The goal of this summer’s research was to use the constructivist approach in developing laboratories for an introductory-level science class for non-science majors at Hope College, called "Science and Technology in Everyday Life." Constructivism is a theory of learning that says knowledge cannot be simply transmitted from teacher to student. Rather, knowledge must be constructed by the student for him or herself. The role of the teacher in a constructivist classroom is to provide opportunities for students to build on their knowledge, make connections, and develop understanding. It is the responsibility of the teacher to design lessons in which students can best construct valuable knowledge.

The laboratory I developed this summer was on the principles of flight. Air travel plays such an important role in today’s society that it can certainly be called part of "everyday life." Therefore, the scientific and technological principles that make airplanes fly are valuable to students of everyday science and technology. It was decided that the airfoil (wing) is the most important component of flight, and should be the basis of the activity. So to help students gain a better understanding of the subject of flight, a laboratory was created in which students will observe instructor demonstrations of airfoils, then design and build their own airfoils, and finally use a wind-tunnel-like apparatus to fly their airfoils. Working in groups of three or four, students will use tools and materials they are provided with to build an eight inch wide airfoil of any design. They will have three tries to make their design support as much weight as possible. Grading will be based on their effort as well as their success in the test flights. This constructivist approach to learning will give students a deeper understanding of the principles of flight than only a lecture would.

Most of the summer’s work involved designing, modifying, and experimenting with the apparatus to fly the model airfoils. I began with a box fan and a standard-size-paper airfoil that could slide vertically on a straightened coat hanger. The airfoil tended to rise, demonstrating the concept of lift. From there I tested many different airfoil designs, with several materials, and various support structures. This extensive testing resulted in a final apparatus including a 10" furnace blower (~30 mph wind speed), specifically designed foam board mounts on which the airfoils are constructed, and a wood and aluminum base with two 3/16" steel rods on which a mount slides freely up and down. With the apparatus complete, I proceeded to compile tools and materials that students would use to create their own airfoils in class. This includes many kinds of paper, foil, cardboard, tissue paper, tape, glue, scissors, etc. In addition, a demonstration airfoil was created this summer out of balsa wood and Mylar covering. Other demonstration airfoils were also created, to illustrate the effect of angle of attack, flaps, and slats.

The demonstrations and the design activity were tested at a summer Physics and Engineering seminar, where engineering students and faculty, working in groups of three, designed and flew airfoils on the wind tunnel apparatus. They designed a wide variety of airfoils, some of which flew and others did not, but all groups were able to make at least one successful flight. The feedback from those who participated was positive: the connection between the airfoil project and the principles of flight is close, doing the activity of designing and redesigning the airfoils helps students learn about flight, and the process is enjoyable. All these were objectives of the project.