National Aeronautics and 

Space Administration 

Educational Product

 Educators &

 Students Grades 5-12 

EB-2000-03-001-DFRC 

Educational Brief 

The X-1 Paper Glider Kit: Investigating the 

Basics of Flight with a Model of the 

First Supersonic Aircraft 

OBJECTIVES

The students will:

Build a glider.

Learn how to change the flight characteristics of a

glider.

Conduct an experiment to answer a question.

STANDARDS AND SKILLS 

Science 

Science as Inquiry 

Physical Science 

Science and Technology 

Mathematics 

Measurement 

Problem Solving 

Science Process Skills 

Making Models 

Investigating 

Predicting 

BACKGROUND ON THE X-1 RESEARCH AIRCRAFT 

The X-1 was the first in a series of rocket-powered 

research aircraft built for the US Air Force and NASA’s 

predecessor, the National Advisory Committee on 

Aeronautics (NACA). Originally designated the XS-1 

(for Experimental Sonic-1), it was built by the Bell 

Aircraft Company to break the alleged “sound barrier” 

and investigate the transonic speed range (speeds 

slightly below to just above the speed of sound). This 

was technological “no-man’s” land at the time, as 

there were no research techniques or flight experience 

to duplicate it exactly. 
The X-1 was not designed to take off under its own 

power, but was instead taken aloft attached to the 

bomb bay of a modified B-29 bomber. This fuel 

saving measure allowed for more flight time at test 

altitudes. Unpowered glide flights began early in 

1946. On October 14, 1947, the X-1 with USAF 

Captain Charles “Chuck” Yeager as pilot, was airlaunched at 21,000 feet. After a brief check of the 

four rocket motors, Yeager piloted the plane up to 

roughly 700 mph, becoming the first person to 

exceed the speed of sound (Mach 1). 

The X-1 research program continued exploring 

transonic flight until 1951. The X-1 reached a 

maximum speed of 957 mph and an altitude of 

71,902 feet. Modified versions continued flying until 

1958. X-1 flights provided aerodynamic data never 

before available about the behavior of aircraft at 

transonic speeds. 

The paper model glider depicts the second X-1 

aircraft built, which was flown by the NACA from 

1947-1951 (shown in the photographs that 

accompany this Educational Brief ). 

PAPER GLIDER ASSEMBLY 

AND FLIGHT TEST INSTRUCTIONS 

Read directions and gather all tools before starting. 

You will need scissors, a sharp hobby knife and 

backup board, and a dull knife or butter knife. The X1 Glider Template should be copied onto card stock 

or heavy paper. Use rubber cement for general 

construction and white glue for the tabs on the 

bottom wing panels and the stabilizer supports. 

1. Cut out all parts on the outside lines. 

2. Fold fuselage in half. Glue it together with rubber 

cement. 

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3. Use a hobby knife to cut the slot for the wing 

and horizontal stabilizer. 

4. Slip wing through the slot. Center it in the 

fuselage. 

5. Use a dull knife to lightly score the tabs on the 

left and right bottom wing panels. Fold them 

down. 

6. Attach the left and right wing panels to the 

bottom of the wing with rubber cement. Be sure 

to keep the wing centered in the fuselage. 

7. Glue the tabs to the side of the fuselage with 

white glue, and let dry. 

8. Slip the horizontal stabilizer through the slot in 

the vertical stabilizer. 

9. The stabilizer “supports” have tabs that are 

glued over the horizontal stabilizer to keep it 

straight. Look at the vertical stabilizer to see how 

the supports fit. The supports have tabs that 

must be folded up. Glue the supports to the 

vertical stabilizer, and glue the tabs to the 

horizontal stabilizer. 

ADJUST THE CONTROL SURFACES 

Modeling is a powerful tool that lends itself to all 

areas of scientific research. Your flying model X-1 is 

a research tool that you can use to conduct your 

own flight research project. 

1. Test fly the X-1 as it is. How does it fly? Using 

rubber cement, add one set of left and right 

nose panels. Check X-1 for flight 

characteristics. 

2. After your X-1 flies in a fairly stable glide, cut 

slits on the narrow sides of the control surfaces 

(ailerons, flaps, elevator, and rudder) to make 

them movable. Lightly score the hinge line of 

these control surfaces so they can be moved 

without bending the wing or stabilizers. 

3. Start your research flight program. Change the 

position of the X-1’s control surfaces to alter its 

attitude, glide path, roll, etc. 

FLIGHT TEST SCENARIOS

Your inquiry-based kit is a special design. You need 

to determine how much nose weight is required for 

the X-1 to be properly balanced for stable flight. 

Your airplane was designed for you to experiment 

with the balance point (center of gravity). This is the 

problem that you need to solve during the flight 

research program. It is the first step in the scientific 

method. We suggest you use the scientific method 

(outlined in the following) as a guide for your 

research report. This report may help you develop a 

science fair project. 

Every aircraft has a center of gravity (CG). It is the 

point where the plane would balance if it were 

possible to suspend the plane at that point. As you 

will see during your X-1 flight research, the location 

of the CG strongly influences the way the glider flies. 

FIND THE CG 

Here is a simple way to find the approximate 

location of the glider: 

1. Lay a pen on a table, then place the glider on 

top of it with the wings parallel to the pen. 

2. Slowly roll the glider back and forth until you find 

the spot where the slightest nudge forward 

makes the nose drop, and the slightest nudge 

backward makes the tail drop. This is the 

balance point. 

Mark that it with the CG symbol: 

This will serve as a reference point for further flight 

research. 

MOVE THE CG 

Place a paper clip or spring clip at the aircraft’s CG 

symbol. Do a flight test and record what happens as 

you add more mass at the aircraft’s CG. 

Move the clip forward (toward the nose) of the CG 

mark, and measure this distance. Record the new 

flight characteristics. 

Move the clip to the rear (toward the tail) of the CG 

symbol. Record the X-1’s new flight characteristics. 

Each time you move the weight, you are moving the 

aircraft’s balance point, or CG. 

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MOVE THE ELEVATORS

Experiment moving the elevators up and down to 

settings that make the plane glide the same way 

despite changes in the location of the CG. 

What settings are needed when the CG is toward 

the nose? What settings are needed when the CG is 

toward the tail? 

Are there CG locations that make the plane crash no 

matter how much you move the elevators? 

If you were the pilot of an actual aircraft, where 

would you want the CG? 

If you were designing an aircraft, would you give it 

elevators that could control the aircraft effectively at 

any CG location, or would you design the aircraft to 

have a limited range on the CG? What difference 

does it make? 

Why is the CG important? 

EXTENSIONS 

Your Bell X-1 will never get near the speed of sound 

unless you take it on the Shuttle, the Concorde, or 

some other supersonic aircraft. But you will be able 

to test its flight qualities in pitch, roll, and yaw. You 

can also investigate stall, and its glide ratio (distance 

gliding forward/ height loss). 

Consider how other flight researchers conduct their 

experiments. What tools are used for stability tests? 

How can you test your model for speed, distance, 

time aloft, angles, weight, surface area, center of 

pressure, and altitude gain? Can you think of any 

other data to record? 

How does your model compare to the actual Bell X1? How does it contrast? What is the scale factor 

between your model and the full-scale aircraft? 

How does your X-1 fly compared to other gliders 

you’ve constructed? 

Try making a larger scale model of the X-1. Add 

details and color to your model. Remember, it 

doesn’t have to fly (that’s just one aspect of 

modeling). 

SCIENTIFIC METHOD 

Scientific Method: 

1. Define the problem. 

2. Do background research. Sources include: 

parents, teachers, libraries, friends, and the 

World Wide Web. 

3. Form a hypothesis (a prediction based upon 

knowledge). 

4. Conduct experiments (test your predictions). 

5. Form a conclusion. What is the difference 

between a conclusion and a solution? 

6. Did your experiment lead you to discover an 

underlying principle or law? 

One nice thing about your model is: if you exceed its

structural limitations just build another. You will have

learned from the first, and the second will be better.

That’s the way it works for everybody. Do something

special as you work with your research aircraft.

“Research is to see what every one else has seen

and to think what no one else has thought.”

- Albert Szent Gyorgyi -

FOR FURTHER INFORMATION ON THE X-1 

Suggested reading: 

Ben Guenther (1988). Bell X-1 Variants. Arlington, 

TX. Aerofax, Inc. 

Richard Hallion (1984). On the Frontier. Washington, 

D.C. NASA SP-4303.

Jay Miller (1988). The X-Planes : X-1 to X-31. 

Arlington, TX. Aerofax, Inc. ISBN: 0-517567490. 

Louis Rotundo (1994). Into the Unknown. 

Washington, D.C. and London, England. 

Smithsonian Institution Press. ISBN: 1-56098-

305-1 

ON-LINE 

Learn more about NACA and NASA aeronautics at 

these websites: 

NASA Dryden Flight Research Center

 http://dfrc.nasa.gov 

NASA Aerospace Technology Enterprise

 http://aero-space.nasa.gov 

This Educational Brief and other glider kits are 

available on Spacelink, the “electronic library” for 

NASA educational materials: 

Spacelink

 http://spacelink.nasa.gov 

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Cut on outer solid lines. 

Fold on dashed lines. 

Score all fold lines for 

accurate folds. Check the 

parts for fit and alignment 

before gluing. Cut slots for the wing and horizontal stabilizer. 

When cutting the fuselage, leave the left and right halves together at the fold 

line. Blue the halves together and cut out the fold line even with the fuselage. 

X-1 Template 

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