When the Wright brothers set out to make the first powered airplane, they spent time researching flight and studying designs that had failed, as well as gliders that had been successful. They recognized the forces involved in flight, such as gravity, lift, thrust, and drag (a form of friction). If the lift is greater than gravity, then the plane will stay in the air. If the thrust is greater than the drag, then the plane will move forward. Even today, these same forces must be considered when a new airplane is designed.

How can a proper airplane that flies the longest time or the farthest distance be designed?

The design of the wing plays an important role in maximizing life while reducing drag. An airfoil is the part of the wing responsible for controlling lift. The size, shape, angle, and cover material of the airfoil determine the lift and the drag that the wing will experience at a certain wind speed. Form a hypothesis about how your group can design a paper airplane that will either fly the longest period of time or go the farthest distance.

     Goals

• Research paper airplane strategies.
  
  
• Design a paper airplane whose airfoil maximizes lift and minimizes drag.
  
  
• Analyze and communicate experimental results.

Materials

• Paper
• Measuring tape   (50 m)
• Metric ruler
• Stopwatch
• Balance
• Tape
• Stapler
• Paper clips
• Scissors

     Data Sources

• WebLinks
• View Student Data
• View Sample form

Plan

1. You may use a single sheet of any type of paper. You also may cut, fold, tape, glue, or staple the paper to form your airplane.
   
   
2. Design one or more types of paper airplanes. What type of paper will you use? What will be the shape of the wing?
   
   
3. Sketch your design. Organize the data you expect to collect in a table similar to the one below.
   
   
4. The testing area should be flat and open. Where will you test your designs?

1. Be sure your teacher approves your plan before you begin.
   
   
2. Build your design. Record its mass in your data table.
   
   
3. Experiment with different ways of flying your airplane. Record your observations in your data table.
   
   
4. Modify your design as you think necessary. Remember to change only one variable at a time.
   
   
5. Tell your teacher when you have finished the airplane that you think will fly as long and as far as possible.
   
   
6. Hold a class contest to determine three categories: greatest time in the air, greatest distance flown from starting point, and the greatest overall flight.

1. Compare and contrast the designs your class came up with. What features did the winning planes have?
   
   
2. How did the planes that flew long distances differ from the planes that flew for a long time?
   
   
3. Which design minimized drag? Maximized lift?
   
   
4. Post your design in the table below. How do your designs compare with the designs other classes have posted?