Lesson 7 (approximately 75 minutes)
Mechanisms of Flight in insects, bats and birds
Wing structure and function, aeroelasticity, peer-reviewed science writing and publication
Overview
Flying has evolved independently several times over the course of Earth's history. Scientists are examining fossil dinosaur remains and some are concluding that flight evolved independently several times in the avian lineage alone. It is clear that the ability to fly confers a number of advantages on those fortunate enough to have wings. While humans have learned to fly through the use of the combustion engine, we appear to be on the edge of deciphering battery powered flight for more than experimental applications, and it is clear that the diversity of approaches to human flight is rapidly proliferating. In this lesson, students will again look into the development of flight in the natural world as a precursor to human flight, but with a focus on the forces that produce lift and thrust. Students will initially explore animal flight through a game and short video, then they will conduct a reading/review of a scientific paper about the flight of birds, bats or insects of their choosing from Academia.edu and provide a brief five minute summary to their classmates with visuals to help explain key points. One goal of the lesson is to give students a sense of what technical writing is, how they can discern meaning from peer-reviewed papers, and how they can effectively communicate the structure and results of scientific studies to their peers. Another is for them to learn more about the relationship between structure and function as it pertains to the myriad approaches to animal flight.
Materials
• Propulsion: Provides a force against the expelled gases or wind such that its counter force pushes the plane forward.
• Thrust: The force that gives the plane propulsion and overcomes drag
• Lift: Upward force acting in the opposite direction of weight
• Drag: Air friction or the resistance force acting on the plane
Teaching Plan
Introduction
Ask for a volunteer (or more than one if time permits) to play the part of an albatross flapping and soaring over the sea. Have student use iPad to play AERO for a few minutes. The game is intuitive, but takes several attempts to develop competency. As the student's avatar albatross repeatedly plunges into the sea, avoid providing too many hints or suggestions. Instead, let them try different approaches to developing the right combination of lift, thrust and drag to remain airborne.
ASK Questions and discuss as a class
Mechanisms of Flight in insects, bats and birds
Wing structure and function, aeroelasticity, peer-reviewed science writing and publication
Overview
Flying has evolved independently several times over the course of Earth's history. Scientists are examining fossil dinosaur remains and some are concluding that flight evolved independently several times in the avian lineage alone. It is clear that the ability to fly confers a number of advantages on those fortunate enough to have wings. While humans have learned to fly through the use of the combustion engine, we appear to be on the edge of deciphering battery powered flight for more than experimental applications, and it is clear that the diversity of approaches to human flight is rapidly proliferating. In this lesson, students will again look into the development of flight in the natural world as a precursor to human flight, but with a focus on the forces that produce lift and thrust. Students will initially explore animal flight through a game and short video, then they will conduct a reading/review of a scientific paper about the flight of birds, bats or insects of their choosing from Academia.edu and provide a brief five minute summary to their classmates with visuals to help explain key points. One goal of the lesson is to give students a sense of what technical writing is, how they can discern meaning from peer-reviewed papers, and how they can effectively communicate the structure and results of scientific studies to their peers. Another is for them to learn more about the relationship between structure and function as it pertains to the myriad approaches to animal flight.
Materials
- Internet enabled computer for each student
- iPad with Reflector (or other mirroring software)
- AERO installed on iPad from itunes store
• Propulsion: Provides a force against the expelled gases or wind such that its counter force pushes the plane forward.
• Thrust: The force that gives the plane propulsion and overcomes drag
• Lift: Upward force acting in the opposite direction of weight
• Drag: Air friction or the resistance force acting on the plane
Teaching Plan
Introduction
Ask for a volunteer (or more than one if time permits) to play the part of an albatross flapping and soaring over the sea. Have student use iPad to play AERO for a few minutes. The game is intuitive, but takes several attempts to develop competency. As the student's avatar albatross repeatedly plunges into the sea, avoid providing too many hints or suggestions. Instead, let them try different approaches to developing the right combination of lift, thrust and drag to remain airborne.
ASK Questions and discuss as a class
- How do organisms stay in the air? What factors work against flight?
- How does a wing generate lift? thrust?
- How do different wing shapes and materials affect performance in the environment?
Task
Students will then be asked to use their computers to navigate to these search results for 'bird, bat, insect flapping wing flight' at Academia.edu. Once there, they will see about thirty two peer-reviewed papers that deal with aspects of animal flight. Students are asked to choose one paper of interest and complete a careful read of the paper, taking notes as needed. They will use the remaining class time to develop a short presentation about the paper with visuals that can be shared with the class in four to five minutes. The teacher should circulate through the room during this portion of the class and check in with students to see which paper they have chosen, recording students names and paper titles as they go. The teacher may also provide feedback to the students if they have questions about any of the vocabulary, assertions, figures or other. Presentations will happen at the next class meeting.
Here is a rubric that can be used to evaluate the students presentations.
Wrap Up
Students will come back together as a class and discuss any concerns they have about the task, and share any insights or concepts that they have learned.
Assessment
In this lesson, students will complete a reading and summarize a scientific paper that deals with physical aspects of animal flight. They will prepare a presentation to share with their classmates that gives key details about the paper they read. Students will listen to the presentations of their classmates and ask questions only at the end of each presentation.
Students will then be asked to use their computers to navigate to these search results for 'bird, bat, insect flapping wing flight' at Academia.edu. Once there, they will see about thirty two peer-reviewed papers that deal with aspects of animal flight. Students are asked to choose one paper of interest and complete a careful read of the paper, taking notes as needed. They will use the remaining class time to develop a short presentation about the paper with visuals that can be shared with the class in four to five minutes. The teacher should circulate through the room during this portion of the class and check in with students to see which paper they have chosen, recording students names and paper titles as they go. The teacher may also provide feedback to the students if they have questions about any of the vocabulary, assertions, figures or other. Presentations will happen at the next class meeting.
Here is a rubric that can be used to evaluate the students presentations.
Wrap Up
Students will come back together as a class and discuss any concerns they have about the task, and share any insights or concepts that they have learned.
Assessment
In this lesson, students will complete a reading and summarize a scientific paper that deals with physical aspects of animal flight. They will prepare a presentation to share with their classmates that gives key details about the paper they read. Students will listen to the presentations of their classmates and ask questions only at the end of each presentation.
Lesson 8
Physics of Flight
Vertebrate Flight Kahootification!
Biomechanics, Drag, Lift and Thrust, Gliding and Parachuting, Chiropteran, Pterosaurian, and Avian pathways.
Overview
This is the second lesson in a series designed to help students understand the various forces involved in maintaining forward motion and altitude while flying. Students will use the extensive tutorial at the online home of the University of California Museum of Paleontology's Vertebrate Flight Exhibit to develop a ten question Kahoot that they will share with their peers in a "Grand Kahoot-off" at the end of the class. The winning Kahootist will receive a late homework pass and a scented votive candle (or some other prize of your choosing). Students may also work in small groups to develop their Kahoots as another option.
Materials
Introduction
View as a class:
Physics of Flight
Vertebrate Flight Kahootification!
Biomechanics, Drag, Lift and Thrust, Gliding and Parachuting, Chiropteran, Pterosaurian, and Avian pathways.
Overview
This is the second lesson in a series designed to help students understand the various forces involved in maintaining forward motion and altitude while flying. Students will use the extensive tutorial at the online home of the University of California Museum of Paleontology's Vertebrate Flight Exhibit to develop a ten question Kahoot that they will share with their peers in a "Grand Kahoot-off" at the end of the class. The winning Kahootist will receive a late homework pass and a scented votive candle (or some other prize of your choosing). Students may also work in small groups to develop their Kahoots as another option.
Materials
- Internet enabled computer for each student
- access to Kahoot (free sign up required)
- student cell phones make the Kahoot more fun if available
- Pterosaurian: Extinct flying reptiles
- Avian: Class of Taxonomy that includes birds
- Chiropteran: Order of mammals that includes bats
- Thrust: The force that gives the plane propulsion and overcomes drag
- Lift: Upward force acting in the opposite direction of weight
- Propulsion: Provides a force against the expelled gases or wind such that its counter force pushes the plane forward.
- Drag: Air friction or the resistance force acting on the plane
Introduction
View as a class:
After viewing this short video, students should work in pairs (or groups of three) to visit the online home of the University of California Museum of Paleontology's Vertebrate Flight Exhibit and develop a ten question Kahoot that they will share with their peers in a "Grand Kahoot-off" at the end of the class.
Task
Direct students to visit the online home of the University of California Museum of Paleontology's Vertebrate Flight Exhibit to develop a ten question Kahoot that they will share with their peers in a "Grand Kahoot Physics of Flight Challenge" at the end of the class. Note: sometimes students will get very loud as they enjoy the friendly competitive format offered by Kahoots. If you share a teaching space, or are bothered when students get loud and excited, you may want to modify the plan or establish some guidelines for conduct. Students will take about thirty to forty five minutes to develop a strong Kahoot, so this lesson may need two class periods to complete.
Wrap Up
Ask students what they learned about the forces involved with flight.
Web Resources
Smithsonian Institution - How Things Fly is a site that offers a tutorial about the basics of flight. This may be used as an alternate resource for students to develop their Kahoot if desired. There are a good number of animated illustrations of concepts related to flight such as air pressure, lift, Bernoulli's principle, drag and thrust.
Assessment
One of the terrific things about Kahoot is that teachers can gauge student understanding through the number of displayed correct responses. There is no personally identifying information, so students do not have to fear feeling embarrassed if they make an incorrect entry. Each question has a time limit (that can be adjusted) and during the live quiz, students will see the number of entries given for each possible answer. If only two students in a class of twenty answered a question about a particular concept correctly, I take note and resolve to review that material with the students again.
Task
Direct students to visit the online home of the University of California Museum of Paleontology's Vertebrate Flight Exhibit to develop a ten question Kahoot that they will share with their peers in a "Grand Kahoot Physics of Flight Challenge" at the end of the class. Note: sometimes students will get very loud as they enjoy the friendly competitive format offered by Kahoots. If you share a teaching space, or are bothered when students get loud and excited, you may want to modify the plan or establish some guidelines for conduct. Students will take about thirty to forty five minutes to develop a strong Kahoot, so this lesson may need two class periods to complete.
Wrap Up
Ask students what they learned about the forces involved with flight.
Web Resources
Smithsonian Institution - How Things Fly is a site that offers a tutorial about the basics of flight. This may be used as an alternate resource for students to develop their Kahoot if desired. There are a good number of animated illustrations of concepts related to flight such as air pressure, lift, Bernoulli's principle, drag and thrust.
Assessment
One of the terrific things about Kahoot is that teachers can gauge student understanding through the number of displayed correct responses. There is no personally identifying information, so students do not have to fear feeling embarrassed if they make an incorrect entry. Each question has a time limit (that can be adjusted) and during the live quiz, students will see the number of entries given for each possible answer. If only two students in a class of twenty answered a question about a particular concept correctly, I take note and resolve to review that material with the students again.
Additional Video Resources: