Air Rocket Glider
1-3 hours
Ages 12+
What Will You Learn?
Rick Schertle’s Compressed Air Rocket Launcher project in MAKE Volume 15 was wildly popular. He also created the Folding-Wing Glider in Volume 31. In this project he and Keith Violette team up to merge the builds into an air rocket glider.
Not only will you explore 3D printing, but you’ll cast the nose of the rocket, can use laser cutting skills to make the wings, develop mechanical engineering skills by building the compressor, and develop design skills as you adapt the glider. There are also lots of options to take this project further.
If you don’t have a 3D printer available, but still want to build the glider, a kit is available in the MakerShed.
The Original Project
To use this glider, you’ll also need to build the launcher from the Compressed Air Rocket project. This is a fairly easy build that will take 2-4 hours. The best part is that the paper rocket companion project is also great for camp or fun at home. This original project has been updated for better performance. New instructions are available on the AirRocketWorks website.
You can build the launcher completely DIY, or use the Compressed Air Rocket Launcher Kit in the MakerShed. A printable PDF of the project is also available for download.
IMPORTANT: This is a high-pressure device. Adult supervision is required. Never aim this device at people or animals.
Print the Plastic Parts
Step 1
Download the part files and 3D-print them in ABS plastic at 100% fill: left fuselage, right fuselage, wing pivot halves (2), tail fins (3), and the 2-part nose mold (optional, see Step 2).
Cast the Soft Nose (Optional)
Step 2
Assemble the 2 halves of the nose mold and bolt it together with #10-32 screws, washers, and nuts. Mix about 20ml of urethane resin as indicated on the manufacturer’s label in a paper cup. Remove the plunger from the syringe, hold a paper towel over the tip of the syringe, and carefully pour the mixture into the barrel of the syringe. Insert the plunger, and turn the syringe upright. Allow the air bubble to rise to the tip of the syringe, and expel it.
Step 3
Place the tip of the syringe into the large hole in the mold, then slowly and steadily inject the resin until a puddle forms on top of the mold at the small vent hole. Allow the resin to cure according to manufacturer’s instructions.
Step 4
Optionally, you can 3D-print the soft nose in flexible filament at 100% fill. We’ve provided preconfigured .ini slicing files.
Fabricate the Body Tube
Step 5
Cut the body tube to 9″, using a hacksaw. Sand the ends smooth and perpendicular, and remove any burrs on the inside and outside of the tube at both ends, using 220 grit paper.
Step 6
Mark a line down the length of the body tube with a pencil. I like to use the old rocket fin trick — press the tube into the corner of a doorjamb, and use the jamb as a guide to draw your line.
Step 7
Download the paper template, print it at 100% scale, and cut out the fin guide. Wrap around the guide, align the Vertical Tail mark with the first pencil line, and draw pencil lines for the other 2 fins.
Assemble the Fuselage
Step 8
Seat the rear end of the soft nose in its pocket in the left fuselage. Using 1/4″ lengths of filament in the corner holes as alignment pins, either Ø1.75mm or Ø3mm, super-glue and clamp the fuselage halves together, capturing the nose between.
Step 9
Let the glue dry, then clean out the wing pivot hole using a 3/8″ drill bit if needed. Alternately, you can clean the hole with a rolled up piece of sand paper if needed.
TIP: A 3/8″ drill bit can be used in the large wing pivot hole to keep the halves aligned — just try not to glue it in place.
Assemble the Wing Pivot
Step 10
Carefully align the 2 halves of the wing pivot and glue them together. I like to make a simple U-shaped tool from a large paper clip to keep the holes aligned.
Step 11
Test-fit the wing pivot in the fuselage and ensure that it rotates freely without binding. Sand down the glue seam or the outer faces of the wing pivot if needed.
Mount the Body Tube
Step 12
Glue the fuselage into the body tube using superglue. I like to apply it to the small diameter at the rear of the fuselage in a zig-zag pattern, and install the fuselage into the body tube with a twisting motion. Align the seam on the top of the fuselage with the Vertical Tail pencil line you marked on the tube. Work quickly, you only have a second or two before the glue sets up.
Mount the Fins
Step 13
Wrap the sandpaper around the body tube, abrasive side outward, and move the base of each fin along the paper, to ensure a good surface and a matching radius to adhere the tail fins. Wrap a piece of masking tape around the body tube 2″ from the open end.
Step 14
Apply superglue to the inside of the curved base of one of the fins. Carefully align the flat face of the fin with the Vertical Tail pencil line, and align the leading edge of the fin with the tape edge. Bond the fin in place. Bond the remaining 2 tail fins in place, aligning the flat faces with the marks on the fin spacing guide. Note that all 3 fins are identical, so the base of each fin will wrap around the body tube in the same direction. Remove the tape and pencil lines.
Build the Wings
Step 15
Cut the balsa wings as shown on the printed template. Use sandpaper to round the leading and trailing edges. This will help prevent cracks and improve the aerodynamics.
Step 16
Apply super glue to the top and bottom of the wing, 3/8″ out from the base edge. Align the notch in the wing reinforcement piece with the notch in the balsa wing, and quickly slide it onto the wing. There’s an internal stop that the balsa wood will touch, and you will feel it fully seat in place.
Step 17
Now you’ll add the staples that will anchor the rubber band. Notice the staple location marked on each wing template. Overlay the template on the wing, and open a standard stapler into “tacking” mode. Place the wing on 2 layers of cardboard, and staple through each wing where indicated. Pull off the paper template, taking care not to dislodge the staple.
Apply Superglue
Step 18
Apply superglue over the base of the staple on the underside of each wing. This will bond the staple in place and harden the balsa, reinforcing the wing around the staple.
Step 19
Once the glue has cured, flip the wings over and bend the staple leg nearest to the middle of the wing down flat to the surface. Cover this leg with super glue. Also apply superglue to the base of leg of the staple that is standing straight up. Once the glue has cured, bend a small hook into the standing leg, with the point of the hook aiming toward the angled bend in the leading edge of the wing.
Bend the Pivot Wire
Step 20
Starting halfway down the length of the 9″ wire, use needlenose pliers to bend a gentle radius in the wire that matches the outer diameter of the body tube. The legs of the wire should be parallel to one another, and roughly equal in length — they don’t have to be perfect, you’ll trim them later.
Step 21
Now grip the wire just below the midline of the tube, as shown, and make an approximate 100° forward bend in each leg of the wire. Again, the legs should be parallel after bending.
Assemble the Moving Parts
Step 22
Insert the rubber band through the upper hole in the fuselage. If needed, a short length of small-gauge wire can be bent in a U and used to thread the rubber band through the tube.
Step 23
With the wing pivot installed in the fuselage, align the notches in the wing reinforcements with the holes in the wing pivot. Ensure the hooks formed by the staples are facing away from the body of the plane. Slide the bent wing pivot wire through the wing reinforcements, starting at the rear (trailing edge) of the wings. It should slide along the base edge of the wings, through the holes in the wing pivot, and out the leading edge of the wing. This may take a couple of tries to get it seated. Pivot the wings to ensure smooth operation. Mark the excess wire flush to the front edge of the wings, and trim to length.
Step 24
Stretch the rubber band and hook each end of the band to the formed staple hook on each wing. Careful, as you can easily pull the rubber band out one side of the body.
Test Your Wings
Step 25
You should now be able to test the folding action of the wings. Start with the wings folded back. When released, the wings will hinge forward on the pivot wire, and then rotate on the plastic pivot into gliding position. Ensure that they open quickly, evenly, and smoothly. If one side opens faster than the other, equalize the tension in the rubber band between the fuselage and the staple on each wing. Now check the angles of the wings in the deployed position. The angle of attack — how the wings’ leading edges are raked slightly higher than the trailing edges — can be adjusted by altering the two 100° bends in the wing pivot wire.
Create Dihedral Angle
Step 26
The dihedral angle — how the wings angle upward from fuselage to wingtip — should be 3° to 6° as built here. You can alter it by adding tape or thin shims to the top of the wing where the wing pivot contacts the wing reinforcement at the base of each wing. Greater dihedral angle makes the plane more steady, but slightly reduces lift.
Balancing and Tuning
Step 27
Due to the varying densities of balsa wood, it’s important to balance your Air Rocket Glider left to right. To do this, simply invert the plane and balance it so it can roll side to side on your fingertips. If one wing is heavier than the other, you can add bits of packing tape to the tip of the lighter wing until the plane balances evenly. This will help the plane fly straight and true.
Step 28
If you’re flying your ARG in a smaller field or park, you can purposely weight one wingtip to upset the balance. This will cause the ARG to spiral down to the ground, and not drift too far from the launch site.
Step 29
On windier days, a second rubber band can be added to increase the opening power of the wings. This will cause the wings to deploy slightly sooner, at a lower altitude, but will help prevent the wind from causing the plane to tumble or spin without opening its wings fully.
Step 30
As the rubber band gets old and tired, it should be replaced to ensure proper wing operation. During storage, unhook the rubber band from the wings to prevent it from stretching.
Launching the Air Rocket Glider
Step 31
The ARG launches off of a 3/8″ NPT pipe about 12″ long, which is threaded on one end to connect to the launcher valve. A bent piece of wire holds the wings in the folded position until the ARG is launched. The new Compressed Air Rocket Launcher Version 2.0 kit includes this launch tube, adapter, and the wing holder wire.
Step 32
If you have MAKE’s older Compressed Air Rocket launcher made from PVC pipe and a sprinkler valve, its existing launch tube is too large — but that’s easily remedied. Just remove the existing 1/2″ PVC launch tube (shown in white), and swap it for the 3/8″ NPT pipe, 12″ long, that’s threaded on one end. Screw the 3/8″ pipe into a reducer bushing, 3/4″ male NPT to 3/8″ female NPT, then screw the reducer into your existing sprinkler valve.
Step 33
Finally, bend the wing holder wire from an 18″ length of wire coat hanger as shown here, then install it onto the base of your new 3/8″ launch tube as shown.
Step 34
Here’s the ARG on the launcher, with the wings held back by the bent wire, ready for launch!
Let us know how your Air Rocket Glider flies, and get involved in the growing air rocket community, at airrocketworks.com.
What's Next?
Remixes of the Original
Development has continued on this project over the last ten years. Try these links for more ideas.
Cut your own Folding-Wing Glider from balsa wood
Take it Further
Written for educators, homeschoolers, parents — and kids! — Make: Planes, Gliders, and Paper Rockets fully illustrated book provides a fun mix of projects, discussion materials, instructions, and subjects for deeper investigation around the basics of homemade flying objects. Organized with lesson plans in mind, this book has all the materials for all of its projects in one easy-to-find spot, offers complete instructions for all builds, and provides discussion materials, questions, and suggestions for ways to challenge students to take their learning to the next level.
About the Magazine
Check out our collection of current and past issues of Make: magazine, rich with new ideas for projects, technology, and DIY articles, this magazine is not to be missed! Or subscribe today to get all the new issues!
This article was originally posted on Make: on May 13, 2014 by Keith Violette and Rick Schertle. Update provided May 29, 2014.
PARTS
- 3D part file
- Wing templates
- Nylon tube, 3/4" OD, 11/16" ID, 9" length such as McMaster-Carr #8628K61, sold in a 5' length
- Spring wire, 0.045"–0.050", 9" length or piano wire or TIG welding wire
- Rubber band, size #16 (2-1/2"×1/16") McMaster #12205T74 or Staples #808576
- Standard stapler staples , (F1667 STFCC-04) (2)
- Balsa wood, 3/32"×3"×8" (2)
- Super glue, impact resistant such as Loctite 411, McMaster #74765A73
- Castable urethane resin, 40 Durometer hardness such as Smooth-On PMC-724. The 1lb trial size will make several rockets. To color the resin, try Smooth-On’s So-Strong tints.
- Syringe, 50cc McMaster #7510A665 —OR— Flexible filament, (optional) such as NinjaFlex polyurethane or flexible PLA, if you’d rather print the nose than cast it. Download our printer settings.
- Compressed Air Rocket Launcher Kit (version 2.0) from airrocketworks.com
—OR, IF USING THE OLDER PVC LAUNCHER— - Soft steel wire, 18" from a coat hanger
- PVC pipe, Schedule 80, 3/8" NPT, 12" length threaded on one end McMaster #9173K412, for the launch tube
- Reducer bushing, 3/4" NPT male to 3/8" NPT female McMaster #4596K405
TOOLS
- 3D printer with ABS filament
- Hacksaw
- Sandpaper, medium (150–400 grit)
- Pliers, needlenose
- Scale or tape measure
- Stapler that will hinge open for tacking
- Cardboard
- Fine wire for threading the rubber band
- Drill bit, 3/8" no drill necessary
- Paper clip, large for keeping wing pivot halves aligned while gluing
Maker Camp Project Standards
Based on NGSS (Next Generation Science Standards)
CCSS (Common Core State Standards)
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).Measurement & Data
- Grades K-2
- CCSS.MATH.CONTENT.K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
- CCSS.MATH.CONTENT.1.MD.A.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.
- CCSS.MATH.CONTENT.1.MD.A.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.
- CCSS.MATH.CONTENT.2.MD.A.1 Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
- CCSS.MATH.CONTENT.2.MD.A.2 Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
- CCSS.MATH.CONTENT.2.MD.A.3 Estimate lengths using units of inches, feet, centimeters, and meters.
- CCSS.MATH.CONTENT.2.MD.A.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.
- Grades 3-5
- CCSS.MATH.CONTENT.3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs.
- CCSS.MATH.CONTENT.4.MD.A.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.
- CCSS.MATH.CONTENT.4.MD.C.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.
- CCSS.MATH.CONTENT.5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.
- CCSS.MATH.CONTENT.5.MD.C.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
Ratios & Proportional Relationships
- Middle School
- CCSS.MATH.CONTENT.6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
- CCSS.MATH.CONTENT.6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
- CCSS.MATH.CONTENT.7.RP.A.1 Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units.
- CCSS.MATH.CONTENT.7.RP.A.2 Recognize and represent proportional relationships between quantities.
CCSS (Common Core State Standards)
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).Geometry
- Grades K-2
- CCSS.MATH.CONTENT.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
- CCSS.MATH.CONTENT.K.G.A.2 Correctly name shapes regardless of their orientations or overall size.
- CCSS.MATH.CONTENT.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").
- CCSS.MATH.CONTENT.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
- CCSS.MATH.CONTENT.K.G.B.6 Compose simple shapes to form larger shapes.
- CCSS.MATH.CONTENT.1.G.A.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
- CCSS.MATH.CONTENT.1.G.A.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.
- Grades 3-5
- CCSS.MATH.CONTENT.4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
- Middle School
- CCSS.MATH.CONTENT.6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
- CCSS.MATH.CONTENT.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
- CCSS.MATH.CONTENT.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
- CCSS.MATH.CONTENT.7.G.A.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.
- CCSS.MATH.CONTENT.8.G.A.1 Verify experimentally the properties of rotations, reflections, and translations.
- CCSS.MATH.CONTENT.8.G.A.3 Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.
- CCSS.MATH.CONTENT.8.G.A.4 Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
NGSS (Next Generation Science Standards)
The Next Generation Science Standards (NGSS) are K–12 science content standards.Forces and Interactions
- Grades K-2
- K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
- K-PS2-2.Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
- Grades 3-5
- 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
- 3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion.
- 3-PS2-3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other.
- 3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets.
- Middle School
- MS-PS2-1. Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
- MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
- MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
- MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
- MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
- High School
- HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.
- HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
- HS-PS2-3. Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.
- HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.
- HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.
CCSS (Common Core State Standards)
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA).English Language Arts Standards » Science & Technical Subjects
- Middle School
-
-
- CCSS.ELA-LITERACY.RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts.
- CCSS.ELA-LITERACY.RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
- CCSS.ELA-LITERACY.RST.6-8.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
- CCSS.ELA-LITERACY.RST.6-8.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to an understanding of the topic.
- CCSS.ELA-LITERACY.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
-
- High School
-
- CCSS.ELA-LITERACY.RST.9-10.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
- CCSS.ELA-LITERACY.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
- CCSS.ELA-LITERACY.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9-10 texts and topics.
- CCSS.ELA-LITERACY.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
- CCSS.ELA-LITERACY.RST.9-10.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
- CCSS.ELA-LITERACY.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
- CCSS.ELA-LITERACY.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.
- CCSS.ELA-LITERACY.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
- CCSS.ELA-LITERACY.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
- CCSS.ELA-LITERACY.RST.11-12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
ISTE Standards (International Society for Technology in Education)
The ISTE Standards provide the competencies for learning, teaching and leading in the digital age, providing a comprehensive roadmap for the effective use of technology in schools worldwide.1.1 Empowered Learner
- Summary: Students leverage technology to take an active role in choosing, achieving, and demonstrating competency in their learning goals, informed by the learning sciences.
- 1.1.a Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
- 1.1.b Students build networks and customize their learning environments in ways that support the learning process.
- 1.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
- 1.1.d Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
1.2 Digital Citizen
- Summary: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
- 1.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.
- 1.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
- 1.2.c Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
- 1.2.d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online.
1.3 Knowledge Constructor
- Summary: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
- 1.3.a Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.
- 1.3.b Students evaluate the accuracy, perspective, credibility and relevance of information, media, data or other resources.
- 1.3.c Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
- 1.3.d Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
1.4 Innovative Designer
- Summary: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
- 1.4.a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.
- 1.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
- 1.4.c Students develop, test and refine prototypes as part of a cyclical design process.
- 1.4.d Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
1.5 Computational Thinker
- Summary: Students develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
- 1.5.a Students formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
- 1.5.b Students collect data or identify relevant data sets, use digital tools to analyze them, and represent data in various ways to facilitate problem-solving and decision-making.
- 1.5.c Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
- 1.5.d Students understand how automation works and use algorithmic thinking to develop a sequence of steps to create and test automated solutions.
NGSS MS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
- MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
NGSS HS.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
- HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering.
- HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
- HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem.
NGSS 3-5.Engineering Design
The Next Generation Science Standards (NGSS) are K–12 science content standards.- 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.
- 3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.
- 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.
