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June 4, 2012

NES: Engineering Design Challenge: Forces and Motion –

The Great Boomerang Challenge

Presented by: Rudo Kashiri

Engineering Design Challenge:Forces and Motion

The Great Boomerang Challenge

Rudo Kashiri

NES Education SpecialistNASA Langley Research Center

AgendaLesson overview

NASA connection

STEM connection

Extensions & resources

NASA Explorer Schools

IntroductionGrade Level: 9 through 12

Subject Areas: Science and Engineering

National Education Standards

‐ Physical Science: Forces and Motion

‐ Science and TechnologyAbilities of technological designUnderstanding about science and technology

Prep Time: 30 minutes

Class Time: Three 50‐minute periods

Learning Objectives

Use the engineering design process to complete a team challenge

Show how aerodynamic forces influence the flight characteristics of designs‐ including Bernoulli’s Principle

Lesson Support

Boomerangs were once used as weapons.

Poll Question

✔ True

✖ False

Let’s Pause forQuestions.

Lesson in Detail

Boomerang Design Challenge: 

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

Materials

Sheets of craft foam

Engage

Explore

Explain

Extend

Evaluate

5‐E Inquiry Lesson Design

Engage

Gain attention, recall prior knowledge, and introduce the learning objectives/problem

Explore

Design, build, and test a model boomerang

Throwing the boomerang

Measure

DesignDesign

BuildBuild

TestTestRecordDataRecordData

AnalyzeResultsAnalyzeResults Engineering 

Design ProcessEngineering 

Design Process

Design Factors

• Mass• Number of blades• Blade length• Blade thickness• Camber• Left‐handed vs. right‐handed• Angle of attack

Let’s Pause forQuestions.

Explain

Discuss the aerodynamic forces and allow students to explain reasons for their designs

Will a boomerang work in microgravity?

✔ Yes

✖ No

Poll Question

Extend

Discuss principles of boomerang flight on Earth vs. aboard ISS

Evaluate

Use Evaluation Rubric‐Design Packet to assess student learning

Let’s Pause forQuestions.

NASA Connection

Aerodynamics research

Engineering studies

Computer simulation technology 

NASA low‐speed airfoil research

X‐48 Experimental Aircraft

Set airfoil angle at 0.0 degrees 

Push Velocity, Animation, and Close View buttons

Move the probe to “A” ‐What is the velocity? 

Move the probe to “B” ‐What is the velocity?

Experiment #1

How does velocity of A compare to B? 

Airfoil angle: 4.5 degrees 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?

Which surface has  higher velocity? 

Which surface has  higher pressure? 

Bernoulli's Principle

How is a boomerang like an airplane? 

Which of the following can be used to describe the flight of a boomerang?

Aerodynamic lift

Newton’s 2ndlaw of motion

CentripetalforceGyroscopic precession 

Moment of inertia

How does a boomerang work?

Wings produce lift

The boomerang moves forward and spins, creating uneven lift

The spinning produces gyroscopic stability

Sample Physics Question

What happens to Angular Momentum (L)if the  Angular Velocity (ω) is left constant while the Moment of Inertia (I) increases?

Angular Momentum (L) = Moment of Inertia (I) multiplied by Angular Velocity (ω)

Using Newton’s second law of motion: F = mato calculate p, momentum 

F = mama =  dp/dtF = dp/dtp = m v

To calculate Torque is the rate of change of angular momentum, dL/dt.

Calculations Examples

Let’s Pause forQuestions.

Lift Misconception

Equal transit time:

Incorrect airplane wing explanation

1. Push Direction button and change the angle to 4.5 

2. Move the yellow particle at both A and B to the rear of  the airfoil 

3. Do the particles line up far downstream from the airfoil?

Experiment #2 1. Push Direction button2. Change the angle to a 

positive number 

Use the slider to move the yellow particle to the rear of  the airfoil

Do the particles line up far downstream from the airfoil? 

Particles do not line up far downstream from the airfoil

Incorrect airplane wing explanation

Let’s Pause forQuestions.

http://explorerschools.nasa.gov

Video Collection

http://explorerschools.nasa.gov

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