Emphasize that each student pair must document their problem solving process and keep a record of their observations, modifications, observations and possible solutions. Allow time for them to learn about the principles of flight and then use that knowledge to experiment on their airplane design. Set periodic time limits in order to facilitate the gathering of design information that will be compiled and used during the online collaboration periods. Teacher leads in-class debate on best glider revision plans. Scientific justification for design modification must be included in the description.
Classes share their redesign concerns, problems, questions and share suggestions and ideas.
Classes submit their best glider revision plan with explanation and scientific basis for revision. Guest aeronautical engineer shares insights on flight tests. March 22- 26 1. Wright Flyer staff groups students based on the type of changes made in their glider design. Classes within each group test each other's glider designs and report back their results, asking questions and explaining their observations.