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

Educational Brief

National Aeronautics and

Space Administration

X-Gliders: Exploring Flight Research

with Experimental Gliders

Background Information

A look at the research aircraft flown by NASA and its predecessor, the

National Advisory Committee for Aeronautics (NACA), since the 1940’s

reveals an evolution of wing designs. In fact, each of the first series of

NACA experimental research aircraft (“X-planes”) used different wing

and tail configurations to tackle the problems of supersonic flight.

These early jet aircraft had straight wings (X-1), wings that angled (swept)

toward the tail (X-2), triangular (delta) wings (XF-92), and wings that

could be moved in flight to change the angle of backward sweep (X-5).

Each design added to our knowledge of high-speed flight.

The original X-planes (1947-1952).

Educational Product

Educators &

Students Grades K-4

EB-1999-03-002-DFRC
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More recently, aircraft designs have incorporated wings that sweep

forward (X-29), and even wings that sweep forward and backward at the

same time (AD-1 oblique wing aircraft). The X-29 and X-31 also made

use of small wing-like control surfaces called canards which are located

ahead of the main wings. The X-36, which was flown during the late

1990’s, used canards and swept-back wings but had no vertical tail. (For

additional background information see the Aircraft as Research Tools

page at the end of this Educational Brief.)

The templates supplied with this activity allow educators and students to

build and experiment with all of these basic wing/tail/canard configurations. Eight different plastic foam “X-gliders” can be built using these

templates (see illustrations, left), but the total number of variations is only

limited by the imagination of the “designer.”

Materials for building airplanes must be lightweight, strong, and readily

available. These qualities make plastic foam a good material for the

construction of flying models. Introduce the X-Glider Activity by discussing with the students some reasons for using plastic foam in the construction of a model glider. Most real airplanes are made from another

lightweight, strong, and readily available material called aluminum.

X-Glider Materials

Plastic foam food tray, about 28 cm X 23 cm (Size 12)

Cellophane tape

Paper clips

Binder clips

Ball point pen

Plastic knife or scissors

Toothpicks

Goggles (eye protection)

Emery boards or sandpaper

canards

elliptical wing

delta wing

twin fuselage

swept-back

wing

straight wing

swept-back

 wing

swept-forward

wing

oblique wing

AD-1(1979-1982) X-29 (1984-1992)
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Activity 1. Provide the student with a word list for parts of the glider: fuselage,

wing, rudder, horizontal stabilizer, canard (see template keys).

2. Distribute plastic foam trays and copies of each X-glider template.

3. Ask the student to write the name of each airplane part on the

template.

4. Tape the glider template to the food tray.

5. Cut out the airplane parts using the templates. Plastic foam can be

cut using scissors, a razor knife, or a serrated plastic knife. It can

also be cut using a sharp pencil or round toothpick to punch a series

of holes approximately 2mm apart around the outside edge of the

part. The part can then be pushed out from the tray. Educators of K-2

students may want to cut out the glider parts ahead of time.

6. If there are any rough edges around a part, they can be smoothed

using sandpaper or an emery board.

7. Carefully cut a slot in the fuselage. Slide other parts into it to finish

the glider (refer to the X-glider silhouettes for the basic designs;

another fuselage is needed to make the “twin fuselage” glider).

Extensions 1. An airplane’s weight must be properly balanced for it to fly safely.

The same "weight and balance" principles apply to models. The

students can determine the proper weight and balance by attaching a

paper clip or binder clip to the fuselage. Students should vary the

position of the clip with each flight until the glider flies the greatest

distance in a straight line. Additional clips might be needed to

improve the glider’s flight performance.

2. Weight and balance is also determined by the position of the wings,

canards, and other surfaces along the fuselage. Have the students

move the wings, stabilizers, and canards to different positions in the

fuselage to determine the settings that make the glider fly best.

3. Have students measure and record the distance of each flight, and

compare the results with each change in the glider’s weight and

balance.

Wing

Wing

Fuselage

template 1 key

Wing

Wing

 Canard or

Horizontal Stabilizer

 Canard or

Horizontal Stabilizer Horizontal Stabilizer

template 2 key
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Aeronautical research usually begins with computers,

wind tunnels, and flight simulators, but eventually the

theories must fly. This is when flight research begins,

and aircraft are the primary tools of the trade.

Flight research involves doing precision maneuvers in

either a specially built experimental aircraft or an existing production airplane that has been modified. For

example, the AD-1 was a unique airplane made only

for flight research, while the NASA F-18 High Alpha

Reaseach Vehicle (HARV) was a standard fighter aircraft that was transformed into a one-of-a-kind aircraft

as it was fitted with new propulsion systems, flight controls, and scientific equipment. All research aircraft are

able to perform scientific experiments because of the

onboard instruments that record data about its systems,

aerodynamics, and the outside environment.

NASA pilots work closely with engineers to conduct a

meticulous flight program that gradually probes an

aircraft’s capabilities: edging toward the speed, altitude,

and structural limits that will define the final performance of an aircraft or concept. This procedure furnishes answers that will verify, extend, and perhaps

correct the inputs from computer studies, wind tunnel

tests, and simulation. It is the last step in the development process and leads the way for designs that can

be put into production. It also delivers the final word

on a most crucial question: How well does it fly?

The X-5 for instance, showed that an aircraft can be

flown with variable-sweep wings, a concept that was

later used in the many airplanes, such as the F-111,

F-14, and B-1. However, the X-3 demonstrated that

while some of the concepts in its design were successful (short wings), the combination of short wings, small

tail, and long fuselage did not fly well; aircraft designers took note, and avoided the X-3’s problems on subsequent short-winged aircraft.

Experimental research aircraft are tools of exploration,

incorporating the newest ideas in every aspect of aerospace flight, so for this reason they come in many

shapes and sizes. Some have short wings, delta wings,

swept wings, movable wings, and no wings. They fly

with jet engines, rocket engines, piston engines, solarelectric engines, and even no engines. Some research

planes are too small to carry a pilot, while others are

as big as airliners. And no matter how radical they seem

at first, they contribute to what is eventually considered conventional.

The first experimental planes designed exclusively for

research were the XS-1 and the D-558-1. They were

made in 1946 to enable scientists and pilots to study

flight near the speed of sound. Custom-made airplanes

were the only means to accomplish this research because supersonic wind tunnels at the time were not

accurate enough, and no other airplanes had flown

that fast. The supersonic era began when the XS-1 broke

the “sound barrier” in 1947.

In the 1950’s the famous “X-Planes” continued to take

people to higher altitudes and greater speeds. They were

the first aircraft to fly Mach 2 and Mach 3, and the

studies done with them influenced the designs of all

supersonic planes.

In the early 1960’s, the X-15 rocket plane became the

first aircraft to fly into space. It was one of many aeronautics projects that supported NASA’s Apollo Lunar

Landing Program, but the X-15 was so advanced that it

also benefited the Space Shuttle nearly 15 years later.

Since the 1970’s, NASA flight research has become

more comprehensive, with flights involving everything

from Space Shuttles to ultralights. NASA now flies not

only the fastest airplanes, but some of the slowest. Flying machines continue to evolve with new wing designs, propulsion systems, and flight controls. As always, a look at today’s experimental research aircraft

is a preview of the future.

Aircraft as Research Tools

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X-Glider Template 1
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X-Glider Template 2