TITLE: Paper Airplane Science
AUTHOR: Steve McCombs, Ft. Greely School,
Delta Junction, AK
GRADE LEVEL/SUBJECT: (2-6)
OVERVIEW: Most elementary students do not have a good grasp
of the scientific method or how to set-up an experiment,
collect data, test a hypothesis, or organize the information
after an experiment. Children can do real science by asking
simple 'what it questions' that can be tested. for example
my son, David, wondered what type of popcorn popped best. We
eat a lot of popcorn and friends often give us special types
of seeds to try. Using one hundred seeds of six types of
popcorn and a hot air popper he tested the seeds and graphed
the results. The amount popped varied from 65% to 97% for
the six types tested. The experiment was written up and used
in his school science fair. The best part of the experiment
was its simple uniqueness. It tested an idea and was not a
copy from a book of experiments already tried.
PURPOSE: The purpose of this activity is for students to
gather some baseline information, make one variable and test
the results, make another variable and test the results,
choose a paper plane design that they believe will fly the
farthest and test the results, graph the longest and average
distances flown for each of paper plane trails.
OBJECTIVE(s):
1. Make and fly a paper airplane.
2. Work cooperatively with a partner in collecting data.
3. Be introduced to the terms hypothesis, variable, and
average.
4. Follow directions in making a complex paper plane
design.
5. Organize and graph data collected.
Older students may write-up experimental procedures,
results, and conclusions.
RESOURCES/MATERIALS: Teacher materials include a simple
proven airplane design and plans or kits for experimental
airplane. The White Wing Kits are on the market from Eddie
Bauer and there are several books on paper airplanes. The
school library/media center should be able to provide
references. Two ten meter tapes, paper clips, graph paper,
and scissors should also be on hand.
DATA SHEET
Name ____________________________
Date __________________
Type of plane ____________________________ (ie. paper clip
plane)
Distance flown:
Trial 1 __________
Trial 2 __________
Trial 3 __________
Trial 4 __________
Trial 5 __________
Shortest trial ______________
Next __________________
**Next __________________
Next __________________
Longest trial __________________
Average (**) __________________
Other information:
ACTIVITIES AND PROCEDURES:
To test your paper airplanes a space at least 60 feet long
is needed. The school cafeteria, gym, multipurpose room, or
a long hallway will work. The planes are made to be flown,
but only during the measured trials. A couple rules are
needed. Students flying planes not during the trials will
lose their opportunity to fly that day. Students must have a
partner to collect the data.
1. Students all make the same design paper airplane. The
design should be simple to make and fly well.
2. Each student will be given five trials to fly his/her
plane. The flight distance will be measured in
decimeters and called out by the teacher. The student's
partner will record the distance for each trial. After
the five trials the student will organize the data from
shortest flight to longest flight. The flight in the
middle will be the average, median, distance. Data
sheets will be kept in a folder for each student until
the experiment is completed.
3. Using the same airplane design students will repeat the
procedure using a paper clip on the end of the plane.
This will be the one variable tested.
4. Using the same airplane design students will make flaps
at the back of the plane. Flaps are made by cutting
four slits on the rear edge of the wings and folding
the slotted portion up. The plane is tested as before.
5. Using a set of photocopied designs or paper airplane
kits students will pick and construct the design which
they think will go the farthest. Data will be collected
using the same methods as previous trials.
6. Each type of plane will be assigned a color for
graphing. Using two sheets of 100 square paper students
will horizontally graph the results of the longest
flight and average flight for each type of plane; plain
paper, paper clip, flaps, and experimental. (Other
variations may be tried such as 14 inch paper versus 11
inch or various weights of paper could be used from
onion skin to construction paper.)
TYING IT ALL TOGETHER:
After the graphs are finished, they should be displayed with
the data sheets. Review the scientific process. Review what
was tested and what was changed for each series of flights.
See how the predictions of the longest flying experimental
design turned out. Using the graphs check if one design was
always the farthest flying. Check the graphs to see if one
variable made a difference in distance for the majority of
planes and discuss why it did not work for all planes.
Students should be able to outline other things which could
be tested.
This can be a fun activity. Making planes once a week can
make the project last four to five weeks. The activity
provides several opportunities for cross curriculum
activities in the ares of social studies (transportation,
history of light, impact of flight on our society) and
language arts (report writing and creative writing) It is
simple to do and enjoyable if one can endure a little chaos
during the flight trials.