastest andwhat design elements shapes, some flat somebullet-shaped, andwide, some somecube-shaped, round, After gatheringdata abouteachshape(andyou may wishto have 4-6different goggles are available, you maywishto usethem. WarnA note safety: about studentsnotto taste theliquidorgetitintheireyes. safety If together asapair. miniposter witheachrelatedDiscovery choral by writingproduct them posting completed attheendofprevious activity. You to mayalsochoose associate the usingtheChoral aboutAmelia Earhart completeWriting astory Activity. reading someoralloftheBackground Information withyour students. Then Close by showing thestudents aphotograph (Fig. ofAmelia Earhart 7)and amount ofdrag.” aerodynamically designed shape. otherwords, In itwillbetheshapewithleast to thebottom oftheglassfastest. That shapewillwinbecauseitbethemost of theglass. Once we timeeachshape, we willdetermine whichshapemade it liquid. we Next, willtimetheshapeto seehow longittakesto getthebottom shapes. Then we are goingto drop eachshapeinto aglassfilledwiththickclear how drag.” shapeaffects Introduce the withthefollowingWhat aDrag introduction: activity “Let’s see manueverable andslows themdown. donot as abenefit, butairplanes want to increase drag. Drag makesaircraft less by discussinghow aparachute orsailisdesigned to increase drag andusedrag windy days. Explainhow drag isakeyissueinflight. Provide an example ofdrag Ask students what problems pilotsmight face duringsuchaflight, especiallyon flight across the Atlantic. As anoption,search theInternet for andplay asongortwo aboutLindbergh’s woman to cross theAtlantic, flyingfrom New Ireland. York to the ocean from New York to Paris, to took bethefirst to theskies Amelia Earhart Lindbergh, after students thefirstman photos.to flyacross that Mention shortly LindberghCharles (Fig. 2)andhisairplane, ofSt. theSpirit Louis, by showing was thefirstperson to cross theIntroduceAtlantic andwhen? inanairplane CanAsk: airplanescross over theAtlantic? Follow thisquestionby asking: Who

We are goingto usemodelingclay to makedifferent

history offlight history

19 MUSEUM IN A BOX

Science as a human endeavor • Science as a human endeavor SCIENCE AND TECHNOLOGY design of technological • Abilities and technology • Understanding about science OF SCIENCE AND NATURE HISTORY PHYSICAL SCIENCE PHYSICAL of objects• Properties and materials of objects and motion • Position SCIENCE AS INQUIRY AS INQUIRY SCIENCE necessary• Abilities inquiry do scientific to inquiry about scientific • Understanding NATIONAL SCIENCE STANDARDS K-4 K-4 STANDARDS SCIENCE NATIONAL history of flight MUSEUM IN A BOX 20 Activity 3 Activity Discovery Three mini-poster ThreeDiscovery GRADES GRADES Gallon sized container(s) Gallon 3/8 fasteners (optional) Reference Materials Provided by User Ruler/Yardstick Key Terms: Materials: Worksheets Gas mileage Gas Chart paper Chart Square feet In theBoxIn K-4 K-4 Volume None None Introducing Discovery Three Aviation inAmerican 3. 2. 1. War II,thewar inwhichtheDC-3proved to beofexceptional value. about the Tuskegee aviation during andtheircontributions Airmen to military World understand thesize, andfuellimitations oftheDC-3.Students construction willlearn affordable for passengersas well asprofitable forairlines. Students willuse math to thatStudents abouttheDC-3,airplane madeairtravel willlearn accessible and Overview: Activity pilots whogainedfameduring World War II. through Choral Writing aboutthe Tuskegee anelite Airmen, corps ofAfrican American 3, students willexplore somemath related to theDC-3.Students thenwillcreate astory accessible andaffordable, andplayed avital role in abouttheDC­ WWII. learning After aviationin American history, theinvention oftheDC-3,whichmadeairtransportation technological through design, thethirddiscovery andposition andmotionofobjects thisactivity,In studentsaboutscience willlearn asahumanendeavor, abilitiesof Objective: Time Requirements: Activity: Activity:

engines. design, whichmeanslessdrag, andtwo newlydesigned, especiallypowerful had longerandstronger wings, arounder noseandsidesfor more aerodynamic your hand, palm parallel to thefloor,right, then onahorizontalIt axis(yaw)). left andreduce tostability fishtail (show thetendency how fishtailing looks by moving the world. waswithaspeciallydesigned anairplane tailto give It theplanebetter successful flight ofthe Wright brothers,kind ofairplane was introduced anew to Tell students that onDecember 32years thefirst 17,1935,exactly after machine successfully for 12seconds. (December 17,1903) Ask students to recall thedate onwhichthe Wright brothers flew theirflying needed. Discoveries 1and2.Refer to mini-posters theDiscovery andchoral as writings about the Wright aswell brothers asdetailsrelated andAmelia Earhart to Review theinformation your students have learnedthusfar, including details

1 Hour history offlight history

21 MUSEUM IN A BOX

Five hundred thousand rivets (Write thousand rivets it) hundred while saying on board this number Five size average The used in the manufacture of the Douglas airplane. DC-3 were an inch long (Give 3/8 of approximately used in the manufacture was such as the length of a size that for reference an everyday students them an actual that or show fastener them on a ruler, thumbnail or show laid end-to-end, they would were and if those rivets is 3/8 of an inch long), give miles (Again, than three or more of 15,625 feet a distance cover to the school from as the distance such that for point a reference students etc.). the grocery store, used in the of sheet metal were feet 13,300 square Approximately looks like, foot 1 square what students construction the of each DC-3. (Show 13,300 students Tell looks like. foot 1 square what show the students or have wide. out 1 foot is about 2.5miles of metal when stretched feet square of 2,550 or a total 1,275 pounds each DC-3 weigh the powering engines The car. as heavy as a mid-size is approximately weight That pounds. ninety-one up in the sky, a cruising speed of 180 mph and 10,000 feet At gas the plane an approximate used each hour giving gallons of fuel are so container a gallon-sized students mileage of 2 miles per gallon. (Show the 2 miles per gallon for one gallon looks like; compare they can see what them imagine have Also and conventional. a modern car – hybrid DC-3 to ask them to older students, For take up. 91 gallons might much space how varying of flights be used for lengths. gallons would many how calculate collect able to 9 one-gallonIf are you show of the same shape, containers example, For take up. those nine containers much room how the students surround desk and 9 one-gallonplace on or under one student’s containers This 9 gallons on or under them. each having desk with 9 other desks that in the DC-3. one hour of flight Do of fuel needed for the amount illustrates hours of two the fuel will take up for much space see how the same to flight.

Tell the students that today’s activity of the DC-3 on the math focus will today’s that the students Tell the of math the at look to ways of a number 5 are Included 3). in procedure (Fig. DC-3. some of this math. all or explore to choose may Teachers some some fun facts have are DC-3 that about the Here the students: to Say in them! big numbers really • ­ • ­ • ­ • ­ 8) (Img. Airmen Tuskegee all or some of the reading the lesson by Complete with a Choral the reading lesson. Follow included in the Information Background two stories, three written have students your this point, At Note: activity. Writing the of aviators, and one about the famous group about famous individual aviators Airmen. Tuskegee

6. 4. 5.

history of flight MUSEUM IN A BOX 22 • Scienceasahumanendeavor HISTORY ANDNATURE OFSCIENCE • Understandingaboutscience andtechnology • Abilities oftechnological design AND TECHNOLOGY SCIENCE andmaterials • Properties ofobjects PHYSICAL SCIENCE • Understandingaboutscientific inquiry to doscientific inquiry • Abilities necessary SCIENCE ASINQUIRY NATIONAL SCIENCESTANDARDS K-4 history offlight history

23 MUSEUM IN A BOX

1 Hour

Review, as you have done at the beginning of each of the previous activities, the each of the previous of the beginning done at have as you Review, the Discovery to Refer learned thus far. have students your information writings as needed. 4) and choral (Fig. mini-posters (other than on media before seen a helicopter have ever if they the students Ask to they compare and how describe a helicopter to those students Ask device). airplanes. During with the students: the sharing the following by the helicopter Introduce of a flying machine Da made drawings Vinci Leonardo the Italian inventor mid 1500s, for the the inspiration was which some scientist believe the , he called with a rotary-wing a toy created inventors in 1784, French Then, modern day helicopter. was another flight. It principle of helicopter the proved toy This lift and fly. that could for “helico” the two words from “helicopter,” up with the name, who came Frenchman born1910, a Russian scientist began in and “pter” on a Then working for wings. spiral 1940, he designed one that worked! and by helicopter, full-sized

1. 2. 3. Activity Overview: of drawings Vinci’s will learn Da about the historyStudents from of the helicopter helicopters how will also discover Students of today. the helicopters the 1500s to To blades. rotating by the shape of its caused differences lift the pressure by produce and with design experiment to paper helicopters will make their own students do this, to the first man Neil Armstrong, Astronaut to will be introduced students lift. Finally, in part module on a the Lunar training by operate on the moon, who learnedwalk to helicopter. Time Requirements: Requirements: Time Objective: will learn and motion of object, students about position In properties this activity, of as they learn about the design and abilities of technological objects and materials, the to Vinci Da Leonardo by created its earliest designs from the helicopter of evolution know as we it the helicopter, of the father Igor Sikorsky, by invented modern helicopter with and experiment a helicopter a simple paper model of will create Students today. to training as part of Neil Armstrong’s and lift. will learn about how, design Students Module on the moon, he used a helicopter. land the Lunar Activity: Introducing Discovery Four in American Aviation in American Aviation Discovery Four Introducing

Lift None K-4 Paper Paper Gravity Gravity Scissors (optional) In the Box Surface area Worksheets Worksheets Materials: Materials: (Worksheet 2) Key Terms: Terms: Key Seed dispersal Measuring tape Provided by User User by Provided

Rotary wing aircraft Helicopter Template Template Helicopter Reference Materials Reference

Maple seed “helicopters” GRADES Activity 4 Discovery Four mini-poster mini-poster Discovery Four 3 meters of ribbon (optional) 3 meters history of flight MUSEUM IN A BOX 24 6. 5. 4.

a. The for directions thepaperhelicopter are asfollows: this activity. be madeinadvance orintheinterest oftime theteacher may simplydemonstrate they willuseto maketheirown helicopters. For younger students, helicopters may (you willneedto makeactivity thisinadvance). Also, show students thematerials Show students amodelofthepaperhelicopter inthis they willbemaking ambulance intheair. This allows thembetter access to peopleinneedofrescue oroperating asan helicopters over cangoupanddown whileremaining onespot. stationary Ask thestudents ifhelicopters are more usefulthanairplanes. Discusshow

b. template. Cut alongthesolidlinesof gravity asshown. andalower centersupport of is folded upto give thebody toward thecenter, andZ directions. Xand Y fold be folded inopposite The propeller bladesshould Fold alongthedotted lines.

history offlight history

25 MUSEUM IN A BOX

Discuss what the students observed after doing this several times. observed the students times. Discuss what after doing this several Ask: of paper and the helicopter. piece an unfolded drop students have Now, will observe because Students the paper falls faster faster? that one fell Which of its the rate reduced the spinning helicopter lift, whereas it did not generate lift the pull of gravity. producing and resisting fall by up the paper and will happen if they wad predict what the students Have (The it. drop of paper and than the sheet faster will drop up paper wadded surface because its larger mainly falls slower sheet of paper The the helicopter. compact,to the air than the wadded up ball of resistance greater offers area paper.) of add a piece students Have as their helicopter ribbon to Tell in the directions. shown this ribbon that the students the will help them determine because number of rotations ribbon they will be counting twists of trying instead to each spin of the paper count helicopter. Stand up and drop the up and drop Stand helicopter.

d. d. e. f. g.

c. c.

history of flight MUSEUM IN A BOX 26

8. 7.

j. i. h.

using their own kind of rotary blades. ofrotary using theirown kind seeds that disperseby windandcompare how plants spread theirseedsby wind time or theseasonallows,If show thestudents mapleseed “helicopters” or other reads someoralloftheBackground Information located inthislesson. by usingtheChoral to write aboutNeilArmstrongWriting theteacher after activity Once again,students willaddto theirChoral Writing ofaviation collection heroes by discussingthepersonandcareer ofNeilArmstrongClose theactivity (Img. 9). helicopter to rise. pressure andhighpressure undertherotor bladescreates whichcausesthe lift, pressure, buttheairbeneath thebladeismoving slower, soitcreates higher moving airoverExplain that thequickly thetop ofthebladecreates low affects thehelicopters flight. Experiment withtheangleof “wings” to seeifachangeinthewingangle astheycount.)the ribbon students to keeptheirfoot on helicopter lands. (Caution oncein theribbon the helicopter, counting twists Then students willdrop the are intheribbon. notwists pull thehelicopter upsothere and loose endoftheribbon, Students willstandonthe Explain thisprocedure:

history offlight history

27 MUSEUM IN A BOX

HISTORY AND NATURE OF SCIENCE OF SCIENCE AND NATURE HISTORY • Science as a human endeavor Abilities necessary• Abilities inquiry do scientific to inquiry about scientific • Understanding SCIENCE PHYSICAL of objects• Properties and materials of objects and motion • Position SCIENCE AND TECHNOLOGY objects natural between distinguish and objects to humans • Abilities by made design of technological • Abilities and technology • Understanding about science NATIONAL SCIENCE STANDARDS K-4 K-4 STANDARDS SCIENCE NATIONAL AS INQUIRY SCIENCE history of flight MUSEUM IN A BOX 28 Paper Instructions Airplane Clothes pinsorbinderclips Discovery FiveDiscovery mini-poster Activity 5 Activity GRADES GRADES Reference Materials Large longballoons Provided by User Balloon rockets kit Balloon rockets kit Straight straws Newton’s Laws Key Terms: Rocket EngineRocket (Worksheet 3) (Worksheet Materials: Worksheets Fishing line In theBoxIn Propulsion Altitude Velocity Paper Mach Mach K-4 K-4 None Drag Tape

Introducing Five Discovery Aviation inAmerican 3. 2. 1. him astheyhave theotherfamousaviators introduced inthislesson. first man to flyfaster thanthespeedofsoundwhilepiloting write X-1and about propelled suchastheX-1. airplane Finally, studentsaboutChuck willlearn Yeager, the propel itforward, students willmakeaballoonrocket to simulate theflight ofa rocket- toairplane flyfaster thanthespeedofsound. While the X-1 useda rocket engine to Students aboutthesignificance willfirstlearn oftheflight oftheairplane, X-1 thefirst Overview: Activity Choral Writing.through aboutChuck learn Yeager, thefirst pilot to flythewrite X-1and aboutwhat theylearned students willexperiment withpropulsionaballoonrocket. by Students making will toairplane travel faster thanthespeedofsound, theX-1. abouttheX-1, After learning in discovery throughAmerican aviation history, thefifth thefirst rocket powered abilitiesoftechnologicalmotion andobject, design, andscience asahumanendeavor andmaterials, thisactivity, ofobjects positionof In sstudentsaboutproperties willlearn Objective: Time Requirements: Activity: Activity:

pressure oftheairaround it. travelingspeed ofanobject 1willdependontheairtemperature at Mach and Since thespeedofsoundincreases astheair temperature increases, theactual ismostlydependentby 1isnotaconstant. ontemperature Mach It andaltitude. the seedofsoundis761.2mphinEarth’s atmosphere. The speedrepresented Explain that themeasurement for At thespeedofsoundiscalledMach. sealevel, time. and describingthefeats oftheX-1, thehighestandfastest flyingairplaneofits First introduce theX-1 airplaneby showing thestudents aphotograph (Fig. 5) mini-posters andchoral asneeded. writings information your students have learnedthusfar. Refer to theDiscovery Review, asyou have doneat thebeginning ofeachtheprevious the activities,

1 Hour history offlight history

29 MUSEUM IN A BOX

Thread the fishing line through the straws with the straws the fishing line through Thread the floor. toward pointed the balloon nozzle the removing by possible simply Launch is now clothes pin or clip. to rocket the for fishing line should The be taut in order and the clipped balloon up the line, successfully travel be untwisted must release. just before nozzle of the balloon rocket exhaust the Discuss how push engine rocket of the X-1 and the exhaust sending them in the opposite against the ground, law– because of Newton’s direction of the exhaust every actionfor is an equal and opposite there reaction. 10). Engage in the (Img. Yeager Read about Chuck activity and his career. Writing about his life Choral Explain that besides the rocket engine, the bullet-shaped fuselage of the of fuselage the bullet-shaped engine, the rocket besides that Explain To little air resistance. with the atmosphere cut through it to allowed X-1 standard a of paper to shape of a wad the compare concept, this demonstrate Throw 3). Worksheet - Template Airplane (Seepaper airplane design Paper of simple in the same directioneach one one goes the farthest. and see which how Explain (drag). air resistance of the paper airplanethe shape decreases a paper attach the fishing line or Tape ceiling. to the line a length of fishing Attach line The fishing tile braces. ceiling or to the light and hook it the fishing line clip to the floor or tabletop. to the ceiling should hang from is available. if the space It is a good do this in advance to idea it shut with up one of the balloons and hold Blow clothes the remove will You a clothes pin or clip. launch. pin or clip before using rocket the side of your to straw the Attach along runs lengthwise the straw Be sure the tape. the balloon. and method guide for attaching your will be This your line. fishing your to balloon rocket

8. 9. 10. 4. 5. 6. 7. history of flight MUSEUM IN A BOX 30 12. Allow students timeto walk by thedisplay you have madethat includesthe 11. 4. 3. 2. 1. reflection questiononthe top ofits own paper. Liststudent undereachquestion. responses to taped thewall paper Have orto 4pieces thechalkorwhite board. ofchart Write each Points:Discussion

learned beforelearned completing the “Discussion Points” ofthelesson. part discuss what theyhave andto learned askany questionsaboutwhat theyhave Discovery mini-posters andthechoral writingproducts. Allow students timeto aviators.” aswell asimportant history aviation discoveries events timeline, whichincludesimportant inaviation Say: “Let’s review allofthethingswe have learnedsofarby pastour walking Why? Why? Ask: Ask: Ask: 1903 whenthe Wright brothers first experienced flight? discoveries aviation, inAmerican how have evolved, airplanes orchanged, since Say: Reflect onthetimeline we created. Reflect thesefive exploring After important In your In opinionwhichaviators didthemostto advance thefieldof aviation? Which aircraft impressed you most? Why? What have we aboutflight learned since then?

history offlight history

31 MUSEUM IN A BOX

HISTORY AND NATURE OF SCIENCE OF SCIENCE AND NATURE HISTORY • Science as a human endeavor Abilities necessary• Abilities inquiry do scientific to inquiry about scientific • Understanding SCIENCE PHYSICAL of objects• Properties and materials of objects and motion • Position SCIENCE AND TECHNOLOGY design of technological • Abilities and technology • Understanding about science NATIONAL SCIENCE STANDARDS K-4 K-4 STANDARDS SCIENCE NATIONAL AS INQUIRY SCIENCE history of flight MUSEUM IN A BOX 32 Reference Materials Glossary

Aerodynamic: A design that reduces air resistance

Airfoil: A structure with curved surfaces designed to give the most favorable ratio of lift to weight; used as the basic form of an aircraft wing

Altitude: Height above sea level

Drag: Resistance to motion

Gas mileage: The ratio of the number of miles traveled to the number of gallons of burned

Gravity: The force that attracts a body toward the center of the earth, or toward any other physical body having mass

Heavier-than-air: The aircraft weighs more than air

Lift: The force that opposes the weight of an airplane and holds the airplane in the air

Mach: The speed of sound. Mach 1 is the speed of sound, Mach 2 is twice the speed of sound, etc

Newton’s Third Law: States that for every action there is an equal and opposite reaction

Pitch: The up and down movement of an aircraft’s nose

Propeller: A revolving shaft on an aircraft that helps create thrust (forward motion)

Propulsion: A force driving forward

Resistance: A force opposing another force

Rocket engine: An engine that produces thrust by the expulsion of high-speed exhaust created by the of solid or liquid propellants Roll: The tilt of the wings on an aircraft toward or away from the ground, on the vertical axis

Rotary wing aircraft: An aircraft that achieves lift through the rotation of its wings’ surfaces

Seed dispersal: The movement or of seeds away from the parent plant

Square feet: A unit of area equal to one foot by one foot square

Surface area: The total area of the surface of a two- or three-dimensional object

Transatlantic: Crossing from one side of the Atlantic Ocean to the other

Velocity: Speed

Volume: A measurement of the space inside an object

Yaw: The side-to-side motion of the nose of an airplane on the horizontal axis

Worksheets Sled Kite Template Sled Kite Template Worksheet 1 1 Worksheet

MUSEUM IN A BOX 42 Worksheet 2 Helicopter Template MUSEUM IN A BOX

43 MUSEUM IN A BOX Worksheet 3 Paper Airplane Template

44 Worksheet 3 (cont.) Paper Airplane Instructions MUSEUM IN A BOX

45 MUSEUM IN A BOX Worksheet 3 (cont.) Paper Airplane Instructions

46 Images Img. 1 1903 Wright Flyer

(Photo courtsey of NASA)

MUSEUM IN A BOX 48 Img. 2 Charles Lindbergh MUSEUM IN A BOX

(Photo courtesy of the NASA)

49 Img. 3 Douglas DC-3

(Public Domain)

MUSEUM IN A BOX 50 Img. 4 Skiorsky R-4

(Photo courtesy of NASA)

51 MUSEUM IN A BOX MUSEUM IN A BOX

Img. 5 Bell X-1 “Glamorous Glennis”

(Photo courtsey of NASA)

52 (Photo courtesy of NASA) NASA) of courtesy (Photo

MUSEUM IN A BOX

Amelia Earhart Amelia

Img. 6 Img.

53 MUSEUM IN A BOX

Img. 7

The TuskegeeAirmen

(Photo courtesy of NASA)

54 (Photo courtesy of NASA) NASA) of courtesy (Photo

MUSEUM IN A BOX

Chuck Yeager Yeager Chuck

Img. 8 8 Img.

55 MUSEUM IN A BOX

I mg. Neil 9 Armstrong

(Photo courtesy of NASA)

56 (Photo courtesy of NASA)

Kitty Hawk, North Carolina MUSEUM IN A BOX

(Photo courtesy of NASA)

Img. 11 Img. Kitty Hawk, North Carolina 57 Img. 12 The flight path from New York, USA to Paris, France

(Map courtesy of the Central Intelligence Agency)

MUSEUM IN A BOX 58 Img. 13 The flight path from New York, USA to Dublin, Ireland

(Map courtesy of the Central Intelligence Agency)

59 MUSEUM IN A BOX Aeronautics Research Mission Directorate

Museumeu m in a BO SerieXs

history of flight

www.nasa.gov EP-2010-12-461-HQ