cstevenpeterson
Posts: 318
Joined: 10/8/2003 From: Blairstown, NJ, USA Status: offline
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Hammer, You are correct. I recently judged a science fair at my elementary school and the students are required to ask a question, develop both a hypothesis and an experiment to test the hypothesis. They then must list the materials required, the procedure, results and conclusions (answer to the question). This can be supported by photographs, charts/graphs, drawings, etc.. This may vary a bit from school to school , but I think that the basic approach will be the same. The question and hypothesis can be very simple - after all, these are just kids and they are to learn and have some fun doing it! I think flight (R/C airplanes) is a good subject although perhaps a bit more challenging. Some examples of subjects might be to demonstrate the effects of radically (rediculously) different airfoils on lift, the effects of changing angle of attack on lift. the effects of changing airspeed (fan speed) on lift (stall) or the effects of moving a control surface such as elevator on angle of attack. You could show that increasing angle of attack to an extreme given a specific air speed will result in stall. This could be set up with a very simple and small "R/C" plane subject to airflow induce by a table fan. The plane or wing (airfoil) would need to be somewhat restrained so it does not fly off the table and you could use a radio/receiver/servo to change angle of attack via elevator. Just some thoughts, but you get the picture. A couple examples of simple questions and hypotheses could be: Q: Will reducing airspeed for a given airfoil result in stall? H: I believe that if airspeed is reduced enough, the airfoil will stall causing the aircraft to drop. OR Q: Will different airfoils have different stall speeds? H: I believe that the shape of an airfoil will have an effect on lift and stall speed. If the grade is at a high enough level, you could even mention Bernoulli's equation. Hope this helps! Steve
< Message edited by cstevenpeterson -- 5/5/2004 2:34:39 PM >
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