1. “What A Drag!” BALLOON JET ACTIVITY MAGNET STUDENT PROJECT Johnson STEM Elementary Cathleen Post Third Grade MAGNET STUDENT PROJECT Johnson STEM Elementary Cathleen Post Third Grade

2. Objective:This activity creates a balloon jet, and also demonstrates the effect of drag. Content Area: Science, Technology, and Mathematics Standards:Measurement & Geometry: 1.1 Statistics, Data Analysis, Probability:1.2, 1.3, 1.4 Mathematical Reasoning: 2.3 Number Sense: 1.1, 2.1 Physical Science: 1d Investigation & Experimentation: 5a-e

3. “What A Drag” Pre-show  Students are in small groups of 4-5  Each group came up with a name for their Balloon Jet.  Each group made a prediction on how far they thought their Jet would go without drag and with drag. (click top picture for video)  Students are in small groups of 4-5  Each group came up with a name for their Balloon Jet.  Each group made a prediction on how far they thought their Jet would go without drag and with drag. (click top picture for video)

4. “What A Drag” Procedures 1.Each group created one Balloon Jet 2.Threaded their string through a straw and attached the straw to their Balloon Jet. 3.Two students acted as anchors and held the ends of the string. They stood on designated spots far enough apart that the string was taught. 4.One designated “Pilot” blew up the Balloon Jet, then measured it so he/she could blow it up to the same size for each trial. 5.On signal the pilot let the balloon go. 6.The team members observed the jet fly and land. One member marked the landing and measured to see how far it flew, then recorded the data. 7.Each group repeated the flight without twice. 1.Each group created one Balloon Jet 2.Threaded their string through a straw and attached the straw to their Balloon Jet. 3.Two students acted as anchors and held the ends of the string. They stood on designated spots far enough apart that the string was taught. 4.One designated “Pilot” blew up the Balloon Jet, then measured it so he/she could blow it up to the same size for each trial. 5.On signal the pilot let the balloon go. 6.The team members observed the jet fly and land. One member marked the landing and measured to see how far it flew, then recorded the data. 7.Each group repeated the flight without twice.

5. “What A Drag” Procedures continued 8. The groups repeated steps 3-7, but this time each pilot attached landing gear to the front of their Jet. The landing gear represented drag. 9.Then the students observed and measured the distance the Balloon Jet traveled and recorded it on their Group Data Sheet. 10.After all the groups completed the activity and Group Data Sheet, we compared the results across the groups. 8. The groups repeated steps 3-7, but this time each pilot attached landing gear to the front of their Jet. The landing gear represented drag. 9.Then the students observed and measured the distance the Balloon Jet traveled and recorded it on their Group Data Sheet. 10.After all the groups completed the activity and Group Data Sheet, we compared the results across the groups.

6. The Results After analyzing the data, we learned that jets with the landing gear down did not go as far as jets without landing gear. We learned the effects of drag on a moving object. After analyzing the data, we learned that jets with the landing gear down did not go as far as jets without landing gear. We learned the effects of drag on a moving object.

7. “What A Drag” Discussion Questions 1.Which jet went a shorter distance? Why? The class came to the conclusion that Balloon Jets with drag flew a shorter distance because drag slowed the jet down. They believe drag is necessary when a pilot needs a jet to slow down, like for landing. 1.Which jet went a shorter distance? Why? The class came to the conclusion that Balloon Jets with drag flew a shorter distance because drag slowed the jet down. They believe drag is necessary when a pilot needs a jet to slow down, like for landing.

8. “What A Drag” Discussion Questions 2.Why is it important for an aircraft to have less drag? The class discussed that it is important for an aircraft to have less drag so it can go farther and use less energy to get there. 3.How are aircrafts designed to overcome drag? They are designed aerodynamically that there is very little drag. The students connected this to race car designs. 2.Why is it important for an aircraft to have less drag? The class discussed that it is important for an aircraft to have less drag so it can go farther and use less energy to get there. 3.How are aircrafts designed to overcome drag? They are designed aerodynamically that there is very little drag. The students connected this to race car designs.

9. “What A Drag” Culminating Activity: Some students used Pixie others used Paint on their laptops to demonstrate the big idea

10. Did You Know… The Lockheed Martin SR-71 Blackbird, which was retired in 1995, is still the highest flying and fastest jet ever developed. On July 28, 1976, the SR-71 set absolute world records for speed (2,193 miles per hour) and altitude (more than 85,000 ft.). The SR-71’s wing configuration and airflow devices in the engine minimized drag and contributed to the aircraft’s ability to reach speeds in excess of Mach 3. For more information on the blackbird http://www.lockheedmartin.com/aboutus/history/SR71Blackbird.html The Lockheed Martin SR-71 Blackbird, which was retired in 1995, is still the highest flying and fastest jet ever developed. On July 28, 1976, the SR-71 set absolute world records for speed (2,193 miles per hour) and altitude (more than 85,000 ft.). The SR-71’s wing configuration and airflow devices in the engine minimized drag and contributed to the aircraft’s ability to reach speeds in excess of Mach 3. For more information on the blackbird http://www.lockheedmartin.com/aboutus/history/SR71Blackbird.html