Task to be completed
Date, student comments, answers to questions and results of task.
Lesson 1: Introduction and discussion about scientific method.Why do you think the scientific method an important process? Decide what factor can be measured to determine which is the 'best' paper airplane. Write a question that states what your group would like to investigate.
Which type of paper plane will fly for the longest time in the air?
Lesson 2: Research of different paper planes to determine which variable you will test (length of plane, width of plane, mass etc) that affects the factor you are measuring(length of flight, height of flight, accuracy of flight).Write three to five notes about what you have learnt from your research. Write your hypothesis in the cell at right.
Notes:(1)Did you know the smallest aeroplane needs a microscope to see it.(2)Did you know that a paper plane can fly in space of ever.(3)The World Record for paper airplane flight belongs to Ken Blackburn. His plane stayed aloft for 27.6 seconds in 1998.(4)The record wingspan of a paper airplane is 40 feet and 10 inches. The craft flew over 114 feet before crashing into a wall.
(5)Expert paper airplane designers often add a little weight to the nose of the craft with a paperclip or pennies to give it more lift.
My hypothesis is that long planes will stay in the air for longer.
Lesson 3: Independent, controlled and dependent variables.Write out your experimental procedure, adding any steps you feel are necessary.
Stop watch

Step 1: Pick three different planes to fly and make them.

Step 2: Make sure to throw at the same angle/speed

Step 3: Test five times to see which plane fly's the longest time

Step 4: Record results
Lesson 4: TrialsChoose three planes and complete five trials for each plane.Collect the data for each trial.Complete the Google form (Result Entry Form) with your resultsOne member of the group should be responsible for filming a student explaining the hypothesis being tested, the actual flight trials or post-flight results.
Small Plane: 3.5 sec
Medium Plane: 2.4 sec
Large Plane: 3.1
This showed that the smaller the plane the longer it stayed in the air. Our hypothesis was wrong.
Lesson 5: Graph your results and post your video to the wiki.
Lesson 6: Compare your results with those of other students.