Education
Control A Plane
What happens?
A model of an aeroplane is placed in an airflow. You have access to two controls. A joystick controls lift (pitch) and turn (banking) by operating the left and right ailerons and rudder flaps. Lift is controlled by operating both ailerons in the same configuration, turn by operating them independently. A wheel controls the rate of airflow.
How does it work?
The flight of an aeroplane is controlled by moving parts of the 'plane called the control surfaces. The ailerons are on the wings and on this model are controlled by moving the joystick left and right. This resulting aeroplane movement is rolling or banking. The rudder is the vertical fin at the rear of the aircraft. On this model rudder movement is also controlled by the joystick. However in a real aeroplane this movement is controlled by the foot pedals, as in the computer flight simulator nearby. Controlling the rudder results in yaw (side to side) movement. The elevators are horizontal movable parts on the tailplane (rear) of the aeroplane model. These are controlled by moving the joystick forward and back. This results in forward / backward pitch or ascend / descend. In a real situation, the aeroplane's speed (or velocity) is also controlled.
Why is it important?
The flight of an aircraft is controlled by its speed through the air, and by the position of a number of flight surfaces on the wings and tailplane, whose shape and position can be changed by the action of the pilot. Cockpit control panels and levers are linked to these surfaces so that the aircraft can fly safely.
How does it relate to the primary curriculum?
Curriculum objectives: Personal understanding
- Cross-curricular skills: Using ICT; Using Mathematics (space relationships)
- Thinking skills and personal capabilities: Managing information; Thinking, problem solving, decision making; Being creative; Self-management
- Area of learning - The world around us: Pupils can explore: how they interact in the world; the causes and effects of movement, forces and energy
- Area of learning - Mathematics and numeracy: Pupils can explore three-dimensional relationships
- Learning experiences: Investigating and problem solving; Relevant and enjoyable; Media-rich; Skills integrated; Active and hands on; Offers choice; Challenging and engaging
- Attitudes and dispositions: Personal responsibility; Commitment / determination / resourcefulness; Openness to new ideas; Self-confidence; Flexibility
How does it relate to the post-primary curriculum?
- Science: Pupils should have opportunities to: use practical skills to explore forces and energy transfer; develop their manipulative skills
- Mathematics: Pupils should have opportunities to explore three-dimensional spatial relationships
Thinking skills
Understanding the situation; Identifying factors in the situation; Analysing elements of the situation; Perceiving and establishing relationships between consequences and their causes; Developing a plan of action; Identifying and eliminating mistakes; Visualising; Thinking intuitively
Learning styles
Visual; Kinaesthetic; Spatial; Intrapersonal
Where can you find out more?
http://en.wikipedia.org/wiki/Aircraft_flight_control_systems (Wikipedia entry)