THE TYPHOON GLIDER CHALLENGE Teacher Notes

TYPHOON GLIDER CHALLENGE The Competition Design Challenge: Students design, create, test and refine a model glider that can glide the longest distance possible. Schools can enter their best design into a national inter-school prize competition. Design constraints: The glider must be constructed from parts cut from a single sheet of A3 size 5mm thick foamboard. Max wingspan = 42cm (A3 long side) Students can use PVA glue, tape or hot glue guns to connect parts and use plasticine, playdough, or other small, dense objects, such as paperclips or small metal washers to balance (trim) their gliders.

TYPHOON GLIDER CHALLENGE Curriculum Opportunities: Yr. 4-5/Primary 5-6/P5-6 8-10 Design and Technology: The Design, Make, Test, Refine and Evaluate stages include opportunities to: collaborate to solve a design problem conduct research to help develop a design specification use a variety of tools and resistant materials safely and accurately design and conduct a range of quantitative tests and use data to inform and make improvements to their prototypes use standard measures of mass and distance to a high degree of precision 8-10 Science: Work scientifically to design and conduct experiments and fair tests, gather and present data and make and share conclusions Explore the effects of gravity and air resistance through practical experiments 8-10 Computing & ICT: Use a variety of software to produce and present designs, conduct research, capture experimental data and to design graphics and other products.

TYPHOON GLIDER CHALLENGE About the competition (TBC) In School (Autumn or Spring Term) Teams construct, test and refine their glider designs and compete in an in-school competition to choose the team/s that will go forward to the regional final with their design. All teams can also design and upload team insignia and a presentation of their project to the community for judging in the regional finals. Regional Heats (Spring Term) Schools assemble at regional hubs to compete against each other in a distance flying competition. Teams will also be judged on best overall design. National Finals: (Summer Term TBC) The winning team from each regional final goes forward to the national final. They can make improvements to their design between regional and national finals and it is suggested that all teams should bring a spare glider. (tape, glue and other materials for minor repairs will be available)

TYPHOON GLIDER CHALLENGE SUGGESTED LESSONS: Activity 1: Introduce the project and core ideas/vocabulary to the class, test paper gliders Activity 2: Produce and test foam gliders using either a supplied template or the design hints Activity 3: Balancing and refining the gliders to increase flight distances Activity 4.i: Design, build and test a glider launcher & conduct fair tests (OPTIONAL) Activity 4.ii: Teams refine their gliders performance or (optionally) revisit their designs Activity 6: Produce a team report or poster and present it to others Activity 5: In class/school competition to decide the team to go forward to the regional heats

TYPHOON GLIDER CHALLENGE Suggested Extension Activities Design a team brand and insignia/badge Supports: Art and Design – develop their techniques, creativity, experimentation and increasing awareness of the different kinds of art, craft and design Create a History of Flight presentation Supports: History – Study an aspect or theme in History that extends pupils’ chronological knowledge. ICT/Computing – using search technologies effectively, presenting data and information Produce and use scale drawings and 3D elevations Support D&T - Design and Mathematics - use of scale and 2D/3D shapes Design gliders using 2D & 3D software Supports: ICT/Computing – use and combine a variety of software to design and create content and present data and information Taking it further: Cargo Plane Challenge - Can you design a plane that can safely transport a delicate cargo or carry a separate craft? (look at new space launcher designs) Animal adaptations – Investigate how flying animals such as birds, flying squirrels, etc. are adapted to their lifestyle or environments. Video analysis and datalogging – use a video camera and slow motion to track the motion of the planes through the air Explore the world of flight simulators – did you know the free Google Earth has a hidden flight simulator? Incredible on an interactive Whiteboard Design an airport or base for your planes. Discuss the proposals for new runways at London. What are the features of airports? Fuel tankers, hangers, access areas, etc.

TYPHOON GLIDER CHALLENGE Design a school/team squadron insignia What visual elements might you include? What motto?

TYPHOON GLIDER CHALLENGE Graphic design & planning Explore plan, side & front elevation & scale drawings Use 3D design programs (SketchUp and TinkerCAD) to visually prototype potential designs before cutting materials

TYPHOON GLIDER CHALLENGE Science: Adaptation and flight Research a flying animal Are they a glider? What can we learn from their adaptations that we can apply to our designs?

THE TYPHOON GLIDER CHALLENGE Assessment, skills progression & curriculum coverage

TYPHOON GLIDER CHALLENGE

TYPHOON GLIDER CHALLENGE

TYPHOON GLIDER CHALLENGE

TYPHOON GLIDER CHALLENGE

THE CONSTRUCTORPEDIA TYPHOON GLIDER CHALLENGE Safety advice, construction tips and ideas

TYPHOON GLIDER CHALLENGE PARTS OF A GLIDER

CONSTRUCTORPEDIA: Cutting  

CONSTRUCTORPEDIA: Cutting 

CONSTRUCTORPEDIA: Cutting   

GLIDER CHALLENGE – Teacher Notes Balancing the plane by adjusting the design or adding weights (ballast) is a great way to improve your glider. How can you fix these problems? Glider rises up quickly then falls to the ground (a stall) – tail heavy Glider nose dives to the ground quickly – nose heavy Glider takes a long, smooth, gently descending path – correctly balanced