ght Way: 

on Through Engineering 

ght Way: 

on Through Engineering North Carolina—First in Flight

Wilbur Wright ( 1867-1912 )

Orville Wright ( 1871-1948 )

Side View Front 

Back

Pilot Position

(next to the engine)

Kitty Hawk, NC

Top View

Front View

12.3 m

Pilot lay prone with head forward, his left hand operating the elevator lever, his hips in a saddle. Shifting the hips from side to side pulled the wires attached to the cradle, warping the wings and turning the rudder, both with one action, thus balancing and steering the airplane.

Wingspan, 12.3 m – Chord, 2 mOverall Length, 6.4 m – Height, 2.8 mWing Droop, 25.4 cmWeight, 229 Kg (without pilot)Airspeed, 50 km per hour

Truck: A wooden beam, with “skate-like”rollers supported the airplane as it ran downthe monorail during takeoff. It was leftbehind as the airplane rose.

Revolutions per min: Engine, 1025;propellers, 325 (Reduction, about 3 to 1)

The rear edges of thewingtips were flexible andcould be warped to maintainlateral balance.

Pulley moved by wires from control levershaft operated by pilot's left hand.

Bicycle hub rolled on monorail.

Instruments to record distance travelled,engine revolutions, and time while in the air.

Elevator Control Lever

Rudder

Skids for landing.

Wire Bracing

Elevator

Radiator

Gasoline Tank

Spruce Struts

Sprocket on propeller shaftdriven by chain from engine.

Elevator

Rudder

Back

Wings

www.centennialofflight.gov
a Century of Powered Flight

urned their dreams into reality and revolutionized the world. 

ed to honor the accomplishments of the Wright brothers, two brilliant, self-trained engineers from Ohio who

w the first power-driven, heavier-than-air machine in which man made free, controlled, and sustained flight. 

urred on the morning of December 17, 1903, at a place known as Kill Devil Hills, four miles from the village of Kitty

0:35, the Wright brothers’ machine began to move down a rail into a frigid wind that was gusting up to 37 meters

ne rose and fell for 12 seconds until it struck the sand approximately 37 meters from where it had become air

e in history, an airplane had taken off, moved forward under its own power, and landed at a point at least as high

ad started—all under the complete control of the pilot. The photograph of the first flight, depicted on the front of

ust as the Wright brothers’ machine left the rail. The Wright brothers alternately completed three additional flights

han the one before. 

ered flight represents a unique opportunity to focus on the historical significance of the aviation-related events

wing, December 17, 1903. More importantly, the 100th anniversary of flight presents an opportunity to inspire a

ntors, innovators, and dreamers. In the span of a single century, the vision, persistence, and ingenuity of many have

powered flight on the sand dunes of North Carolina’s outer banks to a permanent presence in space. 

anniversary of flight, the U.S. Congress established the Centennial of Flight Commission. The Commission encour

plifies the efforts of all the organizations and individuals planning to celebrate the achievements of the Wright

 of powered flight by serving as a central resource and a catalyst for activities. The Commission is encouraging and

d international participation in the commemoration of the centennial of powered flight by the public; educators and

e, and local government officials; the military; members of civic and cultural organizations; and members of the avi

dustry. 

he U.S. Centennial of Flight Commission’s Web site (http://www.centennialofflight.gov), where you will find a

n about the history of aviation and aerospace. A few examples of what can be found on the site include a search

ures upcoming events related to aviation and aerospace with a “Submit an Event” button that allows event plan

n. Essays can be found under the “History of Flight” section of the Web site. Under “For Educators and Students,”

 downloadable bookmark, and an Educational Resources Matrix with hundreds of aviation and aerospace-related

 where you will be able to locate curriculum materials, information about workshops, scholarships, museums, and

ilms, and special collections are located under the Sights and Sounds of Aviation category of the site. New materi

ing added to the site so be sure to visit often and check out “What’s New.” 

 Flight Commission has formed numerous partnerships in its quest to encourage and promote celebrations

others and others who have contributed to the history of aviation and aerospace. These organizations are

entennialofflight.gov/partners
or

er is to help you inspire, educate, and encourage your students to learn about the Wright brothers, the 100th

 the history of aviation and aerospace. The activities are designed to provide hands-on experiences for your 

ome of the engineering processes that the Wright brothers and others used. All of the activities utilize the 

elated to the Principles and Standards for School Mathematics (http://standards.nctm.org) and the National

dards (http://www.nap.edu/html/nses/html/). The Standards for Technology Literacy from the International

ssociation (http://www.iteawww.org/TAA/TAA.html) are also a valuable measurement resource. As students,

chanics, Wilbur and Orville Wright used the traditional inch/pound system that is still the standard measurement

ed States today. However, during their flight tests in North Carolina, they measured wind speed in meters per

iles per hour. As your students investigate how the Wright brothers solved the mysteries of mechanical flight,

er why. We hope that the information provided on this poster will help you teach your students about the metric

al sources of information listed on this poster. The “NASA Resources for Educators,” the “Web Resources,” and

hnology Connections” sections will help you and your students locate information, educational products, and

Wright brothers and the history of aviation and aeronautics.

 Your Students Started

ncludes an outline of the State of North Carolina whose motto is “First in Flight.” How and why did two brothers

ation for their first flight? How did they get there? How often did they go to North Carolina? How long did they

e? Where did they build their gliders and the 1903 airplane—North Carolina or Ohio? Were their machines

ate to the other, if so, how?

 known as “The Birthplace of Aviation?” Where did the Wright brothers live in Ohio? What did they do there?

terested in aviation? 

ht brothers live? Besides North Carolina, where did the Wright brothers fly? 

orth Carolina and Ohio are well known for early developments in aviation, many people from other States and

rld were thinking about flight, building aircraft, and conducting experiments before, during, and after the Wright

 flight. Who were these people? Where did they live? What contributions did they make? 

aviation and aerospace history. Design a poster representing the history of aviation and aerospace in your State.

nformation about significant people, places, and historical aviation and aerospace events in your State. Share your

h others in your school, community, or State. Send an electronic copy of your poster and your calendar to the

mmission at centennialofflightadmin@hq.nasa.gov. Plan your own centennial of flight celebration. If your event

lusion on the Commission’s calendar, complete and submit the electronic form found on the Calendar page 

 how the advances in aviation and aerospace during the past 100 years have affected you and your family.

will occur in aviation and aerospace in the next 100 years.
Special Theme For 2002–03 and 2003–04 School Years

Journalism

ms of 2–4

 or Teams of 2–4

est

uture!

ures of Flight:

dswept beach near Kitty Hawk, NC, on December 17,

eading up to this milestone? How did this event change

o have or are exploring the fundamentals of flight?

world? What is the future of aviation? What research is

ns? Can you predict future aviation milestones?

achievements in a manner that is accurate, engaging,

aks to the inner spirit of exploration and discovery.

g one of the following media:

ant photos, illustrations, or other graphics, 

e report in your choice of format 

e or special report, or documentary).

ut investigation and production methods.

 an entry form, b) an educator data form, 

ces:

ov/centuryofflight

For complete details and to obtain anentry form, competition rules, checklist,judging rubric, and resource guide,please visithttp://education.nasa.gov/nsip. 

Any questions? Send an e-mail to

info@nsip.net or 

call 1-800-848-8429.

Robert E. Lucas Intermediate School,Cincinnati, OH

tudent Involvement Program (NSIP)
Activity Instructions

1. Make a copy of this Sled Kite Template.

Carefully cut out the kite.

2. Decorate the top of the sled kite using

crayons, markers, or other media.

3. Trim the length of the two drinking

straws so they will fit in the area

marked for the straws. Tape them in

place.

4. Place two or three pieces of tape in the

marked areas covering the black circles.

5. Using a single-hole paper puncher,

carefully punch the two holes marked

by the black circles.

6. Cut two pieces of kite string 45 cm

each. Tie a string through each hole.

7. Tie the opposite end of both strings to

a paper clip.

8. Tie one end of the 1 m long piece of

string to the other end of the paper

clip. Your sled kite is ready to fly!

9. Outside in a clear area, hold the 1 m

length of string and run with the kite to

make it fly.

10. Run slow and run fast, and observe

how the kite flies at different towing

speeds.

11. Record observations on the “Sled Kite

Flying Journal” page.

Objectives

The student will 1) construct and fly a simple sled kite; 2)

demonstrate how to make the kite fly at varying heights.

Materials (per kite)

Sled Kite Template (black outline)

Two drinking straws

Tape

Scissors

Two 45 cm lengths of string

One 1 m length of string

Metric ruler

Single-hole paper puncher

One paper clip

Markers, crayons, pencils

Selection of paper (crepe, tissue, newspaper)

straw

tape

paper clip

—Classroom Activity
Sled Kite Flying Journal

_ Student’s Name ______________________________________________________________

r; include wind speed and direction. ______________________________________________________

_____________________________________________________________________________________

 with your Sled Kite under the following circumstances.

your Sled Kite. ________________________________________________________________________

_____________________________________________________________________________________

our Sled Kite.__________________________________________________________________________

_____________________________________________________________________________________

appened when you walked with your kite. __________________________________________________

_____________________________________________________________________________________

 when you ran with your kite. ____________________________________________________________

_____________________________________________________________________________________

 to your kite if you add a tail. ____________________________________________________________

_____________________________________________________________________________________

ew with a tail. ________________________________________________________________________

_____________________________________________________________________________________

flying your kite with a longer tail and a shorter tail. __________________________________________

_____________________________________________________________________________________

 when you flew your kite with a longer tail and a shorter tail. __________________________________

__________________________________________________________________________________________________________________________________________________________________________
ators and Students:

) FilesTM series of Emmy-award-winning, science-based, instructional programs introduces students in grades

 mathematics, science, and technology through the use of Problem-Based Learning (PBL), scientific inquiry,

mphasizing standards-based instruction, each program in the series has three components: a 60-minute tele

o four, 15-minute segments), an educator’s guide, and an interactive Web site featuring a PBL activity that

explore topics presented in the broadcast. The Web site also contains a wealth of instructional resources.

NASA Science Files is available from http://scifiles.larc.nasa.gov/treehouse.html

es of 30-minute, Emmy-award-winning, instructional mathematics programs for grades 6–8. Emphasizing

 this series seeks to establish a connection between the mathematics, science, and technology concepts

 those same concepts used every day by NASA researchers. Each program in the series has three compo

n broadcast; a lesson guide which includes a hands-on activity that reinforces and extends the objectives 

d establishes a connection between the math, science, and technology taught in the classroom; 

ity which provides educators with the opportunity to integrate technology in the classroom. More 

NNECT is available from http://connect.larc.nasa.gov

mmission

t.gov

Web Site—Investigations 

ht: past, present and future!

ebratingflight

nformation and links about

ed the process of invention

 flight.

Wright Brothers’ Flights

right/background/1899.html

source with express 

m/lessons/02-012/index.html

Links to Many Aerospace Activities, Resources, OnlineOpportunities and Careershttp://www.aerospace.nasa.gov/eduResearch the History of Spaceflight in the 20th Centuryhttp://spacelink.nasa.gov/Instructional.Materials/Online.Educational.Activities/Century/index.htmlAccess Career, Information, and Instructional Resourcesfrom the National Society of Professional Engineers athttp://www.nspe.orgInformation about the Metric System Can Be Found atthe National Institute of Standards and Technologyhttp://www.nist.gov
The graph below represents a mathematical model of

how the Wright brothers’ first flight may have happened.SPEED vs. TIME

s—Classroom Activities

ill analyze and interpret data from the four flight trials of the Wright brothers on December 17, 1903, and use 

to write explanations of the events.

w and calculate the average speed of each flight trial.

paring the average speeds of the four trials. What factors might have influenced the flight of the plane and caused 

ds?

of “Speed vs. Time” below. Identify the events that occurred in sections A, B, and C of the graph. 

about what happened during the flight.

Speed = Distance/Time

Distance (meters) Time (seconds) Average Speed (m/sec) 

37 12

____________________________

53 12

____________________________

61 15

____________________________

260 59 ____________________________

A

43210

6 12

Time (seconds)

Speed (meters/second)

Kitty Hawk that day was up to 12 meters/

ed of the machine over the ground against the

ers/second. What would have been the speed

alm air? How far would it have traveled during

calm winds?

ere not as constant as the data might indicate.

 control problems and erratic speeds. Find

 brothers solved these problems in later air

xperience of your students, use the graph

s a model to create a graph that shows the

tion of the Wright Flyer during the flight.

B

C
ght brothers Model EX airplane built in response to 

0 to be given to the first person to fly across the

l model” of the flight that took place in 1911 when

dgers attempted a coast-to-coast, 30-day journey in

Unfortunately his flight took 49 days and was

ms, which included crashes when he collided with

d other obstacles. He replaced numerous parts of

tops along the way, but managed to keep the

 on flying.

cal model” of “Cal” Rodgers’ flight in the Vin

out the first 10 days of Rodgers’ trip. Research the

lane, the events that took place between days 3, 4,

 the shapes of the “mathematical model” changed.

e class using the “mathematical model” as a 

entire flight.

Time (days)

5 10

SPEED vs. TIME

Extensions and Technology Connections: Measurement of All Things: Tools of the Aeronautics Trade

http://connect.larc.nasa.gov/pdf/measure.tools.guides.pdf

Aerodynamics Problem Sets for High School Mathematics Courses

http://www.lerc.nasa.gov/WWW/K-12/BGA/BGAindex.html

The Flight of the Vin Fiz Flyer: The First Crossing of America by Air

http://aerofiles.com/vinfiz.html

First Flight Data Activities for Grades 5–8 from NASA Explores

http://www.nasaexplores.com/lessons/01-081/5-8_2.pdf

Exploring Aeronautics CD-ROM (Grades 5–8)An interactive exploration of how airplanes work, and how NASA tests them

http://catalog.core.nasa.gov/core.nsf/item/400.0-91

Earth to Orbit: Engineering Design Challenges Curriculum Supplement (Grades 6–9)Use specially prepared activity guides to investigate NASA engineering challenges

http://eto.nasa.gov

Flight Testing Newton’s Laws CD-ROM, Videos, Educator Guide(Grades 9–12)Fly with NASA test pilots and perform research with NASA engineers with this interactive multimedia package

http://trc.dfrc.nasa.gov/trc/ntps

Virtual Skies Web Site (Grades 9–12)Students use NASA air traffic management techniques to make real-life decisions in aeronautics, geography, mathematics and meteorology

http://quest.nasa.gov/aero/virtual

The Wright Flyer: Practice Makes Perfect—Activities for Grades 9–12

http://www.nasaexplores.com/lessons/01-081/9-12_index.html

Beginner’s Guide to Aeronautics Online

http://www.grc.nasa.gov/WWW/K-12/airplane/bga.html

Aerospace-Related Activities, Experiments, and Lesson Plans

http://www.lerc.nasa.gov/WWW/K-12/aeroact.htm 

tered trademark of Inventing Flight: Dayton 2003.
EW-2002-08-137-HQ

The Wright Way: Innovation Through EngineeringPlease take a moment to evaluate this product athttps://ehb2.gsfc.nasa.gov/edcats/educational_wallsheetYour evaluation and suggestions are vital to continually improving NASA educational materials. Thank you.

ources for Educators (CORE)

international distribution of

ls in multimedia format.

d an order form by one of the

onal School

asa.gov 

rk (ERCN)

able to the education commu

ucator Resource Center (ERC)

py, or receive NASA materials at

 if you are unable to visit the

a. A list of the centers and the

wing:

Regional Educator Resource Centers offer more educators

access to NASA educational materials. NASA has formed partnerships with universities, museums, and other educational institutionsto serve as regional ERCs in many states. A complete list of regional

ERCs is available through CORE, or electronically via NASASpacelink at http://spacelink.nasa.gov/ercnNASA’s Education Home Page serves as the education portal forinformation regarding education programs and services offered byNASA for the American education community. This high-level directory of information provides specific details and points of contact for

all of NASA’s educational efforts, Field Center offices, and points ofpresence within each State. Visit this resource at the followingaddress: http://education.nasa.govNASA Spacelink is one of NASA’s electronic resources specificallydeveloped for the education community. Spacelink serves as an electronic library to NASA’s educational and scientific resources, withhundreds of subject areas arranged in a manner familiar to educators. Using Spacelink Search, educators and students can easily 

find information among NASA’s thousands of Internet resources.Special events, missions, and intriguing NASA Web sites are featuredin Spacelink’s “Hot Topics” and “Cool Picks” areas. Spacelink maybe accessed at http://spacelink.nasa.govNASA Spacelink is the official home to electronic versions of 

NASA’s Educational Products. A complete listing of NASA

Educational Products can be found at the following address:http://spacelink.nasa.gov/productsNASA Television (NTV) features Space Station and Shuttle mission

coverage, live special events, interactive educational live shows, electronic field trips, aviation and space news, and historical NASAfootage. Programming has a 3-hour block—Video (News) File, NASA

Gallery, and Education File—beginning at noon Eastern and repeatedfour more times throughout the day. Live feeds preempt regularlyscheduled programming.Check the Internet for programs listings at http://www.nasa.gov/ntvFor more information on NTV, contactNASA TVNASA Headquarters–Code P-2

Washington, DC 20546-0001Phone (202) 358-3572

NTV Weekday Programming Schedules (Eastern Times)Video File NASA Gallery Education File

12–1 p.m. 1–2 p.m. 2–3 p.m.

3–4 p.m. 4–5 p.m. 5–6 p.m.6–7 p.m. 7–8 p.m. 8–9 p.m.

9–10 p.m. 10–11 p.m. 11–12 p.m.

12–1 a.m. 1–2 a.m. 2–3 a.m.

How to Access Information on NASA’s Education Program,Materials, and Services (EP-2002-07-345-HQ) This brochure serves as a guide to accessing a variety of NASAmaterials and services for educators. Copies are available throughthe ERC network, or electronically via NASA Spacelink.

urces for Educators

Mail Code 130.3

reenbelt, MD 20771-0001

hone: (301) 286-8570

ttp://www.gsfc.nasa.gov/vc/erc.htm

O, KS, NE, NM, ND, OK, SD, TX

pace Center Houston

ASA Educator Resource 

enter for NASA Johnson 

pace Center

601 NASA Road One

ouston, TX 77058

hone: (281) 244-2129

ttp://www.spacecenter.org/

ducator_resource.html

L, GA, PR, VI

ASA Educator Resource Center

ASA Kennedy Space Center

Mail Code ERC

ennedy Space Center, FL 32899

hone: (321) 867-4090

ttp://www-pao.ksc.nasa.

ov/kscpao/educate/edu.htm

KY, NC, SC, VA, WVVirginia Air & Space CenterNASA Educator Resource

Center for NASA LangleyResearch Center600 Settlers Landing RoadHampton, VA 23669-4033Phone: (757) 727-0900 x 757http://www.vasc.org/erc/AL, AR, IA, LA, MO, TNU.S. Space and Rocket CenterNASA Educator Resource

Center for NASA MarshallSpace Flight CenterOne Tranquility BaseHuntsville, AL 35807Phone: (256) 544-5812http://erc.msfc.nasa.govMSNASA Educator Resource

CenterNASA Stennis Space CenterMail Stop 1200Stennis Space Center, MS 39529-6000Phone: (228) 688-3338http://education.ssc.nasa.gov/erc/erc.htm

CANASA Educator Resource

Center for NASA JetPropulsion LaboratoryVillage at Indian Hill1460 East Holt Avenue, Suite 20Pomona, CA 91767Phone: (909) 397-4420http://learn.jpl.nasa.gov/resources/resources_index.htmlAZ and Southern CA NASA Educator Resource

Center NASA Dryden FlightResearch CenterPO Box 273 M/S 4839Edwards, CA 93523-0273Phone: (661) 276-5009http://www.dfrc.nasa.gov/trc/ERC/VA’s and MD’s Eastern ShoresNASA Educator Resource

Center for GSFC/Wallops

Flight FacilityVisitor Center Building J-17Wallops Island, VA 23337Phone: (757) 824-2298http://www.wff.nasa.gov/~WVC/ERC.htm