1. LIVE INTERACTIVE LEARNING @ YOUR DESKTOP Start recording—title slide—1 of 3 1 June 20, 2013 6:30 p.m. – 8:00 p.m. Eastern time Engineering Design: Forces and Motion— The Great Boomerang Challenge Presented by: Rudo Kashiri

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4. Introducing today’s presenter… Introducing today’s presenters 4 Rudo Kashiri NASA Explorer Schools Education Specialist NASA Langley Research Center Hampton, VA

5. Engineering Design/ Forces and Motion The Boomerang Challenge Engineering Design/ Forces and Motion The Boomerang Challenge Rudo Kashiri NES Education Specialist NASA Langley Research Center

7. Agenda NASA connection Lesson overview STEM connection Extensions NASA Explorer Schools

8. Introduction Grade Level: 9 - 12 Subject Areas: Science and Engineering National Education Standards Physical Science: Force and motion Physical Science: Force and motion Science and Technology Science and Technology Next Generation Science Standards HS-PS2 Motion and Stability: Forces and Interactions HS-ETS1 Engineering Design

9. Boomerangs were once used as weapons. Poll Question ✔ ✔ True ✖ ✖ False

10. The First in “A” NASA Aerodynamics research Engineering studies Computer simulation technology NASA low-speed airfoil research

11. X-48 Experimental Aircraft

12. Let’s Pause for Questions.

13. What will the students learn? How aerodynamic forces influence the flight characteristics of design. Newton’s second law accurately predicts changes in the motion of macroscopic objects. (HS-PS2-1) PS2.A: Forces and Motion

14. Lesson Support

15. Materials

16. HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-PS2 Motion and Stability: Forces and Interactions Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Analyzing and Interpreting Data PS2.A: Forces and Motion Cause and Effect

17. S-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1 Engineering Design Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Constructing Explanations and Designing Solutions ETS1.C: Optimizing the Design Solution

18. Engineering Design Process Constructing Explanations and Designing Solutions

19. 5-E Lesson Design

20. The Great Boomerang Challenge Design and construct a returning boomerang that will allow for the greatest flight distance relative to the accuracy of boomerang return.

21. Gain attention Prior knowledge Introduce the problem Design

22. BuildTest

23. Throwing the Boomerang

24. Score = Flight distance / Accuracy of return Flight distance Accuracy of return

25. Tips How to hold How to throwHow to catch

26. Bending Twisting the arms Modifying the weight Make one modification at a time Sand paper for smooth edges Small modifications can produce HUGE changes ETS1.C: Optimizing the Design Solution

27. Analyzing and Interpreting Data Discuss aerodynamic forces Explain the designs

28. Discuss principles of boomerang flight on Earth vs. aboard ISS

29. How is a boomerang like an airplane?

31. Use Evaluation Rubric-Design Packet to assess student learning

32. Which of the following can be used to describe the flight of a boomerang? Aerodynamic lift Newton’s 2 nd law of motion Centripetal force Gyroscopic precession Moment of inertia

34. Boomerang Math What happens to L (angular momentum) when I (moment of inertia) increases and ω (angular velocity) is constant? L = I ω

35. Let’s Pause for Questions.

36. Flow Around an Airfoil

37. Set airfoil angle at 0.0 degrees Push Velocity, Animation, & Close View buttons Move the probe to “A” - What is the velocity? Move the probe to “B” - What is the velocity?

38. How does velocity of A compare to B?

39. Change angle to 4.5 degrees. - -What is the value of lift? What is the velocity on the upper and lower surface of the foil? - -Which surface has higher velocity? Push the Pressure button. - Which surface has higher pressure? How does this relate to the velocity?

40. Which surface has higher velocity?

41. Which surface has higher pressure?

43. Bernoulli's Principle

44. Lift Misconception Equal transit time: Incorrect airplane wing explanation

46. 1. 1.Push Direction button and change the angle to 4.5 2. 2.Move the yellow particle at both A and B to the rear of the airfoil 3. 3.Do the particles line up far downstream from the airfoil?

47. Do the particles line up far downstream from the airfoil? Incorrect airplane wing explanation

49. Let’s Pause for Questions.

50. Video Collection

52. http://explorerschools.nasa.gov Rudo Kashiri rudo.g.kashiri@nasa.gov Thank you for joining us today.

53. Thanks to today’s presenter! Introducing today’s presenters 53 Rudo Kashiri NASA Explorer Schools Education Specialist NASA Langley Research Center Hampton, VA

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