TEACHER’S GUIDE 4–8 4/21/10 1:37:12 PM 2CS60_K2_ 2TeachersGuide4-8.indd 1 9CS60_K2_ 2TeachersGuide4-8.indd 2

2 | LEGENDS OF OF LEGENDS | 2 LEGENDS OF FLIGHT Pacifi c Science Center. Madrona K-8 (Edmonds, WA); Sylvie Davidson, Zeta Strickland, and Prototyping thanks to the students of Siri Haugen and Lynn McCabe, Bowes of GloCal Network Corporation. Editing by SallyArmbrecht. Layout, by design,andillustrations Clayton DeFrate. Reviewed for The Company by Scott Lefeber. producedforthefiAll materials lm, LegendsofFlight. by Kristen Clapper Bergsman and Matthew Merritt for Pacifi c Science The CREDITS Special thanksto Ryan Bergsman; JamesSeferi Center, under the direction of project manager Heather Gibbons. LEGENDS OFFLIGHT3D technology as a perfect tool theorganicnatureoffl to bring technology asaperfect ight alive in3Dforgiantscreenaudiences.(Thisfi lm alsoplays in2D.)

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TEACHER’S GUIDE TEACHER’S ntors and engineers have worked to mimic the properties andtechniques have andengineers workedntors thatenablewinged to mimictheproperties was developed mmaker Stephen Low usesSANDDE[Stereoscopic AnimationDrawing Device] animation s, Ph.DandDavid ms. As a major service provider to NASA, Boeingoperates the provider to NASA, ms. Asamajor service Legends ofFlight3Darekeen examples, applyingcomposite Your OwnFlight:ForcesofFlight Legends ofFlightFilm TEACHER RESOURCES SUGGESTED aboutus/community/fof.html http://www.allstar.fi u.edu/aero/fl tmidfl y.htm What Makes Fly? anAirplane Boeing Education:FourForcesofFlight forces.html Four ForcesonanAirplane NASA: http://www.fi .edu/fl ights/own2/forces.html http://www.legendsoffl ightfi lm.com http://www.boeing.com/companyoffi ces/ http://www.grc.nasa.gov/WWW/K-12/airplane/ ited States Thisrepresentsone of andin70countries. 7/6/10 1:22:19 PM LEGENDS OF FLIGHT OF LEGENDS

TABLE OF CONTENTS 3 GRAVITY NATIONAL SCIENCE EDUCATION Investigation #1: Heavy vs. Light STANDARDS FOR GRADES 4-8 6 LIFT Science as Inquiry: Investigation #2a: Defying Gravity All students should develop abilities necessary to Investigation #2b: Lift it Down do scientifi c inquiry. 8 DRAG Physical Science: Investigation #3a: Drag Kites All students should develop an understanding Invest igation #3b: Testing Drag—Paper Drop of motions and forces. 10 THRUST Physical Science: Investigation #4: Balloon Thruster Challenge All students should develop an understanding of transfer of energy. 12 DESIGN Investigation #5: Spotlight—Lunch Science and Technology: All students should develop abilities of technological 14 INTERNATIONAL TEAMWORK design. Investigation #6: A Sum of Parts Science in Personal and Social Perspectives: 18 MATERIAL SCIENCE: COMPOSITES All students should develop an understanding of Investigation #7: Composite Weave Lab science and technology in society. 20 AVIATION CAREERS History and Nature of Science: Investigation #8: Gizmo Factory All students should develop an understanding of science as a human endeavor, the nature of science, and history of science.

GLOSSARY Airfoil: A specially designed fi n that ment ingredient, which provides the (gravity). Lift is a result of differences in provides lift when a current of air passes structure, and a matrix ingr edient, which air pressure, as is explained by Bernoulli’s over it. Bird and most airplane is the binding agent. Principle, and equal and opposite forces, wings are airfoils. Drag: The force that opposes thrust. as explained by Newton’s laws. Air pressure: The force exerted by air Drag is a result of the displacement of Light-emitting diode (LED): An electron- molecules, measured over a given area air when an object moves through air. ic semiconductor device that emits light of surface. Drag must be overcome in order for when an electric current passes through an airplane (or anything else, for that it. Light-emitting diodes are considerably Bernoulli’s Principle: Developed by matter) to move forward through a gas more effi cient than incandescent bulbs, Swiss mathematician Daniel Bernoulli, or liquid. Other terms for drag are wind and rarely burn out. this principle states that the pressure of resistance and friction. a fl owing fl uid or gas decreases as the Newton: A unit used to measure force. velocity increases and increases as the Force: A measurable push or pull in a One Newton equals 102 grams (3.60 oz), velocity decreases. certain direction. the approximate weight of one apple. Composite: A new material made Gravity: The force exerted by massive Thrust: The force that moves objects by combining two or more ingredient objects on other massive objects over forward. Without thrust, we would never materials, each with its own distinct a distance. The closer the objects are go anywhere. Thrust is also the opposite physical or chemical properties. When to each other, the stronger the force of force to drag, which slows objects from combined, the features of each ingre- attraction becomes. moving forward. dient are shared and the composite Lift: The force that makes an airplane Velocity: The rate of change of an benefi ts beyond the individual parts. In wing or helicopter rotor rise and helps object’s position in space. a composite, there must be a reinforce- the aircraft escape the pull of the earth

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2CS60_K2_ 2TeachersGuide4-8.indd 3 4/21/10 10:18:27 AM BRINGING ME DOWN LEGENDS OF FLIGHT When you jump, your legs push you into than the air outside and fl oated upward. the air. What brings you back down? But the Wrights used different forces In December 1903, Orville Wright fl ew his to oppose gravity: Lift and Thrust! four-cylinder engine-powered Wright Flyer are much denser than air and a mere 120 feet (36.58 m). What brought unlike a hot air balloon, do not need the airplane back to the ground? heated air to fl y. Instead, the forces of lift GRAVIT Y About 400 years ago, Italian scientist and thrust help an airplane to overcome Galileo Galilei watched four tiny dots the force of gravity. When an airplane in his telescope circle around Jupiter. engine is turned off and the plane is What was keeping those moons traveling at rest, it is the force of gravity that keeps the airplane fi rmly on the ground. around the planet? Sir Isaac Newton 1643-1727 Gravity is the invisible force of attraction If you are thinking gravity, you are right! between any two objects. It is a force that In the famous story, Sir Isaac Newton watched So how does gravity work? How do air- depends on the size and distance of the an apple fall from a tree and was inspired to planes defy gravity and stay in the air? two objects. An object with a very large investigate the force that pulls objects to the Did you know that people were fl ying mass, like a star or planet, exerts a very ground and holds the Moon in its orbit. long before the Wright Brothers? On strong gravitational force on objects that Newton’s Laws of Motion October 15, 1783 (220 years before the are nearby and exerts a lesser force on 1. Every object in a state of uniform motion Wright Flyer), J.F. Pilatre de Rozier fl ew objects that are farther away. tends to remain in that state of motion over eighty feet (24.38 m) into the sky Seventy-fi ve years after Galileo’s discovery, unless an external force is applied to it. above Paris, . He then comfort- the English physicist Sir Isaac Newton 2. The relationship between an object’s ably returned to the ground. How did developed the three laws of motion. In he do it? He used a force that opposed mass (m), its acceleration (a), and the ap- his writings, Newton used the Latin word plied force (F) is F=ma. Acceleration and gravity. Watch the smoke from a fi re or gravitas which would later be changed the steam from a tea kettle and you will force are vectors. In this law, the direc- to the term gravity. He also developed tion of the force vector is the same as the notice that heated air rises. De Rozier a mathematical way to measure gravity was able to heat the air inside a hot air direction of the acceleration vector. called the law of universal gravitation. balloon so that it became less dense 3. For every action there is an equal and LEGENDS OF FLIGHT opposite reaction.

CHECK IT OUT! As a way to recognize Newton for all his work, the science community named the unit for measuring force after him!

An apple falls to the TheThe fforceorce of gravity on the earth with the force of 1936 StearStearmanm wooden biplanene about one Newton. iiss aaboutbout 8,943 Newtons.

This littletle girgirll hhasas around 500 Newtons of gravitationalational force ImagineImagine the force of trying too holdhold herher to nenearlyarly 2.2 million NewtonsNewto the ground.ground. on tthishis BoBoeingeing 7787-8!87

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6CS60_K2_ 2TeachersGuide4-8.indd 4 6/29/10 11:00:18 AM LEGENDS OF FLIGHT OF LEGENDS

INVESTIGATION #1 HEAVY VERSUS LIGHT: (A QuickTime video of this WHAT WOULD WIN IN A RACE demonstration can be viewed at TO THE GROUND? http://www.hq.nasa.gov/alsj/ a15/a15v.1672206.mov). Students drop objects of different masses from the same height to explore While objects fall at the the equation F=ma. Which one wins in same rate of acceleration, a race to the ground? many people hold the misconception that lighter Materials: (per team of 3–5 student) items fall more slowly than • 1 Chair heavier items. This miscon- • 1 Coin ception is reinforced by the • 1 Basketball fact that many light items • 1 Shoe have more surface area and • 1 Sheet of poster paper folded into do not move through air as thirds to create three horizontal easily. The surface area to sections mass ratio, along with the • Markers orientation of the object as Time: 20 to 30 minutes it falls, are what determine how

quickly or slowly an object will fall. An Y GRAVIT Procedure: object moving through a gas or liquid 6. Then revisit the top section of your 1. Working is teams of three to fi ve, one experiences a force on its surface that is poster paper to critique their predic- team member at a time will drop two in the opposite direction to its motion. If tions and update your reasoning. of the three items (coin, basketball, there is more surface area perpendicular 7. Finally, share their poster with the class. and shoe) from the same height while to the direction of the fall, there is more standing on a chair. The bottom of Results: force pushing against the falling object each item should be dropped from All three items will hit the fl oor at the and it is slowed down. The less mass about the same height. The other team same time, which may be counter intui- the object has compared to that surface members will attempt to determine tive for many students. This investiga- area, the more it is slowed. Air resis- which object hits the fl oor fi rst. A tie is tion helps illuminate the equation F=ma tance, or drag, keeps items with more a possible outcome for a drop. by demonstrating that the acceleration surface area to mass—like a feather— 2. Next, predict possible outcomes for rate (a) of a falling object is a constant. from falling as fast as items with less the investigation and discuss your The variable in the equation is the mass surface area to mass—like a hammer. reasoning for these predictions. (m) of the object, which is used to calcu- Record your predictions and Assessment: late the force of gravity (F). The greater supportive reasoning on the top • Are students able to communicate, the mass of an object, the greater the section of the poster paper, using by writing or drawing, the effect of force of gravity pulls on that object. The words, pictures, and diagrams. gravity on the falling objects? acceleration of the object is the same 3. Next, on the middle section of the • How confident are the students regardless of the object’s mass. poster paper construct a data table in in their results? If they were order to record the results of multiple Why? able to videotape each drop and trials of each of the three drops. Galileo discovered that due to gravity, watch it slowed down, might 4. One at a time, each team member freely falling objects fall at the same rate their results change? should perform each of the three of acceleration, regardless of their mass. drops while the other team members Astronauts on the 1971 Apollo 15 mis- watch and record the results, providing sion to the Moon were able to confi rm three to fi ve sets of data for each type Galileo’s fi ndings. An astronaut stood of drop. on the Moon’s surface and dropped a 5. Summarize your data and record your feather and a hammer. Because their analyses on the bottom section of the is no air on the Moon to create drag poster paper. on falling objects, both objects slowly dropped and landed at the same time.

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2CS60_K2_ 2TeachersGuide4-8.indd 5 4/21/10 10:19:49 AM RAISING THE SPIRIT OF ST. LOUIS

LEGENDS OF FLIGHT Lift is the force that opposes gravity. Flight is possible only when the force of lift is

LIFT strong enough to overcome the downward force of gravity. Lift is created with moving air and an airfoil. Most airplanes have wings that are shaped like an airfoil, which has a curved top surface and a fl at bottom surface. Scientists have two explanations of how lift is created by an airfoil. One explanation is that the curved top surface of the airfoil causes the air traveling above the wing to take a longer path. The longer path means the air above the airfoil must travel faster than the air below it. Faster moving air is lower in pressure than slower moving air. The slower moving air, with greater pressure, pushes the underside of the airfoil up into the faster air fl ow. According to Bernoulli’s Principle, the differences in air pressure between the bottom and top of the wing pushes the wing up. When the force of lift is greater than the force of gravity on that object, then that object takes fl ight. Daniel Bernoulli 1700-1782 A compatible explanation is that as air moves over and underneath the airfoil, it is di- Daniel Bernoulli was a Swiss mathematician rected downward by the trailing edge of the wing. This is called a downwash. Newton’s born right around the time Newton was laws state that there must be an equal and opposite reaction to the downward force of perfecting his laws of motion. Bernoulli the air, which forces the wing upward, and creates lift. proved that the pressure of a fl owing Imagine keeping a balloon off the ground by squirting it with a squirt gun. When the fl uid or gas decreases as its velocity water bounces off the bottom of the balloon (action), the balloon goes higher (reac- increases. Today, we call this concept tion). If you want the balloon to stay up, you must constantly squirt it. You are creating Bernoulli’s Principle. Bernoulli’s lift with your squirts of water by forcing a collision between the water and the balloon. Principle is one explanation

LEGENDS OF FLIGHT A plane’s engine moves it forward, causing a collision between the wing and the air. of how lift is created by an This collision, combined with the shape of the airfoil, creates downwash. The equal and airplane wing. opposite force from the downwash creates upward lift on the wing.

CHECK IT OUT! INVESTIGATION #2a Early aircraft had airfoils that DEFYING GRAVITY were inspired by the wings Students conduct a series of investigations to understand how Bernoulli’s Principle of birds and fi ns of sharks. explains how lift is created. Students learn how to use lift to keep a ball “magically” The profi le of the albatross’ fl oating in an inverted funnel. wing shows the familiar shape of an airfoil. The bird can use Materials: (per pair of students) Time: 30 to 40 minutes • 2 Drinking straws its muscles to adjust the angle Procedure: • 1 Small funnel of its wings, either increasing or 1. In pairs, collect your materials and • 1 Ping pong ball with a smooth surface decreasing the amount of lift that read Lift: Raising the Spirit of St. Louis • 2 Antiseptic alcohol wipes it wants. Even the most modern background reading. • 1 Sheet of poster paper airplanes are not able to do that…yet. 2. Challenge #1: Use the straw to blow • Markers the ball so that it rolls from one side The powerful swing of a shark’s rear caudal fi n • 1 Copy of Lift: Raising the Spirit of St. of the table to the other. propels the shark forward through the water. Louis background reading (page 6) 3. Challenge #2: Stand and hold the ball in To keep its head from dropping, the shark’s • 1 Flat table top wing-like pectoral fi n generates lift and keeps the large end of the funnel and point the the shark’s body on a horizontal plane. large end of the funnel down. Students let the ball go to confi rm that the ball will fall to the ground due to the pull of gravity. 4. Challenge #3: Repeat Challenge #2, but this time blow a steady stream of air through the small end of the

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2CS60_K2_ 2TeachersGuide4-8.indd 6 4/21/10 10:20:10 AM LEGENDS OF FLIGHT OF LEGENDS

funnel while holding the ball in place Results: like the air moving alongside the ball. with a fi nger. Release the ball, but In Challenge #3, the ball will remain Bernoulli’s Principle also tells us that air continue blowing through the funnel. fl oating inside the funnel. pressure is greater in slow-moving, like The result may last only a second the slow-moving air below the ball. The Why? or two, but you should be able to higher pressure air exerts an upward In Challenge #1, the air moves release the ball and have it remain force on the ball, just as the slow-moving rapidly through the straw and in the large end of the funnel. The air under an airfoil exerts an upward is free to strike the side of the trick is to keep blowing a steady force on a wing. The result is lift. ball. The air applies a force onto stream of air even after taking your the ball, which moves the ball Assessment: fi nger off the ball. across the table. In Challenge Students should be able to: 5. Make sure that you use the alcohol #2, the force of gravity pulls the • Explain why the ball moves along the wipes to clean the funnel tip and ball down to the ground. In table as a result of the blowing force in let dry before your partner Challenge #3, the air moves Challenge #1. tries the activity. through the neck of the • Explain why the ball falls to the ground 6. On your poster paper, funnel. When the air in Challenge #2. record your explana- encounters the ball, • Explain why the ball stays in place tions of what it accelerates as as a result of the lift created in happened to the it moves through Challenge #3. ball in each of the the constriction three challenges.

alongside the ball. Ber- LIFT Using the background reading pro- noulli’s Principle tells us that air vided, determine why the ball stayed pressure is lower in fast-moving air, in place in Challenge #3.

INVESTIGATION #2b LIFT IT DOWN Students use Bernoulli’s Principle in a 2. Predict what will happen when t hey Results: surprising investigation where a piece use the drinking straw to blow air The sheet of paper will be pushed down of paper moves downward when air is under the paper and record this into the gap between the books. blown underneath it. prediction on the top section of the Why? poster paper. Include a drawing and Materials: (per pair of students) Bernoulli’s Principle tells us that the air description with your prediction. • 2 Textbooks of equal thickness pressure is lower in fast-moving air, while 3. Take turns placing the straw just un- • 1 Ruler the air pressure is higher in slow-moving derneath one side of the paper, and • 1 Sheet of notebook paper air. Blowing fast-moving air through blowing a strong, steady stream of • 2 Drinking straws the straw creates lower air pressure air through the straw. Observe what • 1 Sheet of poster paper folded in half underneath the paper while the still air happens to the sheet of paper. to create two horizontal sections above the paper has high air pressure. 4. Return to your poster and record • Markers This pushes the paper downward. The your observa tions and results on the result is that an apparently stable sheet Time: 10 to 15 minutes bottom section of the poster paper, of paper is downward by the relationship including a labeled diagram that Procedure: between the zones of high and low air shows air pressure. 1. Each pair sets up the investigation pressure. The principle of lift actually 5. It is important to note that the high by placing the two textbooks on a moves the paper downward. pressure above the paper that pushes table top, about 5” (12.7 cm) apart. it down is the opposite of an airplane Assessment: Next, lay the notebook paper on the wing, where the high pressure below Are students able to use the principles books, spanning the space between the wing pushes it up. of lift to communicate, by writing or them like a bridge. The sheet should drawing, the resulting forces on the lay nearly straight across the gap. If poster paper? not, move the books closer together.

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4CS60_K2_ 2TeachersGuide4-8.indd 7 6/15/10 2:58:01 PM EVER GET THE FEELING THAT SOMETHING IS HOLDING YOU BACK?

Drag is the force of resistance caused DRAG by air on anything trying to move CHECK IT OUT! through it. If you have ever held your hand out the window of a moving car Nature’s design for fl ight is even better than and felt the air pushing against it, you any airplane ever made. Birds have a fl ight have experienced drag. control system that manages drag, con- serves energy, and provides the next meal. For airplane makers, drag requires serious consideration. At high speeds, By bringing its wings close to its body at the drag can be strong enough to tear an beginning of each fl ap, this robin reduces airplane apart. Drag slows the aircraft drag for more effi cient fl ight. down, making fl ights longer and even The spotted harrier opens its wings wide more expensive. Large engines are to increase drag and slowly fl y over open required to overcome the force of drag fi elds looking for its prey. and propel the aircraft forward. These heavy engines need strong structural supports throughout the aircraft and require huge amounts of costly fuel. If it sounds like drag is nothing but bad, consider this: without drag, controlling an airplane would not be possible. LEGENDS OF FIGHT

rudder Pitch The elevators are on the tail of the aircraft. They make the nose of the airplane pitch up or down. If you raise the elevator, the tail drops down and fl ap the plane pitches up. If you lower the elevator, the tail comes up and the plane pitches down. propeller Roll There is an aileron on the back edge of each wing. make the plane roll CHECK IT OUT! side to side, which dips each wing up or down. By moving the ailerons in opposite Drag is necessary for the pilot’s controls directions, you can make the plane roll. to work properly. By increasing the drag on specifi c parts of the plane, small Yaw fl aps called ailerons, elevators, and The rudder makes the airplane yaw, which rudders make it possible for the turns the nose of the airplane toward pilot to control the fl ight of the the right or left. If you move the rudder airplane. No drag, no control! to the right, the plane yaws the right. If you move the rudder to the left, the plane yaws to the left. To make the plane turn, you must roll and yaw at the same time.

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2CS60_K2_ 2TeachersGuide4-8.indd 8 4/21/10 10:20:52 AM LEGENDS OF FLIGHT OF LEGENDS INVESTIGATION #3a DRAG KITES Students compare the fl ight path of two paper kites to determine 9. As before, pull the paper back and the impact of drag. forth quickly through the air. Do you notice changes in the movement of the paper? Materials: (per student) 10. Record the changes in the Results • 1 Sheet of notebook section of their data sheet. paper for kites 11. Formulate an explanation for the • 1 Pair of scissors change in movement and record it in the • 1 Piece of string, 20” Explanation section of your data sheet. (50.8 cm) long Relating your Drag Kite’s tail to the tail of • 1 Ruler a real kite or airplane may help. • 1 Roll of cellophane tape • 1 Piece of plain paper and for the 5. Describe the Results: data sheet movement of the paper The paper with the tail will move along • 1 Pencil on your data sheet in the section a smoother and more regular path than labeled Observation. the paper without the tail. Time: 20 to 30 minutes 6. Cut a 2” (5.08 cm) wide strip of paper Why? Procedure: from the unused half of the notebook The wider paper in the fi rst trial will fl ap 1. Create a data sheet by folding the paper, creating a strip that measures 11”

and twist randomly, causing inconsistent DRAG sheet of plain paper horizontally x 2” (27.9 x 5.08 cm). changes in the airfl ow and air pressure into four rows and label as follows: 7. Tape the 2” (5.08 cm) strip to the across the paper. The addition of the Observation, Prediction, Results, middle of the short end of the fi rst narrower tail will help keep the angle and Explanation. strip of paper, creating a long ta il. The of the leading edge of the wider paper 2. Cut the notebook paper in half length- entire assembly should be shaped like more consistent, due to the drag pulling wise to create a piece that measures a long spatula. on the back of the wider piece. This pull 11” x 4.25” (27.9 x 10.8 cm). 8. Next, students predict how the move- will cause less fl apping of the front of the 3. Tape your piece of 20” (50.8 cm) long ment of the original piece of paper wider piece, and will prov string to the short end of one of the will change when they pull it through ide a smoother strips of paper. the air with the “tail” they just added. path for both pieces of paper to follow. 4. While standing, students hold the free Students should record their predic- Assessment: end of the string and pull the paper tions in the Prediction section of their Are students able to reason and support back and forth quickly through the air. data sheet. their scientifi c ideas?

INVESTIGATION #3b TESTING DRAG: PAPER DROP Students investigate the effects of drag 3. Find a partner and share your predic- Results: on objects that have the same mass, but tions of what you think will happen The crumpled ball of paper will hit the different surface area. when the fl at sheet and crumpled ball ground before the fl at sheet of paper. of paper are dropped from the same Materials: (per student) Why? height, at the same time. • 2 Sheets of notebook paper Air resistance, or drag, is slowing down 4. Hold the fl at sheet of paper parallel both pieces of paper as they fall. How- Time: 10 to 15 minutes to the ground. Drop the fl at sheet and ever, drag is having a greater effect on crumpled ball from the same height, Procedure: the fl at sheet of paper. The fl at sheet of at the same time. 1. Examine the two identical pieces of paper moves more air as it falls, causing 5. Returning to your partner, share your paper and notice that the mass of it to fall more slowly. observations and compare the results each piece of paper is the same. of the investigation to your predictions. 2. Crumple one piece of paper into a Assessment: tight ball. Are students able to communicate, by writing or drawing, the different effects of drag on the pieces of paper?

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10 | LEGENDS OF FLIGHT OF LEGENDS | 10 LEGENDS OF FIGHT THRUST both are built with super-effi cient, gas-sipping jet TheTh and the A380 GREEN! GOING This greatly reduces these planes’ noise footprints. turbine engines. Compared to similar aircraft, the 787 uses 20 percent less fuel and reduces emissions of both carbon dioxide and nitrogen oxides. The A380 uses seventeen percent less fuel per passenger seat. The 787 and A380 engines are also quieter, both inside and outside the planes.

e compresses the air. Fuel is then combined with the air and ignited. When the fuel burns, it Rocket: o wasDeveloping thefi thrust offl pioneers nal hurdlefortheearly istheforce that YEARS theground.Thrust off ight ingettingaircraft 100 andallows above enoughairtorun forward andbelow istheforcethatpushesanairplane thewinginordertocreatelift. Thrust THAN FORWARD MORE FOR ANES PL MOVING p opening oftheengineatahighspeed,whichcompressesair. Insidetheengine,fuel ismoving quickly, Oncetheaircraft airisforcedintothefront another sourceofthrust. opposes drag and can be achieved be either pulling or pushing the airplane in a forward direction. opposes dragandcanbeachieved inaforward beeitherpullingorpushingtheairplane pull the aircraft along,dependingonhow thebladesareangled pull theaircraft canpushor theengine’s Propellers rotating bladesconvert thrust. power intoforward Propeller: rapidly expands from liquid to a gas and is forced out the rear of the engine. As the gas is Rocket engines burn a fuel to create thrust, pushing hot exhaust out a nozzle at the back of jets only work after the aircraft isalreadymoving quickly, theaircraft after sotheaircraft jets onlywork Ramjet: forced out the back of the engine, the airplane is pushed forward. Jet Turbine: Jet the engine. Rockets can even operate in space, where there is no air at all! B unable to produce their own thrust. thrust. own their produce to unable are airplanes engine, an Without tails to create thrust. The four main main four The thrust. create to tails gliders, sailplanes, or hang gliders. gliders. hang or sailplanes, gliders, called are engines without Planes bine engines, and ramjet engines. ramjet and engines, bine to glide if there are special upward upward special are there if glide to able are planes engine-less These ways modern airplanes produce produce airplanes modern ways thrust are propellers, rockets, jet tur- jet rockets, propellers, are thrust winds called thermals or if the plane plane the if or thermals called winds gets a tow to a higher altitude by an an by altitude higher a to tow a gets their wings and sharks swing their swing sharks and wings their of ways. Birds, bats, and insects flap insects and bats, Birds, ways. of number a in produced be can Thrust airplane. engine-powered ropeller is turning. ropeller isturning. A rocket engine is the only engine type that does not require outside air to operate. A ramjet engine is similar to a jet turbine, except it has no moving parts. Ram- Aramjetengineissimilartoajetturbine,except ithasnomoving parts. A propeller is made of rotating blades, each one shaped like an airfoil. The Apropellerismadeofrotatingblades,eachoneshapedlike anairfoil.

Jet turbine engines push air through the blades of a spinning turbine, which

TEACHER’S GUIDE TEACHER’S

of . used formissilesandsometypes fl ight. Ramjet enginesarealso makes themidealforsupersonic t Ramjet engines areusually lighter engine, whichcreatesthrust. out thenozzleatrearof explodes theexhaust fuel burns, pressed air, andignited.Asthe is injected,mixed withthecom- han jetturbineengines,which andwhichdirectionthe initiallyneeds

Co-inventors of the jet turbine engine. Dr. Hansvon Ohain1911-1998 Sir Frank Whittle1907-1996 FLIGHT OF LEGENDS later, tookits fi thePioneerairplane rst The planefi flrst ew in 1939. Two years fl ight powered by Whittle’s W1engine. Whittle, fromEngland,was thefi to rst was granted his patent in 1936. Neither sign in1930. Von Ohain,fromGermany, apatentforhisjetturbinede- register man knewOhain ofeachother’s work. world’s fi jetturbinepowerst turer todesigntheHeinkel He-178, the manufac- worked aircraft with aGerman around for a long time. The pioneer of fi fth-century B.C. Chinese philosopher. sailplanes may have been Lu Ban, a air! The glider or sailplane has been Did you know the Wright Brothers OUT! IT CHECK wind and wings to sail through the were NOT the fi rst people to fl y? Orville 2,500 years ago, people were using reports from China that as many as human fl ight. However, we have because it was the fi rst engine-powered Wright’s 1903 fl ight was historic red aircraft. red aircraft. 4/21/10 10:21:44 AM

LEGENDS OF FLIGHT OF LEGENDS

CHECK IT OUT! Harrier Jump Jets These amazing aircraft are called V/STOL (Vertical/Short Take-Off and ) airplanes. They use jet turbine engines for forward thrust, just like a standard jet. But what makes these planes special is theireir ability to change the direction of their jet nnozzles.ozzles. When they land and take off, their jets can be pointed straight down, allowing the jump jet to lift straight off from the ground. Harriers can even hover like a hummingbird.

INVESTIGATION #4 BALLOON THRUSTER CHALLENGE Students are challenged to design a balloon thruster that can travel a certain distance in the shortest amount of time.

Materials: (per team of 4–5 students) THRUST • 10 Drinking straws Test Design Parameters • 1 Pair of scissors 4. Once planning is complete, test your These are the guidelines for designing • 1 or more 12 ft. (3.66 m) lengths of design. your investigation: string, fl oss, ribbon, and/or fi shing line • Infl ate the balloon and hold the • Set two chairs 10 feet apart with the • 5 Balloons (different sizes and shapes) neck of the balloon closed. backs facing each other. • 2 Chairs the same size • Slide the Balloon Thruster so that it • Thread the straw onto whatever stringing • 1 Roll of cellophane tape is pushed against the “start” chair. material you chose for your track (string, • 1 Sheet of poster paper • Release the neck of the balloon fl oss, ribbon, or fi shing line). • Markers and time how long it takes for it to • Tie or tape your track to the back of • 1 Stop watch or clock with second hand reach the other chair. the chairs in order to create a level • 1 Tape measure 5. Make adjustments or improvements track for the balloon thruster. Time: 30 to 40 minutes to your design, as needed, using the • Tape the balloon to the straw. Procedure: extra materials. Record all of your Results: adjustments on your poster paper. The Challenge The results will depend on the teams’ 6. Test your improved design and make unique designs. Find the combination of balloon shape, improvements until you are satisfi ed. string type, and straw length that moves 7. Share your poster with the entire class Why? the balloon thruster from one chair to before running the fi nal trials. Newton’s Third Law of Motion states that the other in the shortest amount of time. for every action, there must be an equal Final Trials and opposite reaction. In this scenario, Plan and Predict 8. Run the fi nal trials as either a race 1. In a team of three to fi ve, fold the poster the action is when the opened balloon between all teams at the same time pushes the air out the back of the bal- paper into three columns and label the using multiple tracks, or as time trials columns: Plan, Predictions and Results. loon. The reaction is when the air pushes where everyone watches while each the balloon forward, which creates thrust 2. Review the Design Set-Up section for team runs their best-tested design. the background you need to plan your and moves the balloon along the track. design and make your predictions. Assessment: 3. Develop a plan to meet the challenge Are students able to provide an explana- and predict your results. Record your tion for why one design was faster than plan and predictions in the columns the others? Encourage students to use on the poster and provide explana- data evidence to support their reasoning. tions for your reasoning.

LEGENDS OF FLIGHT TEACHER’S GUIDE | 11

2CS60_K2_ 2TeachersGuide4-8.indd 11 4/21/10 10:22:08 AM ENLIGHTENING AIR TRAVEL What colors and patterns are most restful to weary travelers? What shapes and lighting will make passengers feel most comfortable? These questions and many others were examined by the interior designers who designed the cabin of the new Boeing 787 Dreamliner and the Airbus A380. Boeing worked with an interior design fi rm called Teague to help them design the interior spaces of the 787 Dreamliner. The company’s CEO, John Barratt, describes how Boeing and Teague approached the design of the new aircraft: “Passenger well-being, on both an emotional and physical level, relies heavily on collaborative and research-orientated design practices. In designing the highly-anticipated 787 Dreamliner, Teague and Boeing employed a variety of design research techniques to determine the needs and desires of commercial travelers the world over. Defi ning and responding to the collective needs and desires of air travelers fueled the design process, permitting new, unconventional ideas to fl ourish and succeed in an industry renowned for strict standards. The results surpassed expectations.” Soft, relaxing, roomy, and comfortable are not normal ways of describing the fl ying experience. Yet when passengers board the 787 Dreamliner, these are some of the words Boeing hopes passengers will use to describe their fl ying experience aboard the aircraft. Years of research and passenger input have gone into making the Dreamliner “a dream come true” for passengers. From bigger overhead bins and larger windows to improved air quality, every passenger is promised a

AIRPLANE DESIGN unique and top-notch fl ying experience. At the heart of this experience is the airplane’s interior lighting. The goal of the designers was to use a combination of lofty arches and a “sky effect” to give the passengers a sense of spaciousness. The “sky effect” makes the ceiling of the airplane look like a blue sky. This is achieved by shining a series of light- emitting diodes (LEDs) onto the curved interior surfaces of the airplane.

WHAT IS A LIGHT-EMITTING DIODE? A light-emitting diode or LED is a new light- 5. LEDs can be very small and work Experts have thought about every moment ing device that has a number of advan- very well when dimming is needed. during a fl ight and how lighting can tages for airplane interiors over standard Advantage: Lights can be placed help enhance the experience. They even incandescent and fl uorescent lights. in tight areas and can dim or thought about how lighting affects food! brighten quickly. Have a look at Investigation #5 to explore how lighting can affect the appearance Lighting effects do not begin and end and appeal of food. in the entry hall of the Dreamliner. LED lighting throughout the cabin gives the fl ight attendants the ability to change 1. LEDs produce more light than day to night, and then back to day with incandescent bulbs. Advantage: When a simple touch of the controls. With needed, the inside of the airplane can their ability to dim, LED lighting can LEGENDS OFbe FLIGHT brighter than ever before. even be programmed to simulate dusk 2. LEDs can shine a single color light. and dawn, so passengers will begin Advantage: The inside of the airplane to sense the time to sleep or wake up GOING GREEN! can change color depending on what without sudden changes in light. The The Boeing 787 Dreamliner and the Airbus effect is desired. Would you like sun- ability to mimic natural day cycles will A380 both were designed to minimize their set or sunrise? help reduce jet lag for passengers fl ying impact on the environment. Both aircraft 3. LEDs are diffi cult to damage. Advan- on long-haul fl ights. tage: Lights will not need to be replaced use effi cient LED lights throughout their as frequently. Passengers will notice that the windows cabins. LEDs last about three times longer 4. LEDs have an extremely long life are noticeably larger and do not have than fl uorescent tubes and more than 40 span. Advantage: LEDs burn longer, shades. With a simple touch of a control times longer than incandescent bulbs. are more effi cient, and are better for pad near the window, passengers will be the environment. able to progressively dim their windows.

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7CS60_K2_ 2TeachersGuide4-8.indd 12 6/30/10 2:52:40 PM LEGENDS OF FLIGHT OF LEGENDS

INVESTIGATION #5 SPOTLIGHT: LUNCH Can the interior lighting of an airplane Post-Activity Background Information affect the mood of the passengers on the RED triggers a sense of power and im- plane? Students will examine the effects pulsiveness, and increases one’s appetite. of colored lenses on food items. Be careful how you use red. It can Materials: (per team of 4–5 students) also trigger anger, forcefulness, • 1 Small box or plastic tub, impatience, intimidation, conquest, approximately 15” long, 10” wide, violence, and revenge. and 6” deep (38.1 x 25.4 x 15.2 cm) YELLOW has a stimulating impact on • 5 Pieces of colored cellophane or your memory. (Consider the popular- plastic wrap (one of each color: red, ity of the yellow notepads and Post-It® yellow, blue, orange, and green) large notes.) Yellow stimulates the intellect enough to cover the top of the box and promotes organization. It triggers or tub. (Available at gift wrapping or joy, but when used in the wrong man- fl orist shops and at grocery stores.) 5. Cover the observation box with ner, or with the wrong combination of • 2 Food items, such as an apple or a each colored “lens”, one at a time, other colors, it can create feelings of piece of bread and shine the fl ashlight through it criticism, laziness, and cynicism. • 1 Cup of milk in a transparent cup onto the food. Each student should or glass BLUE generates feelings of tranquility,DESIGN ANE AIRPL record his or her reactions to each love, acceptance, patience, understanding, • 1 Flashlight colored lens. What colors make the • Pencil and paper (one per student) and cooperation. If used inappropriately, food look most appetizing? What its negative qualities are fear, coldness, Time: 40 to 50 minutes colors make you feel hungry, alert, passivity, and depression. and ready to eat? Procedure: 6. Once you have fi nished recording ORANGE triggers steadfastness, 1. Working in teams of four to fi ve, your data, discuss the Post Activity courage, confi dence, friendliness, and discuss how you think a color may be Background Information about how cheerfulness. Its opposite effects are able to affect their moods. Read and scientists view the physiological ignorance, inferiority, sluggishness, discuss the background information. infl uences of color on people. Dis- and superiority. 2. In teams, you will get a chance to cuss whether you agree or disagree observe a variety of common foods GREEN generates feelings of hope, with the experts. Also, discuss why through a series of colored lenses. Your growth, good health, freshness, soothing, providing natural light is a challenge role in this investigation is to be critical sharing, and responsiveness. Its negative on an airplane. of details and to record a descriptive effects are envy, greed, constriction, guilt, observation of how each lens affects Pre-Activity Background Information jealousy, and disorder. your feelings about the food inside the Scientists have shown that colored lighting From: Bloomsburg University, 2002. observation box. can affect people’s moods, tiredness, and Assessment: 3. Each team member should create a data even appetite. The emotion triggered by a Ask each student to create a persuasive table on a sheet of paper. Include in the color depends on a person’s nationality, past piece of writing directed toward a com- table space to record your predictions experiences, and, sometimes, personal pref- mercial airline executive: and observations about how color can erence. However, studies have shown that Ms. Violet Black affect your enjoyment of food. The light- specifi c colors and color combinations can Vice-President of Passenger Relations ing colors you will observe are natural, psychologically affect the majority of people, Rainbow Airlines red, yellow, blue, orange, and green. regardless of their culture or past. 4. First, observe the food and drink 555 Green Avenue items inside the observation box, Bluebonnet, Oregon 99000 under natural lighting conditions, by The short essay should convey the student’s shining the fl ashlight onto the food opinion about which color of light the air- items. Record your impressions of the line should use in the airplane cabin while food on your data table. serving meals. Students should be sure to explain their reasoning by using evidence to support their choice of colors.

LEGENDS OF FLIGHT TEACHER’S GUIDE | 13

2CS60_K2_ 2TeachersGuide4-8.indd 13 4/21/10 10:22:55 AM ASSOCIÉ DU MONDE (“worldwide partner” in French)

In order to construct the Boeing 787 Dreamliner, Boeing employees traveled around the globe in search of partners. In the end, they formed the most far-reaching international development team in the history of commercial aviation.

SWEDEN FRANCE

EVERETT, WA Escape Slides Final Assembly Electronics Software Displays Hydraulics CANADA Fuselage JAPAN Flight Deck Tires Fuel Gauge SOUTH KOREA Sound System Lighting Electronics Lighting AUSTRALIA Lavatories Engines Wing Tips Water Systems Seats Windows Sidewalls Fuselage Engines Fuselage Doors Brakes Seats Tubing Ducts Wiring GLOBAL PARTNERS CHECK IT OUT! Grab a calculator and try this: How far did all the Boeing 787 Unlike the partnerships of the past, in which suppliers made parts parts travel from the international partners in order to arrive and systems to fulfi ll a Boeing design, the new project asked a higher at the fi nal assembly plant in Everett, Washington, U.S.A.? level of involvement and commitment from other companies. Boeing

INTERNATIONALdecided to TEAMWORK share the responsibility for design and development, as well as manufacturing. This meant higher risks, because Boeing would In kilometers (km) need to entrust others with the work they only trusted themselves to Australia English 7,908 12,727 do in the past. But it also guaranteed that in order to take part in the Italy Italian 5,627 9,056 team, partners would need to be the very best in their fi eld. In the South Korea Korean 5,272 8,484 end, partners in eleven different countries across four continents were Germany German 5,252 8,452 selected to build parts and design systems that would all fi t together Japan Japanese 4,769 7,675 into one airplane. The fi nal assembly point was chosen—the Boeing United Kingdom English 4,734 7,619 Everett Plant in Washington, U.S.A.—and the challenge of fi guring out Sweden Swedish 4,658 7,496 how to transport all these separate parts to one place began. Canada English & French 168 270

CHECK IT OUT! The fi nal assembly time for the Boeing 787 Dreamliner will be the fastest for widebody airplanes in commercial aviation history. The Boeing Company’s Everett Plant in the state of Washington is the fi nal assembly facility for the 787 and the largest building (by volume) in the world. In 2011, an additional fi nal assembly plant will be activated in South Carolina. This short assembly time is only possible if the parts that arrive at the Boeing Everett Plant are ready for assembly. This meant that traditional forms of shipping needed to be rethought as well. The major structural components of the Dreamliner are built in Japan, Italy, Kansas, and South Carolina. Boeing had to design and build an airplane that could carry the major structure components of another airplane. The result is a fl ying fl at-bed truck of sorts – the Dreamlifter. The Dreamlifter is a modifi ed Boe- ing 747 that has a hump-shaped back, no passenger windows, and a tail that swings on a huge hinge to open the plane for cargo

LEGENDS OFloading. FLIGHT The Dreamlifter is an engineering marvel, and its only job is to transport the parts for the Boeing 787.

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6CS60_K2_ 2TeachersGuide4-8.indd 14 6/29/10 11:01:43 AM LEGENDS OF FLIGHT OF LEGENDS

INVESTIGATION #6 TEAMWORK: A SUM OF PARTS

What happens when people from around Procedure: this activity, allowing different team the globe work together to build and 1. Divide into four teams and take one members to play the role of Com- design a new airplane? Students fi nd out of the country names and meet at munications Offi cer and provide more in an international challenge, where they your stations. opportunities to refi ne the design and work as a team to solve a problem of 2. One representative (the Communica- construction process. global proportions. tions Offi cer) from each country team Assessment: Materials: (per station) should come to the center of the room Are students able to: • A variety of building materials (i.e. to get the team’s mission: to design • Relate to the construction of the newspaper, drinking straws, craft and build a section of an airplane. Boeing 787 Dreamliner airplane and sticks, rubber bands, cloth strips, Each country team is assigned a dif- other modern airplanes? and construction paper) ferent airplane part (body, wings, tail, • Describe how the actual construction of • 1 Bottle of glue or two engines). Each country team an airplane is even more complicated • 1 Roll of cellophane tape will have a short amount of time to than what was experienced in this • 1 Stapler plan and build its airplane part (two activity? • 1 Sheet of poster paper minutes of planning time and eight Students might mention differences • Markers minutes of building time). in language, units of measurement, • 1 Station label 3. Return to your country teams customs/shipping complications, levels of and explain the challenge. Start TEAMWORK INTERNATIONAL Time: 50 to 75 minutes precision, cost, reliability, and access to the planning time. Be sure that the resources. Preparation: only discussion that occurs between 1. Set-up the classroom your team and the other teams is Variation: ahead of time through the Communications Offi cer. Build as many airplane parts as possible by creating four Otherwise, no talking or peeking at in twenty minutes. Bring all of their air- stations around other teams. After two minutes have plane parts to the center table. See how the classroom. Each passed, you now have eight minutes many complete planes can be assembled station will need a table and to build your airplane parts. from the parts. Do some airplane parts chairs. Label each station with the 4. When the eight minutes have elapsed, take longer to build than others? How name of one of the countries that is the Communications Offi cer from each could you streamline the process to build a major supplier for the Boeing 787 country team goes to the “Everett, more airplanes? Dreamliner (United States, Canada, WA Final Assembly Station” with their Japan, South Korea, Australia, Sweden, team’s airplane part. You will now try Germany, France, the UK, or Italy). For to assemble the airplane with tape, example, one station might be labeled staples, or glue. The rest of the class as “Italian Manufacturing Station.” observes silently. 2. Evenly distribute the building materials 5. After the representatives have tried to among the four stations. assemble the airplane, have an open 3. Also, set up one table in the center of discussion with the whole class. What the classroom with an additional roll are some suggestions for how you could of tape, stapler, and bottle of glue. improve the process next time in order Label this station as “Everett, WA to build a better airplane? Ideas will Final Assembly Station.” likely include the need for consistency in part size, materials, interface between connecting parts, and a uniform design. As you all share your suggestions, list the possible improvements on a sheet of poster paper or the classroom board. 6. Try the activity again, but this time apply your essential enhancements to the design and construction of their airplane parts. Run several trials of

LEGENDS OF FLIGHT TEACHER’S GUIDE | 15

2CS60_K2_ 2TeachersGuide4-8.indd 15 4/21/10 10:23:40 AM COMPOSITES WHAT ARE COMPOSITE WHY ARE COMPOSITE This effect occurs to much lesser MATERIALS? MATERIALS USED TO BUILD degree in composites. 6. CFRP can be molded into large pieces. A composite is a combination of two or AIRPLANES? Aluminum airplanes are made out more different ingredients. When com- Historically, most commercial aircraft of large pieces of aluminum that are bined, the features of each ingredient have been made mostly from aluminum. held together with thousands of rivets. are shared and the composite benefi ts The composite most used on the new The seams and rivets on aluminum beyond the individual parts. There are Boeing 787 Dreamliner is carbon fi ber airplanes create drag. The Boeing a variety of different types of composite reinforced polymer (CFRP) while the Airbus 787 Dreamliner has nearly 50,000 materials. Composites found in the lay- A380 uses CFRP and GLARE, an aluminum fewer fasteners than on an aluminum ers of plywood are called fi ber reinforced and fi berglass composite. The new CFRP airplane of the same size. With large polymers (FRP). Super strong composites material has replaced many of the alumi- composite pieces and fewer seams may contain metal matrix composites num structures on the Boeing 787 for the between parts, there are far fewer (MMC). Composites designed to with- following reasons: places for weak spots, adding to the stand heat may include glass reinforced 1. CFRP is lighter. The Dreamliner has overall safety of the airplane. plastics (GRP). There is a new type of ce- some aluminum parts, but it is lighter ment that has ceramic matrix composites than an all-aluminum airplane of the WHERE ELSE ARE (CMC) as an ingredient. There are even same size. COMPOSITE MATERIALS MATERIALOMCACs—organic SCIENCE matrix/ceramic aggre- 2. CFRP is stronger. In tests, CFRPs FOUND? composites. OMCACs can be found were pulled, twisted, torn, fl attened, If an item needs to be strong, fl exible, in nature, such as the shiny surface on cracked, and punctured, and were and lightweight, composites are either some shells, which is called nacre or proved to be as strong, if not stronger being used, have been tried, or will be mother of pearl. than the aluminum. This increased used soon. Graphite composites are strength in the fuselage allows for found in golf club shafts and sail boat HOW ARE CARBON the cabin to be pressurized at the masts. Thermoplastic composites include FIBER COMPOSITES equivalent of 6,000 ft. (1.83 km). bullet-proof vests and hockey sticks. MANUFACTURED? 3. CFRP is more resistant to corrosion Laminate composites are used for some One process for creating carbon fi ber than aluminum. This allows for an types of countertops. A high-performance composites is similar to the creation of increased level of humidity to be called Mallite is used acrylic fabrics. It all begins with extremely sustained in the passenger cabin. in the body of Formula 1 racing cars. fi ne carbon fi laments, which can be Pressurizing the cabin and humidifying many times thinner than the diameter of the air helps air travelers to feel better a single human hair. The fi laments are and arrive at their destinations more twisted into fi bers called threads. These refreshed and relaxed. 4. CFRP is more durable. Airplanes fl y threads are then woven together and GOING GREEN! mixed with epoxy resin, which is basically through a variety of diffi cult condi- a liquid resin that hardens with the help tions that cause wear on aluminum Composites help create a more of high heat or special chemicals. This cre- parts. Extreme temperatures weaken effi cient airplane – less weight reduces ates a material called a tape. The tape is the metal over time and the salty air the cost of taking off and landing, less wound on spindles which are placed on a above the oceans can create rust on fuel usage while fl ying, greater load LEGENDS OF FLIGHT machine called a prepregger. The prepreg- metal surfaces. Composites will make capacity, and longer range. Since it is ger is like a huge, mechanical loom that airplanes more reliable and keep lighter than other aircraft its size, the pulls tape from multiple spindles and maintenance costs down. Dreamliner will use 20 percent less weaves them together using a series of 5. CFRP is more resistant to high fuel. This means fewer emissions and combs. The resulting woven mat is mixed temperatures. Not only is CFRP harmful impacts on the environment. with polymer epoxy resin, pressed in a stronger than aluminum at aver- mold, and cooked under high heat and age temperatures, when the heat high pressure in an industrial oven called goes up, the difference in strength an autoclave. increases. As aluminum gets hotter, it becomes more malleable, which means that it can change shape.

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2CS60_K2_ 2TeachersGuide4-8.indd 16 4/21/10 10:23:59 AM LEGENDS OF FLIGHT OF LEGENDS

INVESTIGATION #7 COMPOSITE WEAVE LAB

Students will model a carbon fi ber 4. Weave two mats. Use one of the tears or breaks, then this means that composite by creating mats with different example weave patterns for one mat, the mat was not strong enough for weave patterns. Then, students will design and design your own weave pattern its intended use. Some investigation their own investigations to test the strength for the second mat. Each weave mat ideas include: of the weaves. should be at least six strips wide and • Hold the corners of the mat about long. Use tape to secure the edges of 6” (15.24 cm) above to table top Materials: (per team of 3–4 students) each weave mat. Tape should not be while placing coins onto the center. • 4 Sheets of paper towel added to the mat anywhere except for • Hold the corners of the mat a few • 1 Pair of scissors the edges. Also, place tape along the inches from the fl oor and drop • 100 Pennies (2 banker rolls) edges of the uncut paper towel. pennies from different heights onto • 1 Roll of cellophane tape 5. Once the weaving is complete, your the center of the mat. Try dropping • Paper and pencil team will need to design and conduct a single penny from various heights • Ruler an investigation that will test the or taping 2-3 pennies together to Time: 60 minutes strength of your two weave mats and change the mass. Preparation: the uncut paper towel. Discuss in your • Try to rip the mats by tearing them 1. If possible, try to obtain an object made team the different types of material along the length, along the width, from carbon fi ber composite. Common strength, including: and diagonally. items include: golf club shafts, tennis • Tensile Strength: The maximum 8. First, test the uncut paper towel (the SCIENCE MATERIAL racquets, fl y fi shing rods, skis, snow- amount of loading that a material can control) and then test each of your woven boards, hockey sticks, bicycle frames, handle before it fails. Some materials mats (the variables). will stretch before breaking. and bicycle helmets. In many instances, Why? Shear Strength: The maximum you will be able to see the carbon fi ber • When designing a new airplane, aviation amount of stress along a plane weave in these items. engineers need some materials that have that a material can handle before Procedure: strength and rigidity as well as some it fails. An example of shear 2. Cut uniform strips from three of the materials that have strength and fl exibility. strength is tearing a piece of fabric paper towels. One paper towel will be Weight is also always a critical factor, as into strips, or cutting a sheet of left uncut for the experiment control. aviation engineers want strong, but light, paper with scissors. Shear strength Strips that are 0.5” to 1” (1.3 to 2.5 materials. The weave pattern of a carbon can be measured across the width, cm) wide and 11” long will work well. fi ber composite, as well as the choice of length, and diagonal of a material. It is important that the edges of the resin, can create materials that meet the strips are as straight as possible, so designers’ specifi cations. you might want to use a ruler to mea- Assessment: sure the strip intervals and to draw Are students able to create investigations straight lines before cutting. that include predictions and an explanation 3. You will be weaving the strips of their scientifi c reasoning behind those together to form two mats. predictions? The investigation should also For accurate testing, weaving include accurate measurements, variables, must be as tight as possible. data collection, data interpretation, the use In your teams discuss possible 6. In your team, design an investigation of evidence to generate explanations, and weave patterns: to test either tensile strength or shear a proposal of alternative explanations. • One over; one under strength. Plan out the investigation and • Two over; two under record predictions on your piece of paper before conducting the investigation. 7. Discuss with your team what “failure” of the weave means. If coins slide through the weave, then this means that the tightness of the weave was too loose and could allow for air or water to penetrate the mat. If the mat

LEGENDS OF FLIGHT TEACHER’S GUIDE | 17

2CS60_K2_ 2TeachersGuide4-8.indd 17 4/21/10 10:24:18 AM A JOB THAT REALLY TAKE YOU PLACES FEATURED CAREERS IN THE AVIATION INDUSTRY

DESIGNING AND BUILDING PSYCHOLOGIST SUPPORTING AIRPORT THE AIRCRAFT A psychologist may be able to provide OPERATIONS a window into the mind of passengers, AERONAUTICAL ENGINEER AIR TRAFFIC CONTROLLER crew, and mechanics. By understanding Aeronautical engineers plan the design Controllers are the specialists who work how these people use the aircraft, the air- and construction of airplanes. These at the control center of the airport and plane can be designed to accommodate engineers face many challenges, such as provide pilots with instructions, air traffi c their needs and desires. how to increase speed and fuel effi ciency clearance, and fl ight conditions. and how to decrease drag, turbulence, SCIENTIST BAGGAGE HANDLER and noise. These engineers need a The scientists are responsible for the research Handlers are the men and women who load background in mathematics, physics, and development of new airplane technolo- and unload passenger bags and cargo. mechanics, and material sciences. gies. They design and test new materials so They are responsible for sorting bags and that airplanes continue to improve. CIVIL ENGINEER ensuring they are on the correct fl ight. Civil engineers are responsible for the TECHNICIAN METEOROLOGIST

AVIATIONdesign CAREERS and development of airports, in- Technicians have a working understand of Meteorologists analyze weather data and cluding runways, parking lots, and roads. the airplane. They are the drafters, ana- prepare weather reports. They help plan safe These engineers need a background in lysts, designers, and planners that help fl ight routes to avoid poor fl ying conditions. design, drafting, mathematics, physics, build and maintain the airplanes. and project management. SKYCAP MAINTAINING AND Skycaps are dedicated to passenger ELECTRICAL ENGINEER OPERATING THE AIRCRAFT service. They assist with luggage at the Electrical engineers build power systems curb and answer questions about the that improve the airplane’s perfor- FLIGHT ATTENDANT workings of the airport. mance. They must have a background in Flight attendants spend more time with mathematics, physics, electrical drawing, the passengers than any other airline SECURITY computers, aircraft electrical systems, employee. Their job is to be sure you get Security at airports has become one of the and project management. to your destination as safely and comfort- most important jobs in the industry. These ably as possible. agents are highly trained and are dedicated MECHANICAL ENGINEER to airport and passenger safety. Federal Air Mechanical engineers design parts to GROUND CREW Marshalls are law enforcement offi cers who help the airplane move and fl y, such as There are a variety of jobs considered as go undercover as passengers on airplanes. the machinery in a plane’s landing gear part of the ground crew. Some include and fl aps and the fuel pumps that deliver drivers, conveyors, and the fl agger who TICKET AGENT fuel to a plane. They solve mechanical helps the airplanes taxi to and from their Ticket agents are usually the fi rst person the problems such as how to design the gates. The ground crew helps fl ights begin passenger meets at the airport. They are landing gear to withstand the impact and end as safely as possible. concerned with customer service and help- of the landing. These engineers need a ing passengers make their fl ights on time. LEGENDSbackgr OF FLIGHTound in mathematics, mechanics, MAINTENANCE MECHANIC thermodynamics, drafting, and design. Maintenance mechanics have the important job of checking every airplane INTERIOR DESIGNER before take-off. They are capable of Interior designers develop the “look” for troubleshooting problems and perform- the interior cabin of an aircraft. The de- ing emergency repairs. signer will choose everything from carpet and seats to linens and silverware. The PILOT interior designer may also choose the Pilots do much more than just fl y—they seat and galley confi gurations. are responsible for overseeing fl ight plans, airplane maintenance, and fl ight safety.

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2CS60_K2_ 2TeachersGuide4-8.indd 18 4/21/10 10:24:37 AM LEGENDS OF FLIGHT OF LEGENDS

INVESTIGATION #8 GIZMO FACTORY Time: 60 minutes

In this challenge, each student works a specifi c chairs with the different job titles to ensure Scientist will need a few minutes job on an assembly line in a gizmo factory. proper arrangement of the assembly lines. to study the gizmo and memorize its 4. Place the four gizmos on a table, in a unique features. Review Rule A. Materials: (per team of 5–7 students) box with no lid, being sure that students 4. Returning to the team, the Scientists must • 1 Pre-constructed “gizmo” model (see cannot see them. act as though the gizmo is his or her own Preparation section) beloved design. He/she describes the • Assorted construction materials, such as Teacher Procedure: gizmo in detail to the Engineer. While this craft sticks, straws, colored construction Job Assignments description is taking place, the Engineer paper, cotton balls, tape, and scissors 1. Within each team, assign and discuss creates a drawing of the model on the • 1 Box in which gizmos can fi t inside the responsibilities of each job: chart paper (referred to as the blueprint). • 1 Piece of chart paper • Scientist: The dreamer. It is his/her respon- 5. The Engineer passes the blueprint to the • Markers sibility to generate and communicate the Manufacturer who uses it to help him/ Teacher Preparation: idea of the gizmo. This person is not sure her compile the materials needed to 1. Construct a unique gizmo for each team. this idea will even work, but is willing to build the model. The Manufacturer is Be sure to do this in secret, so that the trust their vision and ingenuity. the only one with access to all the mate- students do not see the gizmo. A gizmo • Engineer: The (wo)man with the plan. rials. He/she must try to envision what is a three-dimensional design of your The engineer listens to the scientist’s the gizmo looks like without ever having

own creation that does not resemble any idea and makes it a reality. Engineers seen it. He/she must also imagine CAREERS AVIATION usable item. It is a compilation of a variety will design a blueprint from which every which materials were used in its con- of materials fashioned to form a random other step in the process is dependent. struction, and compile these materials fi gure. Each gizmo uses the same number • Manufacturer: Taking shape. Manu- for the next step. Review Rule B. of construction materials (i.e. four craft facturers receive the blueprint and 6. The Manufacturer then passes the blue- sticks, one straw, two cotton balls, one red make important decisions on what print to one Construction Team member circle, one blue triangle, and two green materials can be used to construct the and the materials to the other Construc- rectangles cut from construction paper). gizmo. They need to have the vision tion Team member. Review Rule C. However, each gizmo should be clearly to imagine the fi nal 3-dimensional 7. The Construction Team begins to as- distinct from the others. product from the blueprint. semble the model gizmo. Review Rule D. 2. Write the investigation rules on the • Construction Team (two students): The hard 8. The Construction Team member with the classroom board: hat and the tool box. These two teammates blueprint must describe the blueprint and RULE A: Only the Scientist can see will need to work together for a common give advice by watching how the other the gizmo. goal. One will get the blueprint while the Construction Team member is using the RULE B: The Manufacturer and the other will get the materials. It is only through materials to put together the model gizmo. Engineer are not allowed to speak their ability to communicate and construct 9. The Supervisor, although not allowed to to each other. that the gizmo can take shape. see the original gizmo, is allowed to offer RULE C: The member of the Construc- • Supervisor: The boss. This teammate advice at every other step in the process. tion Team who receives the materials is ultimately responsible for the fi nal He/she keeps the team on task and is not allowed to see the blueprint. product. He/she will advise the team, oversees the fi nal step. Review Rule E. RULE D: The Construction Team but will be limited to advice only. The Unveiling the Designs member with the blueprint can see Supervisor can move freely up and 10. When the construction process is what the other Construction Team down the assembly line. complete, the Supervisors are allowed member is doing but is not allowed 2. Preview the construction process with the to take their model gizmos to the to touch any of the materials. students and announce the goal of each display table. Their goal is to select the RULE E: The Supervisor is not allowed team: To create a model gizmo that is as original gizmo that was provided to to see the gizmo, touch any materi- close to the original gizmo as possible. their Scientist at the beginning of the als, or touch the model gizmo. Student Construction process construction process, thereby matching 3. Divide the class into teams of six. Ask 3. One by one, the Scientists go to the up the model gizmo they made with the each team to arrange their chairs in a display table to view their team’s gizmo. original gizmo. The Scientist must not row, school-bus style. Have the Scientist Conduct this secretly so that each Scientist provide any help, since they are the only and the Engineer turn their chairs so that sees only her team’s gizmo, and does one who saw the team’s original gizmo. they are back-to-back. Label the students’ not see any of the other gizmos. Each

LEGENDS OF FLIGHT TEACHER’S GUIDE | 19

4CS60_K2_ 2TeachersGuide4-8.indd 19 6/15/10 2:59:47 PM SEE HOW THE AIRPLANES OF THE 20TH CENTURY HELPED INFLUENCE THE RADICAL NEW DESIGN OF 21ST CENTURY AIRCRAFT.

GO BEHIND THE SCENES TO OBSERVE HIGH TECH MANUFACTURERS AROUND THE WORLD USING MODERN TECHNOLOGY TO COORDINATE THE DESIGN AND CON- STRUCTION OF NEW AIRCRAFT.

FLY IN THE WITH 787 CHIEF PILOT, MIKE CARRIKER, AS HE TAKES THE NEW DREAMLINER ON ITS FIRST TEST FLIGHT.

6CS60_K2_ 2TeachersGuide4-8.indd 20 6/29/10 11:02:18 AM