Paper Airplanes

Part I. Put students in groups of two. Have students make the paper airplane they think will fly the farthest. Have each group record the distance their plane flew (8 Trials). After every group has flown at least one plane for 8 trials, have the groups put their planes on the measuring tape next to their farthest distance. Discuss with students which type of plane(s) flew the farthest and why. Fly a paper airplane that was not a choice for students, change one variable and fly it again. Discuss with students what a variable is and what types variables they can manipulate to make their planes fly farther.

Part II The challenge is for students to make their plane fly farther than in Part I. Instruct students to modify one variable at a time and test out their planes and record all information on data sheet. When all groups have finished have students place index cards with their groups number on their best flight from part I and their best flight from part II. Discuss with students the variable or variables that led to the biggest difference between Parts II and I.

TEKS: Math (4.12) Measurement. The student applies measurement concepts. Science (4.2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations 4.4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. Focus: The activity focuses on predicting which paper airplane will fly farthest and manipulating variables to make the plane fly farther. Objectives: The learner will... 1. Predict which plane will fly the farthest. 2. Modify paper airplanes to increase distance flown. 3. Record data. 4. Describe effect of modifications. Materials: Several pieces of plain paper for part I and different types of paper for part II. Measuring tape Handout Masking tape Index cards (two for each group) Miscellaneous items for use in Part II (i.e. paper clips, straws, rubber bands, and propellers.)