G. Casey Cassidy
I.
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Introduction/Rationale
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1.1
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Introduction/Rationale
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1.2
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The Quest
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1.3
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The Mastery of Flight
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1.4
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Extending The Mastery of Flight
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1.5
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Extending The Mastery of Flight, The Sound Barrier
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1.6
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Extending The Mastery of Flight, Human Power
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1.7
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Teaching Outline
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1.8
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Unit Objectives
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1.9
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Strategies
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II.
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Aerodynamics
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2.1
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Flight
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2.2
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Lift
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2.3
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Weight
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2.4
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Drag
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2.5
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Thrust
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2.6
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Control of Plane
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2.7
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Pitching
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2.8
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Yawing
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2.9
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Rolling
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2.10
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Flying The Plane
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2.11
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Flaps and Spoilers
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III.
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Aircraft Propulsion
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3.1
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Propellers
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3.2
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Jet Engines
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IV.
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History of Flight
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4.1
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The Quest
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4.2
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Mastery of Flight
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4.3
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Extending The Mastery of Flight
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4.4
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Extending The Mastery of Flight, Sound Barrier
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4.5
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Extending The Mastery of Flight, Human Power
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V.
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Vocabulary
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5.1
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Word Activities for Students
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VI.
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Questions
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6.1
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Comprehension and Problem-Solving Questions
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VII.
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Lesson Plans
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7.1
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Lesson Plan: Heating Air
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7.2
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Lesson Plan: Field Trip
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7.3
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Lesson Plan: Research Paper
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7.4
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Lesson Plan: Bernoulli’s Principle
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7.5
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Lesson Plan: Wright Brothers Model
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7.6
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Lesson Plan: Powered/Glider Model
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VIII. Activities/Resources
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8.1
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Activity Field Trip
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8.2
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Slides
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8.3
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Book Reports
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1.1
Introduction/Rationale
Why do airplanes fly? How in fact can anything that is heavier than air fly? For the record and for the life of me I did not really know why. At least I didn’t know prior to this curriculum unit. Oh, I’m familiar with the basic terms such as lift, drag, wing, power, etc. But, I really had very little scientific understanding of the science and fluid mechanics behind it all.
I must admit I’m in awe of flying. It does appear to be almost magical in its power and poetry. My unit will be something of a document of my own education regarding the science and the history of flight. I am not a scientist and have come to teach science only recently. I, like my students, come to many of these scientific problems with limitations and gaps in my formal scientific education, armed more with curiosity and desire to learn than anything else. Therefore, my unit will not be an exhaustive and intensely mathematical analysis of flight, filled with equations and uniquely scientific terms. Hopefully, my unit will be a guide for my students for a discovery of the magic and marvel of flight, emphasizing understanding, motivation, and participation.
This unit will revolve around a collection of miniunits discussing the science of flight and some of the men who contributed to the historical progression of flight, both technically and inspirationally.
Many students that I have worked with over the years these scientific courses, books, and lectures we have designed for them too difficult, too abstract, or too boring. Obviously we need to begin to present the ideas of science in more enjoyable and fresh ways. I hope my unit will succeed on that level. As I have stated previously, I do not want my students to be bogged down with heavy technicalities, though the real world of work will make its own demands. What I do want is to transmit the wonder of flight to them so that it may spark their own investigations into all that science and the potentials of mankind have to offer.
The aforementioned mini-units will be based on several of the major accomplishments of mankind detailing the evolution of flight. I would like to spend some time developing each mini-unit so that it would cover three areas. First each of these mini-units will concern itself with the philosophy and the imagination behind the specific accomplishment. Another way of looking at this would simply be to ask the question, “Why did man want to fly or attempt to fly in this particular fashion?” Secondly, each mini-unit will discuss some mechanics involved in the specific event. Lastly, each mini-unit will attempt to discuss and gain some insight into the implications of the specific historical event for future progress. Simply stated, “How did one step lead to the next?” Tying this all together will be a discussion and examination of the science of flight. Each mini-unit will be an examination, loosely organized in the following manner:
1.2
The Quest
The Quest will deal with man’s early, initial attempts in studying the flight of birds, and attempting through drawings, sketches, and crude models to design methods of flight. This will also concern itself with balloon flight.
1.3
The Mastery of Flight
The Mastery of Flight will examine man’s early attempts at flying, and success as embodied in the investigations and eventual accomplishments of Orville and Wilbur Wright.
1.4
Extending The Mastery of Flight
This section will briefly discuss the accomplishments of Charles Lindberg. His success will serve to illustrate the two great, necessary ingredients of any push forward regarding science, technical skill and the human spirit.
1.5
Extending The Mastery of Flight: The Sound Barrier
This section will examine the new age of flight as mankind breaks the sound barrier.
1.6
Extending The Mastery of Flight: Human Powered Flight
Here we will discuss the recent developments of flight using new materials and human power.
1.7
Teaching Outline
My unit will be taught over a four-month period using three to four class periods per week. This unit will represent about 1/3 of my science curriculum for the school year. This unit will be most appropriate for students in grades fifth to seventh but might be modified for students in other grades.
According to many educators and educational psychologists (Piaget) children must go through a series of stages of growth refining their ability to process information. A lot of what happens intellectually must by nature of these stages unfold over the course of many years (1). Yet, this process can also be “hurried” or nurtured through a stimulating, experience-filled environment (2). We as teachers need to move ourselves (and students along with us) from a less concrete stage to a more operational stage where science becomes a way of understanding abstract concepts and increased information processing instead of rote memorization of facts.
1.8
Unit Objectives
The main objective of this unit will be to discuss, examine and appreciate the science and inspiration of flight.
Other goals and objectives of this unit are the following: To use flight as a means to teach basic science; To use the “magic” and the inspiration of those involved in the evolution of flight as a catalyst to spark the imagination of my students in the appreciation of science; To familiarize my students with the terms and mechanics of powered flight; To improve my students’ achievement in scientific concepts, reading comprehension, vocabulary skills, and critical thinking skills.
1.9
Strategies
The unit will attempt to teach about flight using an eclectic approach. I will, throughout the course of this unit, use lectures, slide presentations, film strips, videos, teacher directed reading sessions, brainstorming/critical thinking skill sessions, as well as some practical (and fun) hands on experiences.