2. PURPOSE
This project aimed to introduce fourth and fifth-
grade students to the world of engineering and
the role of engineers. We focused on explaining
the principles of lift, drag, and the Bernoulli
theorem in fluid mechanics. The project served
as an opportunity for engineering students to
thoroughly understand and apply the concepts of
the experiment. We aimed to break down and
explain the concepts in a simplified manner to
both the young students and ourselves.
PRESENTATION TITLE 2
3. PRINCIPLES EXPLAINED
-Lift is an upward force that is generated when air flows over a curved
surface, such as the wing of an airplane. This force is a result of differences
in air pressure between the top and bottom surfaces of the wing, which
creates a net upward force.
-Drag is a force that opposes the forward motion of an object through a
fluid, such as air. It is caused by the friction between the object and the fluid,
as well as by the pressure differences in the fluid caused by the object's
shape.
-The Bernoulli's theorem states that as the speed of a fluid increases, the
pressure within the fluid decreases, and vice versa. This principle is often
used to explain how lift is generated on a wing, as air moving over the
curved top surface of the wing has to travel a longer distance than air
moving along the flat bottom surface, resulting in a lower pressure above the
wing and a net upward force.
PRESENTATION TITLE
3
5. LEARNING PHASE
PRESENTATION TITLE 5
- My group and I explained drag, lift, and the Bernoulli's
theorem in fluid mechanics through informative slides and
videos in this project phase. We discussed the concept of lift,
generated by the pressure difference between the upper and
lower surfaces of the wing, caused by the air moving faster
over the curved upper surface, according to Bernoulli's
theorem. We delved into the types of drag and how they can
be minimized through careful design of the object's shape
and surface properties. Finally, we explained the Bernoulli's
theorem and how it is applied to aerodynamic shapes to
generate lift. Our goal was to provide a comprehensive
understanding of these concepts to our audience and
demonstrate their importance in the design and operation of
vehicles that rely on fluid mechanics principles.
6. PLANNING PHASE
Richard Branson
PRESENTATION TITLE 6
During this phase, we tested the students' understanding
of fluid mechanics principles by having them design their
own airfoil shape. We provided worksheets and individual
guidance, encouraging creativity while adhering to the
fundamentals. The approach engaged the students and
fostered critical thinking, resulting in innovative solutions.
This phase was a valuable learning experience for all
involved.
7. DESIGNING PHASE
• In this phase of the project, the students took the drawings they
created in the previous phase and used them to design their own airfoil
shape. They then gave their design to the team, who created a small-
scale model out of playdough that would be used in later testing.
• During this phase, the students were able to apply their
understanding of fluid mechanics principles to create a physical object
that demonstrated their knowledge. By seeing their designs come to
life, the students were able to further engage with the concepts they
had learned and gain a deeper appreciation for the practical
applications of engineering. As a team, we also benefited from this
phase of the project. By creating the small-scale models, we were able
to further refine our understanding of the principles of lift, drag, and
Bernoulli's theorem, as well as gain practical experience in designing
and creating airfoils.
PRESENTATION TITLE 7
8. TESTING PHASE
• After completing the design phase, we moved on to
the testing phase of our project. Our aim was to
measure the lift produced by the wing using a scale
that we had modified for this purpose. To do this, we
used a food scale that we modified with a 3D printer to
hold the wing and a fan to produce wind flow. As the
fan produced wind flow, we were able to visually
observe the lift produced by the wing, and the scale
displayed a number representing the lift. We recorded
this number at the highest point for each of the three
settings - low, medium, and high. Using this data, the
students will be able to redesign the wing to produce
more lift and less drag. This phase of the project was
crucial in allowing the students to apply their
knowledge of fluid mechanics concepts in a practical
setting, and providing them with hands-on experience
in the engineering design process. It also allowed us to
further assess their understanding of the principles
involved and guide them towards developing effective
solutions.
8
9. REDESIGN
PRESENTATION TITLE 9
In this final design phase, we used the data collected from the previous phase to help the students
improve their airfoil design. Armed with the lift data recorded from the scale, the students were given
the freedom to go back to their seats and use their imaginations to create a new and improved airfoil
design. By allowing the students to use the data they had collected to guide their design process, they
were able to identify areas that needed improvement, such as reducing drag and increasing lift. This
encouraged critical thinking and problem-solving skills as they brainstormed and tested new ideas.
The students worked collaboratively, exchanging ideas and offering suggestions to improve each
other's designs. This created an environment that fostered creativity, communication, and teamwork.
Overall, this phase of the project allowed the students to take ownership of their learning and apply
their newfound knowledge in a practical way. They were able to see firsthand how the principles of
fluid mechanics could be used to design a functional airfoil and make modifications based on real-
world data. This experience not only reinforced their understanding of the concepts but also inspired
them to pursue further studies in engineering and other STEM-related fields.
10. SUMMARY
In summary, the project successfully provided the students with
a hands-on opportunity to learn and apply the basic concepts of
fluid mechanics. They gained a surface-level understanding of lift,
drag, and Bernoulli's theorem, and were able to work
collaboratively in a team and think like engineers. Through the
project, the students were given a problem to solve and were
guided through the engineering design process of designing,
testing, and redesigning their product. This allowed them to feel
like engineers and gain valuable experience in problem-solving
and critical thinking. Overall, the project was a success in
inspiring and engaging young minds in the field of engineering
and imparting valuable knowledge and skills that they can carry
with them into the future.
PRESENTATION
TITLE
