DESIGNING A BETTER
HELICOPTER: An Experiment
Table of Contents
WHAT MAKES A GOOD HELICOPTER: Brainstorming .............................................................. 2
DESIGN THE EXPERIMENT: Group-work ................................................................................. 3
RECORD THE DATA ................................................................................................................ 5
GRAPH THE DATA .................................................................................................................. 6
USING ALGEBRA TO ANALYZE THE DATA ............................................................................... 7
CONCLUSION/REFLECTION .................................................................................................... 9
APPENDIX A: Helicopter template ........................................................................................11
APPENDIX B: Design Paper ...................................................................................................13
APPENDIX C: Definitions and Examples of Experiments ........................................................15
APPENDIX D: Final Essay Graphic Organizer ..........................................................................16
GRADE REPORT ....................................................................................................................17
~1~
Understanding the Four Forces of Flight
Throughout history, man has longed to fly. We can run, jump, crawl, and even swim, but our
bodies are not made to soar with the birds. That did not stop inventors from trying. They created
human sized wings and flapped as hard as they could. Some even jumped from very high places, but
human muscles are not strong enough to keep us in the air. Today we still cannot fly as freely as
birds, but we can travel in airplanes, helicopters, and hang gliders. It took hundreds of years, and
much experimenting before scientists learned that there are four forces that affect flight. Scientists
call the study of flight and its forces aerodynamics. Without these forces working together, we would
never get off the ground.
Travelers who must go long distances often prefer
airplanes, because planes are much faster than cars. However,
planes do not move quickly just to keep airline customers
happy. A plane must move forward at a very fast rate in order
to take off and stay in the air. The high speed of a moving
airplane is caused by the first force of flight, thrust. Thrust is the
force that keeps the plane moving forward. It can be created by
a powerful jet engine, airplane propellers, or rocket engine.
Drag is the second force of flight.
Drag is the force that pushes against the plane and
slows it down. It may look like planes are flying through empty space, but that space is full of air. And,
like everything else on Earth, air has weight. Air creates drag, because the plane has to work to push
through it. If the drag created by the air is greater than the thrust, the plane will not be able to fly.
The third force of flight has a name you may know very well-gravity. Gravity is the force that
holds everything to the Earth. Gravity is what causes people and things to fall down, toward the Earth,
instead of floating up and away. Without it, we would have a hard time keeping our feet on the
ground! Gravity also affects airplanes. Like any object, airplanes are held on the surface of the planet
by gravity. In order to take off, the plane must overcome this force.
Fighting against gravity takes a lot of thrust. It also requires the fourth force of flight. Lift is the
force that allows a plane to lift off the ground and stay in the air. Lift is created when air passes very
quickly over and under the wings of the airplane. Airplane wings are perfectly shaped so that air
passes over a wing much faster than it passes under. This creates low air pressure above the wing,
and high pressure below the wing. The result is lift.
Summing Up
Airplanes are complex machines. Despite their size and thousands of parts, they only need
four forces to get lift off and stay in flight. Thrust moves a plane forward. Drag slows it down. Gravity
pulls a plane down toward the Earth, and lift raises it up into the sky To stay in the air, the plane must
have enough thrust to fight against the drag. It must also have enough lift to overcome the Earth’s
gravity. To slow down and land, the plane will need more drag than thrust, and the lift must be weaker
than gravity. Thrust, drag, gravity, and lift all work together to get heavy airplanes-and their
passengers-safely around the world.
~2~
1. How does thrust help a plane fly?
a. Thrust lifts the plane up.
b. Thrust gives the plane speed.
c. Thrust slows the plane down so it can land.
d. Thrust lifts air beneath the wings.
2. If drag is greater than thrust, what will happen to the plane?
a. The plane will go faster.
b. The plane will travel slower and higher.
c. The plane will go faster and higher.
d. The plane will go slower and be unable to fly.
3. How do wings help airplanes fly?
a. The shape of airplane wings helps create lift.
b. Wings create thrust, which speeds the plane up.
c. Wings fight drag and keep the plane moving forward.
d. Wings slow the plane down.
4. If lift is greater than gravity, what will happen to the airplane?
a. The plane will fly downward.
b. The plane will fly upward.
c. The plane’s flight will not change.
d. The plane will not be able to fly.
5. Where does an airplane get its thrust?
a. wings
b. tail
c. wheels
d. engine or propeller
~3~
WHAT MAKES A GOOD HELICOPTER: Brainstorming
Brainstorming: Suppose a group of your friends are having a contest to design a paper helicopter that remains aloft the
longest when dropped from a certain height. To be fair, everyone starts with the helicopter template given, which is easy
modify and replicate. Use this template found in Appendix A to create a paper helicopter and do some informal
experiments with it in order to begin to generate ideas and answer the questions below.
1) Why does the helicopter fall to the ground? What physical forces are at play when the helicopter falls to the ground?
2) What are some variables that might influence how the helicopter flies and the speed at which it falls to the ground.
3) Thinks of 4 or5 ways you could vary these factors to test how they influence how the helicopter flies (be creative).
4) What are some conditions that you want to keep constant when you try to test these factors? Why is it important to
keep these factors constant?
~4~
DESIGNING THE EXPERIMENT: Group Work
Time keeper______________________ Recorder______________________ Pilot_______________________
PROBLEM/QUESTION (what you will investigate in your experiment?):
___
______
HYPOTHESIS (a single sentence explaining what you think will happen between the variables in the
experiment)
If
___
Then
___
VARIABLES:

Independent Variable (what you will be changing):
_________

Dependent Variable (what will respond to the change):
_________

Constants (what must remain the same, name 3 or 4):
______________________
______ ______________________________________________________________
Experimental Procedure (the steps you will take to carry out the experiment and test your hypothesis):
~5~
Recording Data (how will you record the results of your experiments?)
How will you plot the data on the graph? What increments of measurements will you use for the yaxis and for the x-axis?
Notes (Errors, difficulties, modifications, adjustments or constants that were not controlled):
~6~
RECORD THE DATA
Trial
1
a
b
c
2
a
b
c
3
a
b
c
4
a
b
c
5
a
b
c
6
a
b
c
7
a
b
c
8
a
b
c
Dependent Variable -X
Independent Variable-Y
(average from trials a, b & c)
(what you change about the helicopter)
______________________________
______________________________
~7~
An
aly
ze
th
e
Da
ta
1.
Fin
din
g
the
“li
ne
of
bes
t
fit”
Po
siti
on
a
rul
er2
.
Fin
din
g
the
“
~8~
USING ALGEBRA TO ANALYZE THE DATA
1. Finding the “line of best fit” in a scatter plot
 You have graphed you data into what is called a scatter plot ( as you’ll noticed the points
you have plotted are scattered around the graph)

Position a ruler or another object with a straight edge so that the plotted points are as close
to the line as possible.

Find two points that you think will be on the “line of best-fit.” Different people may choose
different points. Write the 2 points below using this format: (X , Y)
Point 1: (
,
1
1
)
Point 2: (
2
,
)
2
2. Calculate the slope
 Find the slope of the line through your two points by using the formula below.
3. Write an Equation
 Write the equation of the line using the formula:
 m=slope, b= y-intercept
~9~
y = mx + b
4. Fill in the table of values
 This equation can now be used to predict information that was not plotted in the scatter plot.
 Use this equation in the table of values below to find the missing points.
Table of Values
X Value
Equation
Y Value
8
10
12
14
10
15
25
30
4. How do these equations help you understand and interpret your experiment?
5. Can you figure out how many inches or feet your helicopter dropped per second?
~ 10 ~
CONCLUSION/REFLECTION
1.
2.
3.
4.
5.
6.
Restate the problem or question.
Briefly describe your experiment in enough detail that someone else could repeat it.
Summarize the data from your experiments.
Compare your data to your hypothesis: Does your data support your hypothesis? Why or why not?
Discuss what you learned.
Problems/Improvements: What problems did you have with the lab, what would you do differently?
~ 11 ~
~ 12 ~
Appendix A
Cut along
the solid
lines and
fold along
the dashed
lines
1.4 grams
~ 13 ~
~ 14 ~
Appendix B
Appendix B
~ 15 ~
Appendix C
Definitions and Example an Experiment
1. Problem: This is typically stated in a question format.
 EXAMPLE: What factors affect short term memory?
2. Research: The researcher will typically gather information on the problem. You may use the internet or the
library to do general or scientific research.
 EXAMPLE: There articles online that talk about how sleep, age and other factors will affect memory.
There are also scholarly articles in periodicals like “The Journal of Cognitive Psychology” that
contains more specific research on different factors affect memory
3. Hypothesis: Make an educated guess as to what will solve the problem. Ideally this should be written in an
if-then format.
 EXAMPLE: If a person receives memory strategies or instruction before reading a string of numbers
they will be able to recall more numbers then someone who does not receive strategies.
4. Experiment: Test your hypothesis
 EXAMPLE: give a list of numbers to 2 groups of subjects. One group will receive a memory strategy
and one group will not.
Independent Variable (I.V.): The variable you change, on purpose, in the experiment. To help remember it,
think of the phrase “I change it” emphasizing the Independent variable.
 EXAMPLE: The memory strategies are the thing I change.
TEACHERPAGES
Dependent Variable (D.V.): The response to the I.V.
 EXAMPLE: How many numbers the subjects who have been given the reading strategies will remember.
Constants: Conditions that remain the same in the experiment.
 EXAMPLE: The environment of the classroom, the general age of students, the amount of time given
to remember the number, the level of distraction or noise in the classroom.
5. Recording and analyzing the data: What sort of results did you get? Data is typically organized into data
tables. The data is then graphed for ease of understanding and visual appeal.
 EXAMPLE: Out of 20 students who received memorization strategies on average they remembered 12
out of 15 digits. Out of 20 students who received no memorization strategies they remembered 8 out of
15 digits.
6. Conclusion: What does all the data mean? Is your hypothesis supported?
 EXAMPLE: The data shows that students who are given strategies on average remember 4 more digits
than students who did not receive instruction. This conclusion supports my hypothesis that memorization
strategies will help a person remember a string of digits.
Other ideas for the rest of the semester fun ideas to get the first couple of lessons started and fun classroom
experiments to perform in class. What is a motivation in education
~ 16 ~
Appendix D
Essay
Directions:
As a first step to organizing your essay use the graphic organizer below to show which questions you will answer
in specific paragraphs of the essay. You may also use this graphic organizer to include any other notes about
how you will organize your essay. Please hand this in with you completed essay.
1.
2.
3.
4.
5.
6.
Restate the problem or question.
Briefly describe your experiment in enough detail that someone else could repeat it.
Summarize the data from your experiments.
Compare your data to your hypothesis: Does your data support your hypothesis? Why or why not?
Discuss what you learned.
Problems/Improvements: What problems did you have with the lab, what would you do differently?
~ 17 ~
Scientific Method Quiz
2. After scientists analyze the results of their experiments, they ____.
A. form hypotheses
B. include a control
C. communicate those results to other people
D. choose the variables they want to test
3. Which of the following steps to solve a problem must be completed first?
A. analyzing data
B. recognizing and identifying the problem
C. forming a hypothesis
D. testing a hypothesis
4. Which of the following steps to solve a problem is completed last?
A. analyzing data
B. recognizing and identifying the problem
C. drawing conclusions
D. testing a hypothesis
5. A prediction or statement that can be tested is a(n)____.
A. conclusion
B. observation
C. control
D. hypothesis
~ 18 ~
6. A factor in an experiment that can change is a(n)____.
A. observation
B. variable
C. control
D. hypothesis
7. One tool that can be used to display your data is a ____.
A. balance
B. spring scale
C. microscope
D. computer
8.
One way to reduce bias in an experiment is to ____.
A. ask only girls a question about a school topic
B. take numerical measurements of the results
C. use descriptive phrases as your data
D. make sure that the results come out the way you want them
9. A good way to organize and record your results and observations is ____.
A. in a data table
B. by using a calculator
C. with a balance or spring scale
D. by having a hypothesis before you begin your experiment
~ 19 ~
10. Which skill are you using when you use your five senses to gather information?
A. posing questions
B. observing
C. developing hypotheses
D. designing experiments
11. Facts, figures, and other evidence learned through observation are called
A. variables.
B. experiments.
C. questions.
D. data.
12.What characteristic must be true of a good hypothesis?
A. It must be correct.
B. It must have been observed many times.
C. It must involve quantitative data.
D. It must be testable by observation or experiment.
13.In a controlled experiment, a scientist is studying how long it takes parachutes of different sizes to fall to the ground.
What is the manipulated variable?
A. the size of the parachute
B. the height from which the parachute is dropped
C. the size of the object carried by the parachute
D. the time it takes for the parachute to drop
~ 20 ~
14. What skill is a scientist using when she listens to the sounds that whales make?
A. interpreting data
B. developing hypotheses
C. making observations
D. drawing conclusions
15. Measurements of the heights of various plants in an experiment are called
A. data.
B. inquiries.
C. theories.
D. inferences.
16. Your friends return from a canoe trip on the lake and they are dripping wet. What inference might you make?
A. Their clothes are wet.
B. They are tired.
C. Their canoe tipped over.
D. They are skillful at canoeing.
17. A possible explanation for a set of observations is known as a (n)
A. variable.
B. hypothesis.
C. theory.
D. conclusion.
~ 21 ~
18. When you decide whether or not the data support the original hypothesis, you are
A. making an inference.
B. making an observation.
C. drawing a conclusion.
D. posing a question.
19. What is a well-tested concept that explains a wide range of observations?
A. scientific observation
B. scientific inquiry
C. scientific theory
D. scientific inference
20. A chart showing the amount of rain each month in a region is an example of a scientist's
A. variables.
B. inferences.
C. data.
D. conclusions.
21. A weather map is an example of a
A. theory.
B. model.
C. conclusion.
D. variable.
~ 22 ~
22. According to the scientific method, how does a physicist formulate and objectively test hypotheses?
A. by defending an opinion
B. by interpreting graphs
C. by experiments
D. by stating conclusions
23. In the steps of the scientific method, what is the next step after formulating and objectively testing hypotheses?
A. interpreting results
B. stating conclusions
C. conducting experiments
D. making observations and collecting data
24. According to the scientific method, how should conclusions be stated?
A. so that no one can refute the conclusion
B. so that it works with only one set of data
C. so that it is completely correct, with no mistakes
D. in a form that can be evaluated by others
25. A scientific theory is an explanation that
A. has been published in a journal or book.
B. predicts what will happen.
C. has been tested by many observations.
D. a scientist has tested with an experiment.
~ 23 ~
26. A series of logical steps that is followed in order to solve a problem is called the
A. experimental process.
B. scientific theory.
C. scientific method.
D. model method.
27. Scientists test a hypothesis by
A. formulating questions.
B. designing models.
C. doing experiments.
D. drawing conclusions.
~ 24 ~
Homework
~ 25 ~
Answer Key
~ 26 ~
Coordinate Plane
~ 27 ~
Translations
~ 28 ~
Reflections
Name__________________________
GRADE REPORT
~ 29 ~
4
3
2
1
DESIGNING THE
EXPERIMENT
Design shows student
has strong
understanding of
variable and has created
a well thought out
experiment.
Student has recorded 8
trials of data for the
variables and has plotted
the data using an
appropriate increment
on the graph paper
Design shows
student has weak
grasp of variable
and has made
some effort to
design an
experiment.
Student has
recorded data for
some trials of
independent and
dependent
variable.
Design shows
student does not
understand
variable and has
not created an
experiment.
RECORDING THE
DATA
&
GRAPHING THE
DATA
Design shows
student has some
understanding of
variable and has
created a well
thought out
experiment.
Student has
recorded data trials
for both the
independent and
dependent
variable.
USING ALGEBRA
TO ANALYZE THE
DATA
Student finds the “line of
best fit,” slope, equation
of the line and
accurately fills in the
table of values for the X
and Y values.
Student thoughtfully and
thoroughly answers
brainstorm and
reflection questions
REFLECTION
Brainstorming and
other reflection
questions
Students has not
sufficiently
record data for
the independent
and dependent
variable
Homework
CONCLUSION
ESSAY
Com
ment
s:_________________________________________________________________________________________________
_________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
~ 30 ~