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Using Mathematical skills such as geometry and measurement to create a squad of Paper Planes
Using Mathematical skills such as geometry and measurement to create a squad of Paper Planes
Learning Intention: Using measurement and geometry in the planning and construction of paper airplanes.
Learning Intention: Using measurement and geometry in the planning and construction of paper airplanes.
Success Criteria:
Success Criteria:
Identify a Mathematical skills when designing a paper plane
Describe how a design can help the plane fly
Justify the use of length, folding and angles when making an efficient plane
Reflect how Maths can be used in other elements of STEAM
MATERIALS:
MATERIALS:
- A4 paper
- A pair of scissors (for some plane designs)
- A ruler to help with folding (optional)
- A tape measure to measure flight distance (optional)
- A stopwatch to measure flight time (optional)
- Textas to decorate your designs (optional).
TASK:
TASK:
Construct a squad of paper planes and estimate how far each plane will fly.
Construct a squad of paper planes and estimate how far each plane will fly.
1. Give each person in your family who is involved in this challenge a piece of A4 paper. If it is just you then you can place 3 to 4 pieces of paper next to each other.
1. Give each person in your family who is involved in this challenge a piece of A4 paper. If it is just you then you can place 3 to 4 pieces of paper next to each other.
2. Start designing and making paper planes. You can use this template to help you fold the plane. Alternatively you could make a different plane of your choice.
2. Start designing and making paper planes. You can use this template to help you fold the plane. Alternatively you could make a different plane of your choice.
3. Even though you are competing with other family members to see whose plane can fly the farthest, talk with each other about the positives, negatives and interesting points of each design to help make everyone’s plane better.
3. Even though you are competing with other family members to see whose plane can fly the farthest, talk with each other about the positives, negatives and interesting points of each design to help make everyone’s plane better.
4. Once everyone is satisfied with their plane, draw a table where each person records an estimation of how far their plane might fly and how long their plane might stay in the air. Think about units of measurement that could best be used for distance – would metres, centimetres or millimetres be best? Think about units of measurement that could best be used to record flight time. Do you think hours, minutes or seconds would be best?
4. Once everyone is satisfied with their plane, draw a table where each person records an estimation of how far their plane might fly and how long their plane might stay in the air. Think about units of measurement that could best be used for distance – would metres, centimetres or millimetres be best? Think about units of measurement that could best be used to record flight time. Do you think hours, minutes or seconds would be best?
5. Launch your planes.
5. Launch your planes.
6. Grab a camera to capture images or video of your planes.
6. Grab a camera to capture images or video of your planes.
Reflection
Reflection
Who in your family made the plane that flew the furthest?
Who in your family made the plane that flew the furthest?
Who in your family made the nearest estimations regarding their plane’s flight distance and time in the air?
Who in your family made the nearest estimations regarding their plane’s flight distance and time in the air?
How did your measurement effect the design of your planes?
How did your measurement effect the design of your planes?
How did the folding and production of your angles effect the planes design?
How did the folding and production of your angles effect the planes design?
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