# Aviation History: The Wright Way 

**Program Description**

For many centuries, man's desire to fly inspired many inventions and
resulted in numerous trials and errors. Despite the challenges that
early human flight presented, two determined pioneers emerged and
achieved what many thought was impossible. Brothers, Orville and Wilbur
Wright, overcame a lofty feat against a backdrop of past engineering
failures and successes. On December 17, 1903, at 10:35 a.m., the Wright
brothers achieved the first heavier-than-air, powered, manned flight in
Kitty Hawk, North Carolina. With Wilbur running alongside the 605-pound
glider to balance the right wing, Orville flew a distance of 120 feet in
12 seconds. It was finally man's time to fly.

The Wright Brothers' 1903 Glider was the culmination of over 25 years of
research, experimentation, re-evaluation, and a natural curiosity in
aviation that began for them as children.

Come celebrate over 100 years of powered flight and explore how the
Wright brothers gave birth to human-powered flight.

**Educational Objective(s)**

The students will do the following:

-   Learn about mythologies and folklores about flying.

-   Learn about the lives of Orville and Wilbur Wright.

-   Compare and contrast aviation technologies of the early twentieth
    century to technologies of the present.

-   Learn how the Wright brothers overcame engineering obstacles and
    changed the history of transportation.

**Vocabulary**

1.  **aeronautics:**

2.  **airfoil**: the cross-section of a wing or tail surface of an
    aircraft whose shape and orientation allow air flow to control
    stability, direction, lift, thrust, or propulsion

3.  **airplane**: a heavier-than-air vehicle, mechanically driven and
    fitted with fixed wings that support it in flight through the air

4.  **anemometer**: (1) an instrument used to measure wind force and
    velocity or (2) a type of wind gauge

5.  **aviation**: the art or science of flying

6.  **aviator**: (1) an operator or driver of an aircraft or (2) a pilot

7.  **drag**: a resisting force acting on a body like an airplane moving
    through a fluid medium such as air or water

8.  **elevator**: a movable device shaped like a wing that is usually
    attached

> to the level tail surfaces of an airplane for producing motion up or
> down

9.  **engine**: a machine that converts fuel or energy into a mechanical
    force or motion

10. **hangar**: a shed-like shelter used when housing and repairing
    aircraft

11. **invention**: an original product or process created by study and
    experimentation

12. **lift**: (1) an aerodynamic force created when a fluid such as air
    moves past an object such as an airplane or (2) a force that holds
    an aircraft in the air, usually generated by the wings

13. **patent**: an official document granting a right or privilege for a
    certain period of time

14. **propeller**: a rotating device that pushes air or water in a
    desired direction to create motion or thrust

15. **rudder**: a vertical structure or part located at the tail of an
    aircraft used to control side to side motion

16. **speed**: the distance an object travels over a period of time

17. **thrust**: a mechanical force, usually generated by engines, that
    causes an aircraft to move through air

18. **velocity**: the rate of motion in a particular direction

19. **weight**: a force caused by the gravitational pull of the Earth

20. **wind tunnel**: a chamber through which air is blown at a
    controlled speed or velocity to test the effects of wind pressure on
    objects such as aircraft parts or scale models

21. **wing**: (1) one of the movable feathered or membranous paired
    appendages which a bird, bat, or insect uses to fly, or (2) an
    airfoil that produces a major part of the lift which supports a
    heavier-than-air aircraft

22. **wing warping**: the twisting of an aircraft's wing tips up or down
    to create motion (roll) control

**Background Information:**

Bees fly. Birds fly. Man wanted to fly, but he could not. So, he
fantasized about doing it. For thousands of years, man dreamed of flying
like insects and birds. Unfortunately, more than a thousand years would
pass before man's dream would become a reality. Until this time, many
stories and legends, also known as mythologies or myths, were told
around the world by different cultures and civilizations.

**Research Moment:** Why were mythologies told? A mythology or myth is a
story told by an unknown person or author to explain serious questions
about things such as the origins of life, the moon, the sun, as well as
to explain how things happened. Created a long time ago, myths generally
involve characters or creatures found in nature or tell of the
adventures of gods/goddesses and heroes/heroines.

All of these stories shared a common theme or idea -- the ability to
fly. From winged horses to wings of wax, characters in some ancient
myths overcame dangerous obstacles and evil rulers to soar among the
clouds. Some familiar examples include the story of Wan Hoo and his
chariot of fire. An ancient Chinese prince who lived during 15^th^
century A.D., Wan Hoo had a vision to make a chariot of fire. According
to legend, Wan Hoo constructed a flying chariot from a comfortable,
wooden chair, kites, and skyrockets. He attached 47 skyrockets to the
back of the chair and tied 2 large kites to it. Once secured in his
seat, he called to his servants with a wave of his hand. Carrying
fire-flaming torches, they ignited all the skyrockets. A few seconds
later, a loud explosion was heard, and a cloud of black smoke loomed in
the air. Wan Hoo was gone. Now, only the legend of Wan Hoo remains.

Another myth tells of a father and a son escaping from a Greek prison
tower. Imprisoned by King Minos of Crete, Daedalus and his son, Icarus,
are locked in a tower high above the sea as punishment for helping to
kill the famous monster of the Labyrinth known as the Minotaur and
escaping with the King's daughter. Daedalus, a wise and crafty inventor,
knew that the only way to escape from their prison was by air. So, he
crafted wings made of feathers, wax, and reeds for him and his son.
Before they escaped from, Daedalus gave Icarus some flying advice -- do
not fly too low or too high. If Icarus flew too low, the sea would wet
his feathers. If he flew too high, the sun would melt the wings of wax.
Fortunately, Daedalus and Icarus were able to escape from the prison
tower. But, Icarus did not listen to his father's warning. So excited
about flying Icarus, ignored his father's advice and he flew too close
to the sun. The sun melted his wax, and Icarus fell into the sea and
drowned.

**Research Moment:** What other types of materials could Daedalus have
used to make the wings for him and Daedalus to escape?

**Believe Them or Not: The Wright Brothers**

*Who were the Wrights?Page 1*

Many people have heard of the Wright brothers -- Orville and Wilbur
Wright. Other people know the facts about the first flight -- the first
heavier-than-air, powered, manned flight occurred on December 17, 1903,
at 10:35 a.m in Kitty Hawk. But do you know the story of the Wright
Brothers and their journey to fly. Let's take a flight back in time and
discover who the Wright Brothers are.

Two of five children born to Milton and Susan Catherine Wright, Orville
and Wilbur are undoubtedly the most famous of the Wright family. The
older of the two, Wilbur Wright was born on April 16, 1867 in Millville,
Indiana. They also had two older brothers and a younger sister. He later
moved with his family to Dayton, Ohio where Orville Wright was born on
August 19, 2005. Their family moved often because their father, Milton
Wright, was a bishop in the United Brethren church. He also had to
travel frequently because of his job. "Father" as they called him would
bring back wonderful gifts or souvenirs from his visits to new places.
On one such occasion, their father returned with an unusual device that
when released from his hands, continued to twirl and fly through the
air. Made of cork and rubber and powered by a rubber band, Orville and
Wilbur's flying machine was actually a toy helicopter. After minutes to
hours of playing with the toy, the boys decided to make an even larger
helicopter.

**Research Moment:** Who invented the helicopter and when was it first
flown?

However, their designs failed to fly better. Susan Catharine, a wonder
wife and mother, encouraged her children's natural curiosity and helped
to develop their mechanical skills and crafting abilities. She taught
the Wright children how to use carpentry or woodworking tools. Luckily,
Orville and Wright were too disappointed with one of their first
attempts to fly. They understood that there was much to learn and more
to do.

I**nclude instructions of how to make the toy helicopter... Taken from
NASA Aeronautics Guide. See attached pages.**

Like two of a kind, Orville and Wright shared a number of similarities
and interests. They would on occasion complete each other's sentences.
Although neither of the brothers graduated from high school, they
decided to become business partners and entrepreneurs together. In 1889,
the Wrights begin a printing business and begin to publish *The Evening
Item* and *The West Side News*.

**Research Moment:** Why did the Wright Brothers become business owners
instead of enrolling in college or university?

Unfortunately, a tragic accident changed Wilbur while he was in high
school. One day, Wilbur was playing a game similar to ice hockey called
Skittles. Played using a bat instead of a hokey stick, Wilbur was struck
in the mouth with a bat. He lost all his front teeth. As a result of the
accident, he not only suffered from heart palpitations and severe
sadness but he also decided not to attend college or university.
Instead, he decided to stay at home and care for his ill mother, Susan
Catharine. She later died from Tuberculosis in 1889. Later, with Orville
encouraging him, Wilbur joined his brother in two business
opportunities.

A few years later, a major invention that would later change
transportation and personal recreation was invented in Europe. The
bicycle was invented and was all the rage. Orville and Wilbur decided to
expand their business and make bicycles for people in Dayton, Ohio. The
print shop located next to the family home was now called the Wright
Cycle Company in 1892. For nearly four years, the Wrights operated their
bicycle shop -- building bikes named after family members and renting
them to the local town folk to ride. In 1896, Wilbur reads an article
about the death of Otto Lilientthal, a famous aviation enthusiast and
experimenter. This article would change his life and the future of
transportation.

Several years later on May 30, 1899, Wilbur wrote a letter to the
Smithsonian Museum in Washington, D.C., to request all available
information about this new art and science of flying. After four days,
he received reply. The brothers' quest to fly officially begins.

**Research Moment:** What is another reason why the Smithsonian Museum
is significant to the complete Wright Brother story?

**The Wright Cycle Company**

*The Discovery of flight mechanics and Wing-warping*

Owned and operated beginning 1892, the Wright brothers' company was
called the Wright Cycle Company. It consisted of six bicycle shops and a
print shop located in Dayton, Ohio. Their primary bicycle which
contained the second-floor print shop was located at 22 South Williams
Street. (Today it is a museum for all to visit).

The Wright Cycle Company provided Orville and Wilbur Wright with the
knowledge, the resources, and the money to later become involved in the
great aeronautics race. As entrepreneurs, the brothers designed and
constructed several bicycle models including the Van Cleave and the St.
Claire, invented self-oiling bicycle hubs as well as repaired broken
bicycles.

It was inside the bicycle shop that they learned about the mechanics of
flight and wing-warping. What do an airplane and a bicycle have in
common? Like an airplane, a bicycle is unstable and sometimes
uncontrollable. The pilot and cyclist need a way to control the
direction, speed, and stability of the vehicle. The Wright brothers
learned this mostly by research, observation, experimenting, and trial
and error like most scientists and inventors. Two observations led to a
very interesting and important discovery about flight.

The brothers first observed how birds' wings change shape as they flew
and glided through the air. The second observation occurred when Wilbur
noticed a customer twisting and turning a box that held a bicycle inner
tube. The inner tube box did not lose its strength or stability although
the customer continued to turn the ends of the box in opposite
directions. This gave Wilbur an idea about control. Their flying machine
needed to be controllable in all three axes of motion: roll, pitch, and
yaw.

If a flying machine's wing bent in one direction, it would receive more
lift which would allow it to move upward into the air. If the Wrights
could control how the flying machine's wings warped, then controlling
its flight would be much easier. They ultimately would control and be
able to change the machine's direction of flight. This led to an idea
called wing-warping. Wing-warping is .

Insert picture of kite.

Orville and Wilbur tested this new idea on a 5 foot glider/kite built in
1899. Wing warping was achieved by keeping the front and rear posts that
held up the glider unbraced. To create wing-warping, the brothers
connected to two sticks used to support their flyer to four wire cables
running through the wings. An illustration of wing-warping is provided.
Orville and Wilbur pulled the wire cables attached to the wing to make
it turn or roll left or right. Today, wing-warping is no longer used to
control airplanes. Today's airplanes have ailerons to control roll.

Insert wing warping activity

**Materials**

8" x 11" heavy stock paper or poster board

a pair of scissors

scotch tape or glue

pen or pencil

*We Can Fly, Now What?* -- Airplane related inventions and events

![](media/image1.jpeg){width="5.998611111111111in"
height="4.073611111111111in"}

Early nineteenth century America represented a land of contrast as well
as opportunity. It was a country divided by prejudices. For
African-Americans and other minorities living in a segregated south, it
was a time of inequality and oppression. Yet, many African-Americans
were determined not to allow the circumstances of their times to dictate
their future. Bessie Coleman was one of these individuals. Coleman was
born in Atlanta, Texas, on January 26, 1892. As a child, she had a
desire to do great things despite the many racial barriers that she
faced. Coleman, a former manicurist, had a dream. Her dream was to soar
in the sky. Coleman decided to become a pilot during a time when there
were few female pilots and definitely not any of color. After months of
studying French, Coleman left the United States and headed to France to
earn her pilot's license. At the age of 27, Coleman enrolled at the
Ecole d\'Aviation des Freres Caudon at Le Crotoy (The Caudon Brothers'
School of Aviation at Le Crotoy) in Somme, France, and completed its
ten-month training course early. Bessie Coleman became the world's first
African-American female to receive an international pilot's license from
the renowned Federation Aeronautique Internationale (FAI) on June 15,
1921. She returned to the United States and became "the world\'s
greatest woman flyer." Over the next five years, Coleman would speak to
audiences of all races and genders and perform at local air shows.
Tragically, Coleman died on April 30, 1926 after plummeting to her death
following mechanical troubles with her plane.

**Research Moment: What other historical events happened in 1892?**

January 20 - The first official basketball game is played at the Young
Men's Club of America or the YMCA in Springfield, Massachusetts

October 12 -- Students attending United States public schools begin to
recite for the first time "*The Pledge of Alliance*" to celebrate the
400^th^ anniversary of the (Christopher) Columbus Day

October 31 -- British writer, Sir Arthur Conan Doyle begins to publish
[The Adventures of Sherlock Holmes]{.underline}

**NASA Educational Resources and Materials**

Centennial Feature: Across the Curriculum with the Wright Brothers

<http://spacelink.nasa.gov/Educator.Focus/Articles/012_Wright_Brothers>

Recommended Grade Level: K--12

Re-Living the Wright Way

<http://wright.nasa.gov/index.htm>

Recommended Grade Level: K--12

100 Years of Powered Flight: Commemorating the Wright Brothers
Centennial of Flight

<http://www.larc.nasa.gov/2003/pioneers.html>

Recommended Grade Level: K--12

NASA Spacelink: The Wright Brothers

<http://spacelink.nasa.gov/Instructional.Materials/Curriculum.Support/Physical.Science/Aeronautics.and.Aerospace/The.Wright.Brothers/.index.html>

Recommended Grade Level: K--12

Regimes of Flight: A Supplemental Aeronautics Guide

<http://quest.arc.nasa.gov/aero/teachers/Regimes_of_Flight.pdf>

Recommended Grade Level: 5--8

Beginner's Guide to Aeronautics

[http://www.grc.nasa.gov/WWW/K-12/airplane/bga.html](http://www.grc.nasa.gov/WWW/K-12/airplane/index.html)

Recommended Grade Level: K--12

NASA Aeronautics History

<http://www.hq.nasa.gov/office/pao/History/aeronaut.html>

Recommended Grade Level: K--12

NASA SCIence Files™: The Case of the Wright Invention

<http://scifiles.larc.nasa.gov/treehouse.html>

**Print Resources**

Myers, Christopher A. *Wings*.

Scholastic, Inc., 2000

ISBN: 0590033778

Recommended Grade Level: K--3

Shea, George. *First Flight: The Story of Tom Tate and the Wright
Brothers* (I Can Read Chapter Book Series).

HarperCollins Children\'s Books, 1997

ISBN: 0064442152

Recommended Grade Level: 1--3

Loeschnig, Louis. *Simple Space and Flight Experiments with Everyday
Materials*.

Sterling Publishing Company, Incorporated, 1998

ISBN: 0806942460 

Recommended Grade Level: 4--6

Taylor, Kim. *Flight: Flying Start Science Series, Vol. 2*

Wiley, John & Sons, Incorporated, 1992.

ISBN: 0471579831

Recommended Grade Level: 4--6

Freedman, Russell, et al. *The Wright Brothers: How They Invented the
Airplane.*

Holiday House, Inc., 1994

ISBN: 082341082X

Recommended Grade Level: 4--8

Reynolds, Quentin. *The Wright Brothers: Pioneers of American Aviation*\
Random House, Incorporated, 1997.

ISBN: 0394847008

Recommended Grade Level: 6--12

Lillienthal, Otto. *Birdflight as the Basis of Aviation.*

Markowski International, 2001

ISBN: 0938716581

Recommended Grade Level: 10--Adult

**Web Resources**

TIME: Aviators: The Wright Brothers

[http://www.time.com/time/time100/scientist/profile/wright.html#](http://www.time.com/time/time100/scientist/profile/wright.html)

Wright Brothers: Aeroplane Company & Museum of Pioneer Aviation

<http://www.first-to-fly.com/>

Henry Ford Museum & Greenfield Village Online Exhibit: The Wright
Brothers

<http://www.hfmgv.org/exhibits/wright/default.asp>

Smithsonian National Air and Space Museum: Milestones of Flight

<http://www.nasm.si.edu/galleries/gal100/wright1903.html>

The K-8 Aeronautics

[http://wings.avkids.com](http://wings.avkids.com/)

Understanding Flight

<http://school.discovery.com/lessonplans/programs/understanding-flight/>

Greatest Achievements of the 20th Century: Airplanes

<http://www.greatachievements.org/greatachievements/ga_3_1.html>

Invent Now

<http://www.invent.org/index.asp>

National Education Standards

**K--4**

  ---------------- ------------------------------ -----------------------
  **Science**      **Technology**                 **Mathematics**

  Motions and      Students use                   Compute fluently and
  Forces           telecommunications to          make reasonable
                   collaborate, publish, and      estimates
                   interact with peers, experts,  
                   and other audiences.           

  Understanding    Students use technology to     Understand numbers,
  about Science    locate, evaluate, and collect  ways of representing
  and Technology   information from a variety of  numbers, relationships
                   sources.                       among numbers, and
                                                  number systems

                   Students use technology tools  Analyze change in
                   to enhance learning, increase  various contexts
                   productivity, and promote      
                   creativity.                    

                   Students use a variety of      Organize and
                   media and formats to           consolidate
                   communicate information and    mathematical thinking
                   ideas effectively to multiple  through communication
                   audiences.                     

                   Students develop positive      
                   attitudes toward technology    
                   uses that support lifelong     
                   learning, collaboration,       
                   personal pursuits, and         
                   productivity.                  
  ---------------- ------------------------------ -----------------------

**5--8**

  ---------------- ------------------------------ ------------------------
  **Science**      **Technology**                 **Mathematics**

  Abilities of     Students use                   Understand measurable
  technological    telecommunications to          attributes of objects
  design           collaborate, publish, and      and the units, systems,
                   interact with peers, experts,  and processes of
                   and other audiences.           measurement

  Understanding    Students use a variety of      Apply appropriate
  about Science    media and formats to           techniques, tools, and
  and Technology   communicate information and    formulas to determine
                   ideas effectively to multiple  measurements
                   audiences.                     

  Risks and        Students use technology tools  Formulate questions that
  benefits         to enhance learning, increase  can be addressed with
                   productivity, and promote      data and collect,
                   creativity.                    organize, and display
                                                  relevant data to answer
                                                  them

  Science and      Students use technology to     Create and use
  technology in    locate, evaluate, and collect  representations to
  society          information from a variety of  organize, record, and
                   sources.                       communicate mathematical
                                                  ideas

  Science as human Students develop positive      Recognize and use
  endeavor         attitudes toward technology    connections among
                   uses that support lifelong     mathematical ideas
                   learning, collaboration,       
                   personal pursuits, and         
                   productivity.                  

  History of                                      
  Science                                         
  ---------------- ------------------------------ ------------------------

**9--12**

+--------------+------------------------------+-----------------------+
| **Science**  | **Technology**               | **Mathematics**       |
+--------------+------------------------------+-----------------------+
| Abilities of | Students use                 | Organize and          |
| t            | telecommunications to        | consolidate           |
| echnological | collaborate, publish, and    | mathematical thinking |
| design       | interact with peers,         | through communication |
|              | experts, and other           |                       |
|              | audiences.                   |                       |
+--------------+------------------------------+-----------------------+
| Science and  | Students use a variety of    | Understand numbers,   |
| technology   | media and formats to         | ways of representing  |
| in local,    | communicate information and  | numbers,              |
| national,    | ideas effectively to         | relationships among   |
|              | multiple audiences.          | numbers, and number   |
| and global   |                              | systems               |
| challenges   |                              |                       |
+--------------+------------------------------+-----------------------+
| Historical   | Students use technology      |                       |
| perspectives | tools to enhance learning,   |                       |
|              | increase productivity, and   |                       |
|              | promote creativity.          |                       |
+--------------+------------------------------+-----------------------+
| Science and  | Students use technology to   |                       |
| technology   | locate, evaluate, and        |                       |
| in society   | collect information from a   |                       |
|              | variety of sources.          |                       |
+--------------+------------------------------+-----------------------+
| Science as   | Students develop positive    |                       |
| human        | attitudes toward technology  |                       |
| endeavor     | uses that support lifelong   |                       |
|              | learning, collaboration,     |                       |
|              | personal pursuits, and       |                       |
|              | productivity.                |                       |
+--------------+------------------------------+-----------------------+

Aviation History: The Wright Way

Name
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![](media/image4.wmf){width="0.6236111111111111in"
height="0.8958333333333334in"}Directions: Orville Wright has lost his
Wright Glider and needs your help locating it. Help him navigate through
the maze and find his glider.

![](media/image5.wmf){width="2.0416666666666665in" height="1.375in"}

#### Aviation History: The Wright Way

Name
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Word Scramble

Using the clue provided, unscramble each vocabulary term related to
aviation.

1\. aipanler \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Clue:** a heavier-than-air vehicle

2\. ghanar \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Clue:** a shed-like shelter used when housing and repairing aircraft

3\. ngwaprginiw \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Clue:** the twisting of an aircraft's wing tips up or down to create
motion (roll) control

4\. ivleotcy \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Clue:** the rate of motion in a particular direction

5\. neegni \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Clue:** a machine that converts fuel or energy into a mechanical force
or motion

6\. ruhtst \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Clue:** a mechanical force that causes an aircraft to move through air

7\. diwtnnleun \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Clue:** a chamber through which air is blown at a controlled speed to
test the effects of wind pressure

8\. itoaivna \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Clue:** the art or science of flying

9\. etanpt \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Clue:** an official document granting a right or privilege for a
certain period of time

10\. tneninvo \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Clue:** an original product or process created by study and
experimentation

#### ![](media/image5.wmf){width="2.0416666666666665in" height="1.375in"}Aviation History: The Wright Way

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Short Answer

1\. Answer each question in three to five complete sentences.

2\. Who inspired Orville and Wilbur Wright as children to study flight?

3\. Why was Kitty Hawk, NC the ideal location to test the Wrights'
gliders?

4\. Why was it important for the Wright brothers to test and retest
their gliders?

5\. What aeronautic expert did the Wright brothers seek for assistance?

6\. Describe the Wright brothers' first flight on December 17, 1903. Who
flew the airplane? How far did he fly the plane?

7\. As a result of their successful flight, how has the world benefited
from man's ability to fly?

8\. Why was their experience working in a bicycle shop important?

9\. Describe the 1903 Wright Glider. Give its dimensions.

10\. What made the Wright brothers' 1903 flight unique from other
individuals' attempts?

11\. How did the Wright brothers learn about aeronautics?

#### ![](media/image5.wmf){width="2.0416666666666665in" height="1.375in"}Aviation History: The Wright Way

Name
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# Web Search

Directions: Answer the following questions in complete sentences. In the
space provided, write the website or URL that provided the answers to
the questions. *You may find more than one website with the correct
answer; please include only one website.*

1\. What other myths illustrate man's fascination with flight? In three
to four sentences, describe each. (Include the origin of the myth, the
names of the main characters, the conflict, and the resolution).

# Source: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

2\. Who were the Wrights' parents?

**Source:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

3\. Compare and contrast presentday Kitty Hawk, NC to 1903 Kitty Hawk,
NC.

**Source:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

4\. What are the requirements to be an airplane pilot?

**Source:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

5\. Describe 5 aviation related professions. Explain what type of
profession you would choose and why?

**Source:
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**Extension Activities**

**What Happened during the Early Twentieth Century?**

The Wright brothers' successful flight on December 17, 1903 was not the
only monumental event of the early twentieth century. Many other
scientists, mathematicians, inventors, educators, politicians, and
others made contributions that resulted in an improved way of life in
America and beyond. Using the time line provided, find other important
events and inventions from 1900 (the beginning of the century) to1929
(the beginning of the Great Depression) and add them to the time line.
Each year should be represented by one major event. \*To narrow the
focus of this exercise, you may choose a specific theme such as art,
math, science, technology, politics, engineering, etc.

1900

1901

1902

1903

1904

1905

1906

1907

1908

1909

1910

1911

1912

1913

1914

1915

1916

1917

1918

1919

1920

1921

1922

1923

1924

1925

1926

1927

1928

1929

![](media/image5.wmf){width="2.0416666666666665in" height="1.375in"}

#### Aviation History: The Wright Way

Name
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Virtual Science Log**

Although the Wright brothers were not scientists, they used the
scientific method to achieve the first human-powered flight. Imagine
that you are a scientist observing the Wrights' trials and errors. As a
virtual scientist, document how the Wright brothers' invention process
followed the steps of the scientific method. Complete the following
invention of a flight log by answering the questions in the chart below.

**The Scientific Method** **Virtual Science Log**

+--------------------------------------+-------------------------------+
| **Problem**                          |                               |
|                                      |                               |
| What question are the Wright         |                               |
| brothers attempting to answer?       |                               |
|                                      |                               |
| What have various scientists tried   |                               |
| to answer prior to 1903?             |                               |
+--------------------------------------+-------------------------------+
| **Hypothesis**                       |                               |
|                                      |                               |
| What do the Wright brothers believe? |                               |
+--------------------------------------+-------------------------------+
| **Materials**                        |                               |
|                                      |                               |
| What items did the Wright brothers   |                               |
| use during their                     |                               |
| experiments/invention process?       |                               |
+--------------------------------------+-------------------------------+
| **Observations and Information       |                               |
| Gathered**                           |                               |
|                                      |                               |
| What did the Wright brothers learn   |                               |
| before beginning their invention?    |                               |
|                                      |                               |
| What were other experts' theories    |                               |
| that they studied?                   |                               |
|                                      |                               |
| What did the Wright brothers learn   |                               |
| during their invention?              |                               |
|                                      |                               |
| What type of information did the     |                               |
| Wrights collect about Kitty Hawk?    |                               |
+--------------------------------------+-------------------------------+
| **Experiment and Data Collected**    | 1901                          |
|                                      |                               |
| What information did the Wrights     | 1902                          |
| collect?                             |                               |
|                                      | 1903                          |
| What did their 1901, 1902, and 1903  |                               |
| tests measure?                       |                               |
+--------------------------------------+-------------------------------+
| **Conclusion**                       |                               |
|                                      |                               |
| Was the Wright brothers' hypothesis  |                               |
| correct? Yes or No. Explain.         |                               |
|                                      |                               |
| What did the Wrights learn as a      |                               |
| result of their various experiments? |                               |
|                                      |                               |
| What happened after their final      |                               |
| attempt?                             |                               |
+--------------------------------------+-------------------------------+

![](media/image5.wmf){width="2.0416666666666665in" height="1.375in"}

#### Aviation History: The Wright Way

Name
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**Literary Analysis of *High Flight***

By John Gillespie McGee, Jr. (1922--1941)

Oh! I have slipped the surly bonds of earth

And danced the skies on laughter-silvered wings;

Sunward I\'ve climbed, and joined the tumbling mirth

Of sun-split clouds - and done a hundred things

You have not dreamed of - wheeled and soared and swung

High in the sunlit silence. Hov\'ring there

I\'ve chased the shouting wind along, and flung

My eager craft through footless halls of air.

Up, up the long delirious, burning blue,

I\'ve topped the windswept heights with easy grace

Where never lark, or even eagle flew -

And, while with silent lifting mind I\'ve trod

The high unsurpassed sanctity of space,

Put out my hand and touched the face of God.

**Directions**: Read and analyze the poem, "High Flight." Answer the
questions below in complete sentences.

1.  Who was the author of the poem and why is this poem meaningful to
    his life story?

2.  In line 2, what is the author referring to as "laughter-silvered
    wing?"

3.  What is the poem's rhyme scheme?

4.  What is the author of the poem doing? What might his occupation be?

5.  Do you think that the author enjoys his "High Flight?" Explain why
    or why not.

# Answer Key

# Word Scramble

1\. airplane

2\. hangar

3\. wing warping

4\. velocity

5\. engine

6\. thrust

7\. wind tunnel

8\. aviation

9\. patent

10\. invention

**Short Answer**

1.  Who inspired Orville and Wilbur Wright as children to study flight?

> The German hand glider and aeronautics expert, Otto Lilienthal,
> inspired the Wrights.

2.  Why was Kitty Hawk, NC the ideal location to test the Wrights'
    gliders?

> Kitty Hawk was the ideal place because of the sandy landscape for soft
> landings, strong winds, and the lack of trees.

3.  Why was it important for the Wrights to collect and analyze their
    data from each flight?

> By collecting and analyzing their data, the Wrights were able to
> determine specific problems with the various gliders' designs and
> propulsion systems. They were also able to change the designs of the
> gliders and build better engines to increase their lift and thrust
> while reducing their drag and weight.

4\. Besides Otto, what other aeronautic expert did the Wright brothers
seek for assistance?

> The Wrights sought advice from Octave Chanute, author of *Progress in
> Flying Machines*.

5\. Describe the Wright brothers' first flight on December 17, 1903? Who
flew the airplane? How far did he fly the plane?

> Orville Wright flew the 1903 Glider at 10:35 a.m. His flight lasted
> only 12 seconds, and he flew only 120 feet. There were 4 other flights
> on Dec. 17 The Wright Brothers flew their airplane in Kitty Hawk,
> North Carolina, more specifically from a 90-foot hill (Kill Devil
> Hill).

6.  As a result of their successful flight, how has the world benefited
    from man's ability to fly?

> These are some of the benefits of flight:

-   Improve ability to travel to far away locations in a timely manner

-   Increase capability to export various types of goods and services

-   Establish a military air force for protection against security
    threats

-   Serve as another method of medical transportation

-   Contribute to the development of the space program

7.  Why was their experience working in a bicycle shop important?

> The bicycle shop served as the brothers' workshop to design and build
> their airplane parts. By twisting an empty bicycle tube box without
> the ends, Wilbur developed a system called "wing warping" that would
> later improve the ability to maintain control in flight. As of result
> of wing warping, Wilbur applied this knowledge to airplane design.
> Wing warping, or the twisting of the airplane's surface, changed the
> position of the wing while the plane was flying into oncoming wind to
> allow for changes in direction during flight. To test his hypothesis,
> Wilbur successfully tested his design using a small kite

8.  Describe the 1903 Wright Glider. Give its dimensions.

> The 1903 Wright Glider weighed 750 pounds with the pilot. It had a
> 40-foot wingspan with a six-foot chord, and five feet between the
> wings. It also had twin rudders and elevators. In contrast to earlier
> gliders, this one had a propulsion system. The 1903 Glider had twin
> propellers that were fueled by a 12 horse-powered gas engine.

9.  What made the Wright brothers' 1903 flight unique from other
    individuals' attempts (like Lilienthal's and Chanute's)?

> The Wrights' 1903 flight began from a launching rail and flew through
> the air for about 12 seconds. This first flight journeyed only 100
> yards in the air and ended on the sandy shore of Kitty Hawk, North
> Carolina. Powered by a 200 pound, 12-horse power engine, the Wright
> Glider carried its pilot in a lying down position instead of a seat.

10. How did the Wright brothers improve their test results between
    1901--1903?

> In 1901, the Wright brothers constructed a wind tunnel to test the
> effectiveness of various wing shapes. After analyzing their test data,
> they redesigned the 1902 glider that flew successfully for a record
> 620 feet. Based on their 1902 achievement, the Wrights returned to
> designing their next airplane, which resulted in the 1903 glider that
> also featured a propeller designed with the same principles as the
> 1902 glider's wings.

**Web Search**

1\. What other myths illustrate man's fascination with flight? In three
to four sentences describe each. (Include the origin of the myth, the
names of the main characters, the conflict, and the resolution).

**Daedalus**

Daedalus is a Greek myth about Daedalus, a skillful artisan, and his
young son Icarus. King Minos of Crete imprisons Daedalus and Icarus
after Daedalus loses the King's favor when Theseus escapes from the
labyrinth. To escape prison, Daedalus creates a pair of wings made of
bird feathers and beeswax that he and his son will use to fly away.
However, Daedalus warns Icarus not to fly too close to the Sun because
his wax wings will melt. Icarus, overcome with the excitement of flight,
does not listen to his father and flies too close to the Sun. Icarus's
wax wings melt and he falls into to the sea. Daedalus continues to fly
to the nearest island.

**Source: Mythography - Daedalus**

**<http://www.loggia.com/myth/daedalus.html>**

2\. Who were the Wrights' parents?

Wilbur and Orville were born to Milton and Susan Wright. Milton Wright
was a bishop in the Church of the United Brethren in Christ. Susan
Koerner Wright was a skilled homemaker. Taught by her father,
John Koerner, she learned early how to work with tools. She made many of
her own home appliances and toys for her children.

**Source: The Henry Ford Museum -- The Wright Brothers
<http://hfmg.org/exhibits/wright/default.asp>**

3\. Compare and contrast present day Kitty Hawk, NC to 1903 Kitty Hawk,
NC.

Called "Chickahauk," meaning "goose hunting grounds" by American
Indians, 1903 Kitty Hawk was a tiny soundside village on the Outer Banks
of North Carolina. Kitty Hawk was a 1-mile wide, treeless, sandy strip
of land. This sandy strip extended almost 60 miles along the Atlantic
Ocean.

Today, the once tiny soundside village has a population of nearly 30,000
citizens living in one of the largest townships on the Outer Banks.
Kitty Hawk is home to thousands of rental homes, restaurants, and shops.
It is no longer isolated from the mainland and its people.

4\. What are the requirements to be an airplane pilot?

To become a licensed pilot, you must be 16 years old and pass a basic
medical examination. According to the Federal Aviation Administration
(FAA), you must also take flying lessons from a Certificated Flight
Instructor. Your flight instructor will teach you certain maneuvers
before you are allowed to fly solo. You will also learn some FAA rules
and regulations as well as certain flight characteristics and
operational limits of the make and model of your aircraft. After
studying this information, you must pass a "check ride," which is like a
driving test, given by an FAA-approved examiner. Lastly, you are
required to pass a written examination consisting of 100 multiple-choice
questions.

5\. Describe 5 aviation-related professions. Explain what type of
profession you would choose and why? (Visit the Federal Aviation
Administration website: <http://www1.faa.gov/education/rlib/career.htm>

a.  **Aviation maintenance mechanics** are responsible for keeping
    airplanes and their equipment working safely and efficiently. They
    service, repair, and overhaul various aircraft components and
    systems including airframes, engines, electrical and hydraulic
    systems, propellers, avionics equipment, and aircraft instruments.

b.  **Aerospace engineers** design, develop, test, and help manufacture
    commercial and military aircraft, missiles, and spacecraft.

c.  **Flight engineers** inspect the aircraft and oversee fueling
    operations before flight. During the flight, the flight engineer
    monitors the performance of the engines and cabin pressurization,
    air conditioning, and other systems.

d.  **Meteorologists** analyze weather data and prepare weather reports
    for the flight dispatcher, pilots, and other airline personnel
    concerned with weather information.

e.  **Air traffic control specialists** direct air traffic so it flows
    smoothly and efficiently. The controllers give pilots taxiing and
    takeoff instructions, air traffic clearances, and advice based on
    numerous sources. They receive their own observations and
    information from the National Weather Service, Air Route Traffic
    Control Centers (ARTCC), Right Service Stations (FSS), and aircraft
    pilots.

**Virtual Science Log**

+-------------+--------------------------------------------------------+
| **Problem** | **Is it possible to create a machine that will allow   |
|             | man to fly? Can a heavier-than-air machine be designed |
| What        | and built that will allow man to fly?**                |
| question    |                                                        |
| are the     |                                                        |
| Wright      |                                                        |
| brothers    |                                                        |
| attempting  |                                                        |
| to answer?  |                                                        |
|             |                                                        |
| What have   |                                                        |
| various     |                                                        |
| scientists  |                                                        |
| tried to    |                                                        |
| answer      |                                                        |
| prior to    |                                                        |
| 1903?       |                                                        |
+-------------+--------------------------------------------------------+
| **H         | **Orville and Wilbur Wright believed that they could   |
| ypothesis** | design and build a heavier-than-air, machine that      |
|             | would allow man to fly.**                              |
| What did    |                                                        |
| the Wright  |                                                        |
| brothers    |                                                        |
| believe?    |                                                        |
+-------------+--------------------------------------------------------+
| **          | -   **non-carbureted 4-cylinder, 12-horsepower         |
| Materials** |     engine**                                           |
|             |                                                        |
| What items  | -   at least 14 annular rings per inch for the         |
| did the     |     fuselage                                           |
| Wright      |                                                        |
| brothers    | -   bracings and other structural elements             |
| use during  |                                                        |
| their       | -   ash wood for the skid tie bars and lower elevator  |
| experiment  |     control arms                                       |
| s/invention |                                                        |
| process?    | -   boxwood roller-skate wheels to serve as pulleys    |
|             |                                                        |
|             | -   waxed twine to lash the frame together             |
|             |                                                        |
|             | -   steel rod and sheet steel for hardware and         |
|             |     strapping, as well as home-made control cables     |
|             |                                                        |
|             | -   "Pride of the West" Cotton muslin for wing covers  |
|             |     (commonly used for women\'s underwear during the   |
|             |     early 1900s)                                       |
|             |                                                        |
|             | Source:                                                |
|             | <http://www.machinedesign.com/ASP/strA                 |
|             | rticleID/56409/strSite/MDSite/viewSelectedArticle.asp> |
+-------------+--------------------------------------------------------+
| **          | **Orville and Wilbur played with toy helicopters as    |
| Observation | children and designed and built helicopters with which |
| and         | to play. Orville's helicopter design was inspired by   |
| Research**  | French inventor [Alphonse                              |
|             | Pénaud](http://www.centen                              |
| What did    | nialofflight.gov/essay/Prehistory/late_1800s/PH4.htm). |
| the Wright  | They also made kites and studied birds. As young       |
| brothers    | adults, the Wrights wrote to the Smithsonian           |
| learn       | Institution in Washington, D.C. for additional         |
| before      | information.**                                         |
| beginning   |                                                        |
| the         | Orville and Wilbur read the works of aviation          |
| invention   | enthusiasts such as                                    |
| process?    | [Lilienthal](http://www.centennia                      |
|             | lofflight.gov/essay/Dictionary/Lilienthal/DI64G1.htm), |
| What were   | [Octave                                                |
| other       | Chanute](http://www.cent                               |
| experts'    | ennialofflight.gov/essay/Dictionary/Chanute/DI51.htm), |
| theories    | and [Samuel Pierpont                                   |
| that they   | Langley](http://www.cent                               |
| studied?    | ennialofflight.gov/essay/Dictionary/Langley/DI30.htm). |
|             | By reading and studying these experts' theories of     |
| What did    | flight, they realized that the one factor that had     |
| the Wright  | prevented others from achieving successful flight was  |
| brothers    | the pilot\'s lack of ability to balance and            |
| learn       | [control](http://www.centennialo                       |
| during      | fflight.gov/essay/Dictionary/Lateral_Control/DI61.htm) |
| their       | the craft once it was in flight.                       |
| invention?  |                                                        |
|             | The Wright brothers learned that the ability to        |
| What type   | control the aircraft was necessary to successfully     |
| of          | fly. Therefore, Wilbur devised a method called         |
| information | wing-warping to control and balance the aircraft.      |
| did the     | Wing-warping, the twisting of the wings in opposite    |
| Wrights     | directions, results in increasing the air pressure on  |
| collect     | one wing while decreasing it on the other.             |
| about Kitty | Consequently, one wing is lifted while the other wing  |
| Hawk?       | is lowered. In July 1899, Wilbur built a kite to test  |
|             | a wing-warping control system. Based on this test, he  |
|             | was able to make the aircraft climb, dive, and roll by |
|             | manipulating the kite strings.                         |
|             |                                                        |
|             | Following the success of their wing-warping            |
|             | experiment, the Wright brothers contacted the United   |
|             | States Weather Bureau to determine the best place to   |
|             | build and test their invention. They learned that      |
|             | Kitty Hawk, NC was the ideal location because of good  |
|             | wind conditions and numerous sand dunes to cushion     |
|             | their landings.                                        |
+-------------+--------------------------------------------------------+
| *           | **After assembling a 17-foot kite or biplane in Kitty  |
| *Experiment | Hawk, NC, Orville and Wilbur conducted several test    |
| and Data    | flights in October 1900. Although the kite was         |
| C           | pilotless, it did not gain as much lift as the Wrights |
| ollection** | expected. . Despite disappointing results, they        |
|             | attempted their tests again.  On one occasion, the     |
| What        | plane was damaged by strong winds that crashed it 20   |
| information | feet away and caused damage in several places. They    |
| did the     | even attempted to fly their aircraft on October 17,    |
| Wrights     | 2000 with a 10-year-old boy named William Tate         |
| collect?    | onboard. Once again, the results were weak; yet,       |
|             | Wilbur climbed on the biplane without tether           |
| What did    | restraints and flew 300 to 400 feet for almost 15      |
| their 1901, | seconds.**                                             |
| 1902, and   |                                                        |
| 1903 tests  | In 1901, the Wrights built a new                       |
| measure?    | [glider](http://www.ce                                 |
|             | ntennialofflight.gov/essay/Dictionary/glider/DI26.htm) |
|             | and hangar in which to store it. This glider was the   |
|             | largest ever flown. Its wingspan was nearly twice the  |
|             | size of the 1900 kite to provide more lift. It also    |
|             | incorporated a foot-actuated                           |
|             | [wing-warping](http://www.centenni                     |
|             | alofflight.gov/essay/Dictionary/wing_warping/DI56.htm) |
|             | control system that the pilot used to turn the         |
|             | aircraft. The brothers also made sure the [wing        |
|             | camber](http://www.ce                                  |
|             | ntennialofflight.gov/essay/Dictionary/camber/DI14.htm) |
|             | matched [Otto                                          |
|             | Lilienthal\'s](http://www.centenni                     |
|             | alofflight.gov/essay/Dictionary/Lilienthal/DI64G1.htm) |
|             | calculations. Their 1902 glider traveled 389 feet.     |
|             |                                                        |
|             | In 1902, the Wright brothers designed and built a wind |
|             | tunnel that provided vital data that would help        |
|             | improve their 1902 glider and the others to follow.    |
|             | They used the wind tunnel to test different airfoil    |
|             | shapes as well as the placement of the wings. Based on |
|             | their wind tunnel calculations, the Wrights redesigned |
|             | their glider. The 1902 glider's wingspan was 10 feet   |
|             | (three meters) longer, and the chord was 2 feet (0.6   |
|             | meter) shorter than on the old machine. It was 16 feet |
|             | (5 meters) long and weighed 112 pounds (51 kilograms). |
|             | Its                                                    |
|             | [elevator](http://www.cent                             |
|             | ennialofflight.gov/essay/Dictionary/elevator/DI23.htm) |
|             | extended farther out in front of the pilot to provide  |
|             | better control. The 1902 glider also had a new single, |
|             | moveable                                               |
|             | [rudder](http://www.cen                                |
|             | tennialofflight.gov/essay/Dictionary/rudder/DI40.htm). |
|             | With the new design and improved calculations, the     |
|             | 1902 glider was also the world\'s first aircraft with  |
|             | [three-axis                                            |
|             | control](http://www.centennialoffli                    |
|             | ght.gov/essay/Dictionary/axis/DI7.htm)---longitudinal, |
|             | lateral, and vertical axes. Wilbur flew the glider for |
|             | 622 feet (190 meters) for 26 seconds; Orville's test   |
|             | flight measured 615 feet (187 meter) for over 21       |
|             | seconds.                                               |
|             |                                                        |
|             | In 1903, Wilbur contacted 10 engine manufacturers. He  |
|             | needed a gasoline motor weighing no more than 180      |
|             | pounds (82 kilograms). It needed to provide at least 8 |
|             | horsepower                                             |
|             |                                                        |
|             | (6 kilowatts). They also designed and built propellers |
|             | that they tested in a new, larger wind tunnel. They    |
|             | learned that the propellers were basically wings that  |
|             | turned in a spiraling motion, but they needed to turn  |
|             | in opposite directions. Once again, they redesigned    |
|             | and built their glider. The 1903 glider was 40 feet    |
|             | (12.3 meters) from wing tip to wing tip and weighed    |
|             | 625 pounds. Orville called it the "whopper flying      |
|             | machine." Initially, the Wrights' "whopper flying      |
|             | machine" was not successful. They experienced engine   |
|             | problems that required immediate repairs back in       |
|             | Dayton, Ohio. The glider's engine was returned to them |
|             | in early December. To avoid any more delays, the       |
|             | Wrights tested the 1903 glider with the repaired       |
|             | engine on board. After a failed attempted and minor    |
|             | repairs, Orville climbed aboard the 1903 glider and    |
|             | took control of the heavier-than-aircraft on December  |
|             | 17^th^, 1903. This historic test flight carried its    |
|             | pilot 120 feet (36.6 meters) for 12 seconds. This was  |
|             | the first successful, heavier-than-air, manned,        |
|             | powered flight in history. Orville and Wilbur Wright   |
|             | flew other flights this day. Wilbur made the second    |
|             | flight---traveling about 175 feet (53 meters). Orville |
|             | made the third flight and landed about 200 feet (61    |
|             | meters) from his starting point. During the fourth and |
|             | final attempt, Wilbur flew 852 feet (260 meters) in 59 |
|             | seconds.                                               |
+-------------+--------------------------------------------------------+
| **C         | **Orville and Wilbur Wright's hypothesis was correct.  |
| onclusion** | They achieved what many aviation enthusiasts of their  |
|             | time could not---the first successful,                 |
| Was the     | heavier-than-air-, manned powered flight on December   |
| Wright      | 17, 1903 at 10:35 a.m. As a result of their research   |
| brothers'   | and testing efforts, the Wrights learned that in order |
| hypothesis  | to fly there must be balance and control the aircraft. |
| correct?    | To achieve balance and control, the pilot must be able |
| Yes or No.  | to change the position of the wings by using wing      |
| Explain.    | warping. The Wrights also discovered the importance of |
|             | the three axes. They also learned that they needed an  |
| What did    | engine powerful enough to generate the necessary lift  |
| the Wrights | and thrust. In addition, the Wrights proved that other |
| learn as a  | theories and calculations about flight were wrong;     |
| result of   | therefore, they built a wind tunnel to test their      |
| their       | theories about the airfoil shapes and wing. In         |
| various     | conclusion, the Wrights succeeded in testing and       |
| e           | proving that human flight was possible.**              |
| xperiments? |                                                        |
|             | Although the Wright brothers' proved their hypothesis  |
| What        | correct and achieved fame, they continued to           |
| happened    | investigate issues surrounding human flight. They      |
| after their | applied for a patent for their flying machine and      |
| final       | returned to their hometown of Dayton, Ohio. They       |
| attempt?    | continued to design and build aircraft, including      |
|             | those with both commercial and military designs.       |
+-------------+--------------------------------------------------------+

**Literary Analysis: High Flight\
**

1\. Who was the author of the poem and why is this poem meaningful to
his life story?

John Gillespie McGee is the author of "High Flight." McGee was an
American/British fighter pilot who flew with the Royal Canadian Air
Force during World War II. McGee flew in a *Spitfire* squadron for the
British. On December 11, 1941, during a training flight near Scopwick,
Lincolnshire, McGee collided with another airplane and was killed. He
was only 19 years old. Several months before his death, McGee wrote this
poem on the back of a letter addressed to his parents. The letter
stated, \"I am enclosing a verse I wrote the other day. It started at
30,000 feet and was finished soon after I landed.\"

2\. In line 2, what is the author referring to as "laughter-silvered
wing?"

The "laughter-silvered wing" is his fighter plane.

3\. What is the poem's rhyme scheme?

The rhyme scheme of the poem is **ab ab cd cd ef eg fg**.

4\. What is the author of the poem doing? What might his occupation be?

As a pilot, McGee is flying high above the clouds.

5\. Do you think that the author enjoys his "High Flight?" Explain why
or why not.

One may believe that the author is enjoying his "high flight" because
(1) he compares his flight to dancing in the sky on laughter-silvered
wings; (2) he has flung his "eager craft...through footless falls of
air;" and (3) he has topped heights where birds cannot fly with grace
and where he can touch God's face.

# Maze

![](media/image4.wmf){width="0.3625in" height="0.5208333333333334in"}