Difference between revisions of "CS382:Equation-outline"
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Note: I believe that it may be prudent to follow the same structure as the preceding unit with this one. That is to say the first lab is a concept / developmental stage in which the students use software provided to simulate something covered in the unit, then to go out and actually do it based on the results of their simulations. That being said: | Note: I believe that it may be prudent to follow the same structure as the preceding unit with this one. That is to say the first lab is a concept / developmental stage in which the students use software provided to simulate something covered in the unit, then to go out and actually do it based on the results of their simulations. That being said: | ||
| − | * The First Lab would consist of the students using either the airplane or rocket simulators | + | * The First Lab would consist of the students using either the airplane or rocket simulators to simulate the launching of a water rocket. This provides an excellent opportunity for a tie-in, as we could have them use the current weather station data for the conditions of the launch. |
| − | * The Second Lab | + | * The Second Lab would potentially consist of the students building a real version of the airplanes or rockets they simulated and actually launching them. The possible problems and benefits of this are outlined in the "Physical Models" part of this section. |
'''Simulations''' | '''Simulations''' | ||
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[http://www.grc.nasa.gov/WWW/K-12/rocket/ienzl.html Rocket Thrust Simulator] | [http://www.grc.nasa.gov/WWW/K-12/rocket/ienzl.html Rocket Thrust Simulator] | ||
| − | * | + | * Simulates the amount of thrust generated based on a number of variables, including type of fuel used, the size of the nozzle, and the altitude of the rocket, as well as the pressure on the fuel that is being generated. |
[http://www.grc.nasa.gov/WWW/K-12/rocket/atmosi.html Atmospheric Effects Simulator] | [http://www.grc.nasa.gov/WWW/K-12/rocket/atmosi.html Atmospheric Effects Simulator] | ||
| − | * | + | * Simulates atmospheric effects. |
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We're interested in possibly having students construct a physical water rocket. However, while it would be a great way to give the subject matter in the unit a hands-on approach, there are potential safety concerns about launching water rockets on campus, and potential logistical issues with finding a remote location to launch the rockets from. | We're interested in possibly having students construct a physical water rocket. However, while it would be a great way to give the subject matter in the unit a hands-on approach, there are potential safety concerns about launching water rockets on campus, and potential logistical issues with finding a remote location to launch the rockets from. | ||
| + | |||
| + | Additionally, the materials for this could potentially be rather expensive. | ||
Revision as of 17:51, 17 February 2009
Contents
Abstract
This unit will last for two weeks, and will explore the concepts relating to aerodynamics through the modeling of rocket flights and how the flow of thrust through the nozzle at the end of the rockets affects the flight distance of the rocket. This will require use of simulations that are designed to handle such problems, as well as some explanation about aerodynamics in general.
The Scaffold Approach
Inquiry Based Learning
Develops students' understanding of the natural world.
Strengthens students' knowledge of the scientific way of knowing — the use of systematic observation and experimentation to develop theories and test hypotheses.
Emphasizes and provides first-hand experience with both theoretical analysis and the collection of empirical data.
Background reading
http://en.wikipedia.org/wiki/Aerodynamics
- Wikipedia tells it all about the aerodynamics, one should know. Some ideas about modeling could be obtained.
http://en.wikipedia.org/wiki/Wind_tunnel
- At the lower part of the site - it talks about visualizing the results and the whole simulation of the wind tunnel. Interesting.
Lecture notes
Lecture 1:
Lecture 2:
Lecture 3:
Lecture 4:
Classroom response questions
- Question 1
- Question 2
- Question 3
Lab activity
Note: I believe that it may be prudent to follow the same structure as the preceding unit with this one. That is to say the first lab is a concept / developmental stage in which the students use software provided to simulate something covered in the unit, then to go out and actually do it based on the results of their simulations. That being said:
- The First Lab would consist of the students using either the airplane or rocket simulators to simulate the launching of a water rocket. This provides an excellent opportunity for a tie-in, as we could have them use the current weather station data for the conditions of the launch.
- The Second Lab would potentially consist of the students building a real version of the airplanes or rockets they simulated and actually launching them. The possible problems and benefits of this are outlined in the "Physical Models" part of this section.
Simulations
Airplanes
- A Link for freeware program (115 MB size) called Alice, which creates airplane models and simulates flights. Also contains guide to create a airplane in 1 hour.
- Also the website from the link, contains some guides into modeling a real life paper plane; in terms of how to make it fly like a real one(folding techniques and similar).
- A link that contains further info about Alice - also contains a Video which gives closer look at the software.
From first sentence: " Alice is an innovative 3D programming environment that makes it easy to create an animation for telling a story, playing an interactive game, or a video to share on the web. Alice is a freely available teaching tool designed to be a student's first exposure to object-oriented programming. " And so on..
- Contains simulator links ; explored Google Earth one - still thinking about the whole purpose - but I guess its upcoming.
Pretty fine and detailed one. Ready to present.
Rockets
- This will simulate several different types of Rockets, Air-propelled, Water-propelled, and Solid Fuel propelled, and contains a "Ballistic" option. Has numerous slide bars that can adjust things such as the length, width, tail, fuel content, etc. of the Rocket. Also allows you to determine the angle of launch and the launch conditions, as well as simulating different launch locations such as the Moon and Mars.
- If we do a lab that involves actually building a rocket, this could give students an idea of what to expect, given the physical statistics of their rocket, as well as the conditions under which the rocket is launched.
- Simulates the amount of thrust generated based on a number of variables, including type of fuel used, the size of the nozzle, and the altitude of the rocket, as well as the pressure on the fuel that is being generated.
- Simulates atmospheric effects.
The 3 basic simulators of the rocket flight - a rocket model. Besides computer simulation, there could be guides followed up to manufacture a real life water rocket (e.g.) which could fly around; possible lab.
Physical Models
We're interested in possibly having students construct a physical water rocket. However, while it would be a great way to give the subject matter in the unit a hands-on approach, there are potential safety concerns about launching water rockets on campus, and potential logistical issues with finding a remote location to launch the rockets from.
Additionally, the materials for this could potentially be rather expensive.
