Tom H wrote:
Did anyone check out the education programming or newsletter?
Having been involved in education professionally for more years than I care to admit, I did check out your aviation program for sixth graders. I just wasn't sure you were desiring feedback.
For the most part, I liked it (I'll let you discover the small spelling error on Problem #6

).
The one part that could really use improvement (but probably isn't your fault--I'll explain shortly) is the section dealing with how wings generate lift (Problem #6), and thus also how propellers generate thrust (Problem #9). Problems #6 and #9 infer that wings and propellers work because of the Bernoulli Principle, but that simply isn't correct. What really is at work is described by Newton's Third Law: For every action there exists an equal and opposite reaction.
The reason I stated that this isn't your fault is because, for some reason, science textbooks repeat this error over and over again. In fact, I have yet to examine a 6th grade science textbook that gets this right. Since the typical science teacher isn't all that familiar with aerodynamics in the first place, the misinformation found in the textbooks keeps getting repeated.
Here's a neat website on this very topic that I use when teaching a self-made aviation unit to junior high students.
http://www.geocities.com/galemcraig/
I think it would be pretty cool if your aviation-based institution could teach correct lift doctrine to the masses, and in the process perhaps you could persuade the entire Alberta Public School system to stop abusing Bernoulli in the classroom.
