This book belongs to:
STEMInnovatorsBook-DroneTech
Copyright©2024
Author:TanYiHan
Editors:AsmaMahamedi,ErinGoodwin,DrAliSabraandRebeccaMcDowell
ISBN:978-981-17736-2-4
Publishedby:
SKOOL21PTE.LTD.-Singapore
DUOTower,Level8#831
3FraserStreet,189352,Singapore
Allrightsreserved,firstedition2024. Nopartofthisbookmaybereproduced,distributed,ortransmittedinanyform or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the publisher, except in the case of brief quotations embodied in critical reviews and certain othernon-commercialusespermittedbycopyrightlaw.
Forpermissionsorinquiries,pleasecontact:
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Preface
WelcometotheFutureofLearning!
The SKOOL21 STEM Handbook series is an exciting journey through the world of science, technology, engineering and math (STEM). Designed for students from Pre-K to Grade 10, this series ignites a passion for innovation and empowers young learners to become the problem-solversandinventorsoftomorrow.
BuildingonaStrongFoundation:
Each book in the series aligns with the sequence of the Industrial Revolution, offering ageappropriate projects that build on one another. From basic mechanics in Pre-K to advanced3DmodelinginGrade10,yourstudentswillgainacomprehensiveunderstanding oftechnologicaladvancements.
LearningbyDoing:
Thisseriesgoesbeyondtheory.EverybookcomeswithaSTEMkitdesignedforgroupsof45 students. Students will actively engage in hands-on activities, reinforcing core science andmathconceptsfromtheircurriculum
Real-WorldApplications:
Webelieveinconnectinglearningtoreal-worldchallenges.Eachprojectislinkedtospecific Sustainable Development Goals (SDGs) set by the United Nations This allows students to see the impact of their creations and understand how STEM can contribute to a brighter future.
InternationallyRecognizedStandards:
The SKOOL21 STEM Innovators Handbook series has been reviewed and approved by STEM.orgUSA,ensuringitmeetsinternationalSTEMstandards.Weincorporatekeyelements oftheSTEMprocess,includingengineeringdesign,21st-centuryskills,real-worldchallenges andtechnologyintegration.
Embrace the spirit of innovation, ignite curiosity and empower the next generation of problemsolverswiththe SKOOL21STEMInnovatorsHandbookseries!
HappyInnovating!
IntroductiontotheKit
INTRODUCTION
Since the dawn of civilisation, humans have been fascinated by the flight of animals. Trace the footsteps of early pioneers of flight as you explore and discoverhowplanesanddronesfly!
ORIGINSOFFLIGHT: AHumanFascination
HOWFLIGHTWORKS: Lift,Force,andBalance FLIGHTFORTHEFUTURE: LinkingtoStrong Institutions
DEFINETHEPROBLEM
Have you ever watched a bird soaring overhead and wished you could fly? Just like you, since ancient times, humans have been imagining how they could fly. In the 9th century, a brave inventor calledAbbasibnFirnasstuckwingsandfeathers to his arms and managed to glide a short distance before landing and hurting his back in the process. Many scientists and inventors continued to try figuring outhowtofly,eachonebuildingonpreviousinnovators.Akeydevelopmentthat eventually allowed heavier-than-air flight was the discovery of how an upwards force,“lift”,couldbegenerated.
MEASUREYOURSUCCESS
Yourflyingspinnershould:
1.Spinfromtheshaft
2.Balance on rectangular fins that createlift
TEAMROLES
ProjectManager
ResourceManager
ProjectCommunicator
ProjectTester
MATERIALS
Criteria Constraints
VOCABULARY
Yourflyingspinnermust:
1.Useonlythematerialsprovided 2.Includedesignideasfromevery teammember
Workwithyourteamtodeterminewhowillcompleteeachroleforthisproject.
Reviewthefollowingvocabularytermsandtheircorrespondingdefinitions.
Theupwardforcethatopposestheforceofgravity, allowinganaircrafttostayairborne
Weight
Theforceofgravityactingonanobject’smass, essentiallyhowheavysomethingis
Asmall,unmannedaerialvehicle(UAV)thatcanbe remotelycontrolledorflyautonomously
Toremainsuspendedinoneplace,typicallyintheair
GETTINGSTARTED
Part1
Take a piece of A4 paper. Use your ruler and pen/ pencil to draw a line 3 cm from thetopofthepaper.Cutoutthe3cmstrip ofpaper(itshouldbe21cmlong).
Hold one end of the strip of paper below yourlipsandblowacrossthetop.Observe what happens. You may wish to work in pairs or in groups so while one blows, the restcanobservefromtheside.
Sketchthepositionofthestripofpaperbeforeblowingandduringblowing.
Beforeblowing
Duringblowing
WHATISHAPPENING?
As air is blown across the strip of paper, it follows the paper downwards. As the air is pulled downwards, the paperispulledupwards.Thisissimilartohowyouwould pull yourself up on a pull-up bar. This principle is also knownasNewton’sThirdLaw:Everyactionhasanequal andoppositereaction.
Thisupwardspullingforceiscalledlift.Liftistheforcethatactsatarightangle totheflowofair.Inthiscase,theliftactsupwards.
Weight is the force of gravity and acts downwards. Lift helps to overcome weight.Thatishowplanes(anddrones)fly!
Part2
Adroneisanaircraftwithoutanypilot,creworpassengersonboard Dronescan be categorised into fixed-wing drones, unmanned helicopters and multi-rotor aircraft.Themostcommonlyseeninourdailylivesaremulti-rotordrones.
Take a propeller from the drone and look at it from the side. Sketch how the propeller looks from the side
1.Whatdoyounoticeabouttheshapeandangleofthepropeller?
2.Howdoyouthinkamulti-rotordroneflies?
Part3
MAKEAFLYINGSPINNER
1.Prepare2skewers.Iftheskewersaremore than 20 cm long, cut one of the skewers to 20 cm. The shorter skewer will be the “horizontal” skewer, while the longer skewer willbethe“vertical”skewer.
2. Find the middle point of the horizontal skewer and tape the vertical skewer perpendicularacrossthemiddlepoint.
3.Cut2rectangularpiecesofcardboard.
4. Tape the 2 pieces of cardboard to each sideoftheskeweratanangle.
5.Tryspinningthespinner.Ifitisnotstable,tapeacointothebottomendofthe verticalskewer.
6.Whatdoyounoticehappenstothespinnershortlybeforedroppingdown?
CHALLENGE
AccordingtoNewton’sfirstlaw,anobjectwillremainatrest ormoveataconstantspeedinastraightline,unlessacted onbyanunbalancedforce.
A free-body diagram shows the forces acting on an object. The free-body diagram below shows the side view of the drone when it is hovering in the air and facing to the right. Thearrowsshowthedirectionoftheforcesandthelength
When the drone is hovering in the air, how much should the total lift be in comparisontothedrone’sweight? ofthearrowshowshowbigorsmalltheforceis.Thetotalliftactingonthedrone isthesumoftheliftfromeachofthe4propellers.
TEST
Go back to Measure Your Success and checktheboxes.Doesyourprojectmeetall thecriteriaandconstraints?
SHAREANDIMPROVE
Take turns presenting solutions with another team. As you listen, consider which parts of their project effectively meet the goals. Offer constructive feedback on areaswheretheycouldimprove.Recordthefeedbackyoureceive.
Feedback
Design Strengths
Suggested Improvements
1.Foradroneofweight5Ntohoverintheair,whatisthetotallift required? MATHANDSCIENCECONNECTION
2.Theweight(measuredinunitsofNewtons,N)ofanobjectistheproductofits mass (measured in units of kilograms, kg) and the acceleration due to gravity (measure inunitsofm/s ): HowwouldyoudescribetoanalienfromMarsthedifferencebetweenmassand weight?
3.Assumingg=9.81m/s,foradroneofmass0.1kgtohoverinthe air, what is the total lift required? Round off your answer to 2 decimalplaces.
4.Assumingg=9.81m/s,foradroneofmass10gtohoverinthe air, what is the total lift required? Round off your answer to 2 decimalplaces.
REFLECT
1.Theinventionofflyingmachineslikeplanesanddroneshasgivenhumansthe freedom to travel across the globe and deliver products globally. Yet, flying machinesarealsousedtocarrybulletsandbombsandareactivelyusedinwar. How might humanity use our creativity for helping fellow humans rather than harmingthem?
2.Howmightpeopleinthecareerfieldslistedforthisprojectalsohelpcontribute toSDG16Peace,JusticeandStrongInstitutions?
3.Self-reflectonyourworkonthisproject.
Icanidentifykeypartsof aproblemtosolveit effectively.
Icanconstructa prototypewithwired components. Icanprogrammy prototypetoaccomplish thechallenge.
Icanworkwithmyteam welltoaccomplishour goals
