# Go Fly A Kite!

Author: Bryan Harms

Subjects: Engineering, Math, Science     ### Project Details

What is motion? Is anything moving? Is everything moving?

How does a kite fly?

How can you design and build successful kite?

Through the process of design, building, playing and analyzing kites; students aquire essential understanding of geometry, force and motion.

1. Initial Kite Design and written reflection
2. Geogebra Kite Design and written reflection
3. Kite Sail Construction and written reflection
4. Kite Spur Construction and Volume Calculations and written reflection
5. Bridle placement and adjustment and written reflection
6. Free body diagrams of forces acting on kite design
7. Final Kite
8. Final Kite Flying Photo/Video
9. Presentation of Learning

Students will know:

• How to identify the fundamental forces are that act on a kite. (Weight, Lift, Drag, Tension)
• How to define what a polygon is and distinguish different types of polygons, determine when a shape is and is not a polygon.
• How to define area, perimeter, and volume.
• How to calculate the area and perimeter of simple shapes.
• How to calculate the volume of simple objects.
• How to define flight is.
• How to describe a what a kite is and the major parts of a kite.

Students will understand:

• Students will understand why we define motion within a frame of reference.
• Students will understand that a change in motion only occurs as the result of an applied force and given a scenario where the motion of an object has changed they will evaluate the causes of that change in motion.
• Students will understand how the different forces acting upon a kite affect it’s flight.
• Students will understand why vectors are used to describe forces.
• Students will understand how to modify the influence or magnitude of a given force on a kite.
• Students will understand what is meant be the area of a shape.
• Students will analyze a unique complex shape and break it into fundamental shapes that they can use to calculate its total area.
• Students will understand how perimeter, area and volume different from each other and be able to discuss explain how they are measurements of different types of dimensions.
• Students will understand how the area of their kite and the weight of the materials used will affect the flight of their kite.

Students will be able to:

• Design shapes by hand on graph paper, choosing a scale for their diagrams and calculating the area, perimeter and angles of their shapes.
• Usie geogebra to design shapes and calculate their perimeter, angles and areas.
• Identify the necessary conditions for the successful flight of a kite.
• Express constraints in terms of the forces that act on a kite and the kite’s ability to balance those forces in flight.

Mathematics

• Area different shapes
• Application of pythagorean theorem
• Constructing geometric shapes using appropriate tools
• Application of the distance formula
• Solving problems using scale drawings

Science

• Forces and Motion

Engineering

• Applying engineering ideas to design, evaluate, and refine a device.

Science

PS2.A.Students will understand the disciplinary core ideas around Forces and Motion.
MS-PS2-2.Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
HS-PS2-3. Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
Mathematics
CCSS.MATH.CONTENT.6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
CCSS.MATH.CONTENT.6.G.A.3
Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
CCSS.MATH.CONTENT.7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
CCSS.MATH.CONTENT.7.G.A.2
Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
CCSS.MATH.CONTENT.7.G.B.4
Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
CCSS.MATH.CONTENT.8.G.B.7
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
CCSS.MATH.CONTENT.8.G.B.8
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

• Plastic Sheeting
• Geogebra (Free online mathematics software)
• Wooden dowels
• Colored Pens
• Pencils
 Week # Project Task 1 Initial Kite Design and written reflection 2 Geogebra Kite Design and written reflection 3 Kite Sail Construction and written reflection 4 Kite Spur Construction and Volume Calculations and written reflection 5 Bridle placement and adjustment and written reflection 6 Free body diagrams of forces acting on kite design 7 Analysis Refinement 8 Presentation of Learning and Exhibitons

Evidence of Learning

• Initial Kite Design and written reflection
• Geogebra Kite Design and written reflection
• Kite Sail Construction and written reflection
• Kite Spur Construction and Volume Calculations and written reflection
• Bridle placement and adjustment and written reflection
• Free body diagrams of forces acting on kite design
• Several scenarios of initial forces will be given and students will be asked to predict the motion of the kite based on the given information.
• Presentation of Learning

Evaluative Criteria

• Accuracy of calculations
• Accuracy of predictions
• Reflections about what was learned in each stage and connections that can be made
• Craftsmanship
• Complexity of design
• Quality of Presentation