Lesson 1 • Best design

Discuss with students their experiences of making paper aeroplanes. Ask them to describe their best designs and why they believe these designs are good.

Discuss: What does “best” mean when we are talking about paper aeroplanes?

• “Best” can mean various things, such as planes that fly a long way, fall closest to a target, planes that do loops while flying, or the best-looking planes. Establish with the students that in this sequence, “best” means aeroplanes that fly a long way.

Explain that you have found an interesting design for an aeroplane. Show students the picture of a loopy aeroplane on slide 6 of Loopy aeroplanes PowerPoint. Alternatively, you could make a loopy aeroplane prior to the lesson and show this to the students. Invite them to share what they notice about it.

Explain that this plane can be flown two different ways: throwing it with the small loop at the front or with the large loop at the front.

Ask: What is the best design for a loopy aeroplane?

Explain to the students that they are going to make their own loopy aeroplanes, and they will investigate which design is best; the small loop in front or the large loop.

Provide each student with the equipment needed: paper, a straw, scissors and sticky tape. Ensure students also have a ruler and pencil. Show students the instructions for making the planes on slide 6 of Loopy aeroplanes PowerPoint.

Allow time for students to make their own plane. There is likely to be great variability in students’ production of planes, such as accuracy in constructing and attaching the loops and sticky tape usage. These differences introduce sources of variability into the data. These issues are addressed in the following lesson.

Take the students to an open space and allow them to fly their planes. Encourage students to experiment with throwing their plane with the big loop at the front and then the small loop at the front.

After some time flying planes, gather the students together for a class discussion.

Discuss: What did you notice as you were flying your planes?

• Students might share their thoughts on whether the small loop should be at the front or the back. If they do, ask them what their evidence is for their claim. It is likely that students will have differing claims.

Discuss the variability in the flight distances, and other factors that could influence the flight of planes (e.g. wind or a fan, the quality of construction). These variabilities make it difficult to work out what design is best. This is where statistics can help! Establish the need to collect data as evidence.

Discuss the amount of data that is needed to determine which aeroplane design is best (e.g., “If it flies a different distance each time, is one throw enough?”). Establish that at least two throws of each design are needed.