TIJ1O_Glider

include component="page" wikiName="jmcintyre" page="course_tabs_header"

=Glider Project=


 * Learning Objective**: You will be exploring the world of forces and materials. You will be dealing with a moving object and the effect of gravity and speed. Design engineers must make their products stand up to use and abuse. Industrial engineers design composite materials to both lighten and strengthen a product. In both cases the engineers utilize their understanding of forces, gravity, speed, acceleration, inertia, statics and dynamics, materials and ergonomics to create sturdy, practical and safe designs. To make sure they've got it right they test and re-test their products. These tests are designed to simulate situations that the product will be found in.

1. Include the following in your research portion of your writeup. 2. Describe the difference between a glider and an airplane. 3. So how does a glider generate the velocity needed for flight? 4. How do gliders stay aloft for hours if they constantly descend? 5. How is Lift Generated?
 * Research:**
 * Glider
 * Aircraft
 * Aerodynamics
 * Lift
 * Drag
 * Weight
 * Generate lift
 * Drag
 * Updrafts
 * Thermals
 * Wings
 * Thrust
 * Center of pressure
 * Newton's Third Law
 * Bernoulli's principle

[]


 * Challenge**: To successfully have a glider land ‘wheels down’ no closer than 10’ from the launch point. The launch point will be 3.8m off the ground. The glider cannot be any wider than 80 cm and any taller than 15cm and any longer than 60 cm


 * Supplied Materials**: one strip of balsa wood 3” x 1/8” x 3’ – one strip of wood 1/8” x ¾” x 1’ - all other materials to be scavenged at home. The object, nor any of its components cannot be specially-made for gliding (i.e. you can’t buy a glider or any of it’s parts)


 * Grouping** – Random groups of 2 students. Ensure that work is distributed evenly. You are to break down individual tasks in your 'greenlight' application.


 * Rules and regulation**:

1. The glider must have rigid receptacle which can accommodate the launcher

2. No use of controls - once it’s free from the launch device it can have no contact with people or any manipulated part of the environment.

3. You will be marked partly on how straight it flies and partly on the distance traveled.


 * Things to turn in and/or have evaluated:**
 * **Component** || **Value** ||
 * 1 - Sketches || 4 ||
 * 2 - Glider construction || 10 ||
 * 3 - Practicality of design || 10 ||
 * 4 - Testing
 * Overall distance
 * Wheels Down || * 10
 * 10 ||
 * 5 - Peer review || 4 ||
 * 6 -Technical Report || 10 ||


 * **CATEGORY** || **4** || **3** || **2** || **1** ||
 * **Sketches** || Isometric drawing is flawless - pullouts (notes) include relevant design details || Isometric drawing is good, pullouts are included. Mostly all details are addressed. || Generally the isometric drawing conveys design plans. There are several design elements missing. || Many design elements are missing from the isometric drawing, but overall the design can be understood. ||
 * **Glider construction** || Construction of the product is superior. All joints and cuts are careful and deliberate. Product is stylistically superior. || Construction is sound. Cuts and joints may not all be perfect. Product is generally pleasant to look at. || Generally the construction is solid. Cuts and joints as well as style all leave something to be desired. || The construction is weak. Joints and or cuts are mismatched which results in a stylistically inferior product. ||
 * **Glider**
 * practical design** || Construction is elegant, yet simple and uncomplicated. Labour costs would be low as a result which increases profit. || Design is well planned, but perhaps more complicated than it should be. || Because the design is more complicated than it should be, labour costs are likely higher than they should be. Design could, and should, be easier || Design is not well thought through, no matter how sturdy. ||
 * **Technical Report** || Student report is exemplary, all aspects present, grammar and spelling beyond expectation || Student report is generally well done. All aspects present || Generally the technical report has met expectation, but either various elements are either below expectations or are missing || Report is well below expectations ||
 * **Use of Time** || Used time well during each class period (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well during most class periods (as shown by observation by teacher, and documentation of progress in journal) with no reminders. || Used time well (as shown by observation by teacher and documentation of progress in journal), but required reminders on one or more occasions to do so. || Used time poorly (as shown by observation by teacher and/or documentation of progress in journal) in spite of several reminders to do so. ||

//....................................copy this to a document and fill this out.........................................//

__ Peer Review Sheet __

Your name:

Partner’s name: (unequal)--- (completely equal) 0- 1 -- 2 -- 3 -- 4 -- 5
 * Both members participated equally in the design and building of the project
 * Ideas were listened to and considered respectfully

(respectful environment)--- (ideas were shot down) 0- 1 -- 2 -- 3 -- 4 -- 5

How was the partnership equal/unequal? How would you change workload for next time?


 * [[image:big_blank_box.png width="440" height="440"]] ||

//....................................copy this to a document and fill this out.........................................//