Student Page Teacher Page Designing Paper Airplanes Title

Student Page [Teacher Page] Designing Paper Airplanes Title A Webquest for High School Physics Introduction Designed by Task Wm. Jackson Boling wjb 27@zips. uakron. edu Process Evaluation Conclusion Credits Based on a template from The Web. Quest Page

Student Page [Teacher Page] Title Introduction Task Process Evaluation Conclusion Credits Introduction Whenever any object flies through the air, be it a bird, a plane, or some superhero (could be any superhero, due to copyright restrictions), several physical principles and concepts are at work. Today you will be researching these concepts and designing a paper airplane which effectively demonstrates your knowledge of physics. You’ll learn about all the forces at work on the paper airplane, and you’ll learn how to manipulate them to make your plane fly a given distance. By the end of this activity, you’ll likely have a good understanding of how flight occurs, here on Earth, and you’ll know more about the physical processes involved.

Student Page [Teacher Page] Title Introduction Task Process Evaluation Conclusion Credits The Task Your task today will be to design a paper airplane. Using the resources provided to you from within this Webquest, you’ll research the different properties of flight and implement that knowledge in the design of your airplane. The materials you will be afforded to construct your aircraft include one (1) piece of A 4 (8. 5 x 11) printer paper, 7 paperclips, and a six-inch strip of masking tape. You may use as many or as few of these supplies as you like, but it is strongly recommend using the paper. Your paper airplane should be able to fly at least 30 ft horizontally. If you build a successful design, you will come away from this experiment with a thorough understanding of flight and the physics behind its governing principles.

Student Page [Teacher Page] Title The Process 1) First, you will research effective designs and the principles behind them. You may find several of the following resources very helpful: Introduction Task 1) http: //www. paperplane. org/Aerodynamics/paero. htm Process 2) http: //blogs. bu. edu/biolocomotion/2011/10/21/the-physics-of-paper-planes/ Evaluation 3) http: //teacher. scholastic. com/paperairplane/airplane. htm Conclusion 4) http: //www. buzzle. com/articles/paper-airplanes-aerodynamics. html 2) Next, gather your materials: 1) 1 sheet of paper (standard A 4 size (8. 5” x 11”) 2) 7 paperclips 3) 1 six-inch piece of masking tape 3) Construct your design using the physics you know and the resources above 4) Conduct a test flight and adjust where necessary (again using the above resources to help understand which adjustments need to be made). Remember, your goal is to make an airplane that flies 30 ft. Credits

Student Page [Teacher Page] Evaluation Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Effectiveness of design Airplane flies less than 10 feet or not at all – it is “thrown” and not “flown”. Airplane flies 10 to 20 feet, with a gliding action – it is not simply “thrown” like a projectile. Airplane flies in between 20 and 30 feet in a mostly straight path. Airplane flies 30 feet or more in a mostly straight path. Understanding of Physics concepts Airplane design reflects limited to non-existent knowledge of physical principles. Its flies on sheer luck or doesn’t fly at all. Limited knowledge of physics demonstrated. Design reflects a basic understanding of one or two physical principles involved. Design reflects basic understanding of most physical concepts involved in flight. A mastery of physical concepts is evident. The design flies consistently and design is clearly based upon physical principles. Creativity and cleverness of design Design is clearly plagiarized from an internet or book source and unaltered by the student in any way. Design is a slightly-altered but mostly unoriginal work. Design is original but reflects only a limited understanding of physics. Unique design that is functional and replicable. Effective use of materials Student uses materials not included in the lesson plan or description. Design uses some of the materials available, but in an ineffective manner. Student uses some materials effectively, but also gives the airplane unnecessary structures. Students uses only the materials necessary for a decent design only uses them effectively, for physically- sound purposes. Title Introduction Task Process Evaluation Conclusion Credits Score

Student Page [Teacher Page] Title Introduction Task Process Conclusion Congratulations! Assuming you’ve completed this Webquest the way it was meant to be completed, you’ve now mastered paper airplane design! You should now be proficient in the language of lift, the ways of the thrust, and the drag of the drag. Hopefully your mind has flown just as far (if not farther, in many cases) as your paper airplane, and it will likely continue to do so as you further your study in physics. Whilst winding down from this activity, there a few questions that you may want to ask yourself. Such questions can include, but are not limited to: Evaluation 1) What could you have changed about your design to make it fly better? Conclusion 2) If given the option, what additional materials might you add to this experiment to help your design really “take off”? 3) What are some of the limitations to paper as a building material? What other materials would have been better suited to aircraft construction? 4) If you built your design using the soundest of physical concepts and principles, yet your design didn’t fly as well as you expected, what are some of the potential sources of error you encountered during this experiment? Credits

Student Page [Teacher Page] Credits & References Title 1) http: //www. paperplane. org/Aerodynamics/paero. htm Introduction 2) http: //blogs. bu. edu/biolocomotion/2011/10/21/the-physics-of-paper-planes/ Task 3) http: //teacher. scholastic. com/paperairplane/airplane. htm 4) http: //www. buzzle. com/articles/paper-airplanes-aerodynamics. html 5) The Web. Quest Page and The Web. Quest Slideshare Group are great places to visit if Process Evaluation Conclusion Credits you are interested in creating your very own Webquest!

[Student Page] Teacher Page Put the Title of the Lesson Here (Teacher) Title A Web. Quest for xth Grade (Put Subject Here) Introduction Designed by Learners Put Your Name Here Put Your E-mail Address Here Standards Process Resources Evaluation Teacher Script Conclusion Credits Based on a template from The Web. Quest Page

[Student Page] Teacher Page Title Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Credits Introduction (Teacher) Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant. In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students.

[Student Page] Teacher Page Title Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Credits Learners (Teacher) Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent. " If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well. Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.

[Student Page] Teacher Page Title Introduction Learners Standards Curriculum Standards (Teacher) What will students learn as a result of this lesson? The following Physics standards for the state of Ohio are either directly or indirectly addressed by this Webquest. Physics Standards Addressed • Problem solving o Using graphs (average velocity, instantaneous velocity, acceleration, displacement, change in velocity) Process Resources o Uniform acceleration including free fall (initial velocity, final velocity, time, displacement, acceleration, average velocity) Evaluation Teacher Script Conclusion • Projectiles o Independence of horizontal and vertical motion o Problem-solving involving horizontally launched projectiles. • Newton’s laws applied to complex problems • Gravitational force and fields • Friction force (static and kinetic) • Air resistance and drag • Forces in two dimensions o Adding vector forces Credits

[Student Page] Teacher Page Title Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion The Process (Teacher) You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need. Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what? If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example? If you're designing for a one-computer classroom or for pre-readers and are creating a facilitated Web. Quest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Credits

[Student Page] Teacher Page Resources (Teacher) Title Describe what's needed to implement this lesson. Some of the possibilities: Introduction • Class sets of books • E-mail accounts for all students • Specific software (how many copies? ) • Specific hardware (what kind? How many? ) • Specific reference material in the classroom or school library • Video or audio materials Learners Standards Process Resources Evaluation Teacher Script Conclusion Credits If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here. Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?

[Student Page] Teacher Page Title Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Credits Evaluation (Teacher) How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to make use of this lesson.

[Student Page] Teacher Page Title Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Teacher Script (Teacher) The Web. Quest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated Web. Quest, one that requires an adult or older peer to drive things. Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the Web. Quest. This page will include step by step directions to the facilitator, including: • What to say at each point in the process • What to click on • What questions and misconceptions to anticipate • How long to take at each point • When to direct learners to work away from the computer To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point. This page is linked to the Process segment off of the Teacher Page Credits

[Student Page] Teacher Page Title Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Credits Conclusion (Teacher) Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach.

[Student Page] Teacher Page Title Introduction Learners Standards Process Resources Evaluation Teacher Script Conclusion Credits & References (Teacher) List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help. List any books and other analog media that you used as information sources as well. Include a link back to The Web. Quest Page and The Web. Quest Slideshare Group so that others can acquire the latest version of this template and training materials.