Welcome to Day 2 STEM Aeronautic Camp July 23, 2013

GREETING Bernoulli Greeting 1.Get in groups of 3. 2.Plan using just your bodies, demonstrate Bernoulli’s Principle. No voices, just bodies. 3.Greet the crew and present your demonstration.

Reading: “The Eagle and the Hawk” I am the eagle, I live in high country, In rocky cathedrals that reach to the sky, I am the hawk and there's blood on my feathers, But time is still turning, they soon will be dry, And all those who see me, and all who believe in me, Share in the freedom I feel when I fly! Come dance with the west wind, And touch all the mountain tops, Sail o'er the canyons, and up to the stars, And reach for the heavens, and hope for the future, And all that we can be, not what we are. by:John Denver

Flying Music Today’s song is: “The Eagle and the Hawk,” by John Denver

Learning Targets for Camp I can explain the Principles of Flight. I can demonstrate the Principles of Flight by constructing a glider. I can use the Engineering Design Process to complete a variety of aeronautic challenges. I can reflect on my aeronautic camp experience each day in my journal. I can work collaboratively with others.

Journaling Why do we need to journal?

I have exceeded the target. I have met the target. I am more than halfway to meeting the target. I am at the beginning stages of this work. Short- term Target I can explain the Principles of Flight. I can use the Engineering Design Process to complete a variety of aeronautic challenges. I can reflect on my Aeronautic Camp experience in my journal each day. I can work collaboratively. Learning Target Tracker

Wing BBK (Building Background Knowledge) For the next 2 hours, you will move between 4 centers building more background knowledge. 1.Flight TrackStar 2.Wing Math 3.Constructing FPG-9 Glider 4.Types of Wings

Wing TrackStar Open Internet Explorer. Find TrackStar in the Favorites list. Type in the Track Number box. Select “View in Frames.” Websites are along the left margin. Directions in the box across the top. Website is in the large box.

Wing Mathematics We’re looking for some strong aeronautic engineers at this center where you’ll mathematically figure out this information about wings. Aspect ratios, Surface areas, and Mean chord

FPG-9 Glider Model FPG-9 Glider Video Before you begin brainstorming your plans for your shoebox glider, we will make and fly a model that will continue to build your background knowledge.

Turkey vs. Ostrich and other Types of Wings In your journal make a T-chart comparing the two feathers. Which bird is flightless? Explain your answer with evidence from your chart.

 Log onto  50 minute BBK – Building Background Knowledge and challenge  Are you up to the challenge?

Lunch and R&R (Relax and Read) Return all materials to proper location. Enjoy lunch and clean up. Recess 15 minute R&R.

Synthesize Time Return to Crew. Count off 1, 2, 3, and 4. What did we learn from each center this morning that we can use to build our gliders? 1’s – TrackStar, 2’s – Wing Math, 3’s – FPG9-9 Glider, 4’s – Bird Wings. Return to full Crew and share out.

Sorting Teams Mr. Shaughnessy will lead the selection of partners.

Design Time We have spent the morning doing BBK activities, readings, and research. This afternoon you’ll be working through the Engineering Design Process for your shoebox glider. Work step-by-step through the Design Packet.

Debrief Material List from home. Refer back to your Quality List of a good partner. Write a brief letter to your partner(s) complimenting something he/she did well. Make a kind and gentle suggestion of something he/she could improve for your work tomorrow.

Wednesday Bring R&R book. Highlight: Testing your shoebox gliders Begin working on presentations for NASA on Friday