Robert W. Mellette
In keeping with the format of the trilogy, the scientific study of aeronautical principles is also broken up into three natural divisions. The three primary investigations involve the forces in play as a plane i.e. “The Spirit of St. Louis” takes off, the forces involved during controlled flight, and the forces involved during landing. This instructional scheme allows a natural path that follows the story line of the film “The Spirit of St. Louis”.
It is very important make sure the students be given ample opportunities to investigate and understand the key concept of
LIFT
. As mentioned earlier in the text, the discussion of the concept of lift would be introduced as Lindbergh’s plane leaves the runway. Students would be challenged to explain how an aircraft weighing over 5,000 pounds could rise up into the air and remain airborne for over 35 hours on the flight to Paris. Once the students understand the concept of LIFT, the instructor should introduce a discussion of the forces that act as a deterrent to flight. WEIGHT and DRAG should be discussed at this point.
A return to the film for the next serial segment shows Lindbergh controlling the “Spirit” as he crosses the Atlantic. The film is stopped again and the ways in which an aircraft is controlled during sustained flight is studied. The film dramatically highlights the problems associated with control of an aircraft in flight. The film shows Lindbergh diving, rising, fighting to prevent ice build up on his wings, and trimming to maintain level controlled flight. At this point in the curriculum, a pictorial drawing of the “Spirit” or other typical aircraft should be distributed to the students. Using a large poster or by using an overhead projector, the students should label the control surfaces of their drawings, learning the nomenclature and operation of each part of the aircraft.
This curriculum unit is well suited for an inter-disciplinary approach in implementation. Students should be immersed in the study of this topic. While students are studying scientific facts and principles in the science class they could be listening and singing songs and music from the late twenties. The sheet music for songs such as “Lucky Lindy” could be obtained at a modest cost and used in class or auditorium assembly. The entire staff might elect to have a “dress up day” where staff and students come to school in period clothing from the twenties. May 20th, the anniversary date of Lindbergh’s historic flight would be a good choice. In social studies, students could review the world events of this time period and gain practice in mapping skills by following Lindbergh’s flight path. Also, the depression and the rumblings of war offer fertile ground for study.
Charles Lindbergh’s actual notes about the flight would be very instructive to review and study. The details of the actual crossing provides many opportunities to conduct ancillary inventions.
These investigations could include such topics as celestial navigation which the film demonstrates, to a detailed study of air and air pressure and the study of weather. These ancillary explorations are not limited to the physical sciences, a humanities class might explore the general theme of our need as humans to conquer new frontiers. A less lofty goal might be to include a section on nutrition, a lesson even Lindbergh might have benefited from.
This unit concludes with a study of how airplanes prepare for and execute a landing. The final lesson discusses the importance of this historic flight and its impact on the future of commercial aviation.
The actual sample lesson plans developed for this unit are in keeping with the aeronautical theme called “FLIGHT Plans”. These “FLIGHT PLANS” are designed to show the teacher a direction to take and how to get there.