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TakeOffTest Paper Airplane Launcher Kits

Students use the paper airplane launcher and test variables to see what makes their aircrafts fly the farthest!
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Students explore key physics concepts like trajectory, angles, weight, thrust, and force through engaging, interactive experiments. The sturdy acrylic design features etched angles and a consistent release point, ensuring accurate and repeatable tests every time. Rubber feet keep the launcher stable on desktops, while the easy peg-adjusting system allows students to quickly change launch angles for more dynamic investigations.

The Basic Kit includes supplies for building paper airplanes, perfect for introducing fundamental aerodynamics. Upgrade to the Deluxe Kit to add an additional launcher and target hoops, challenging students to aim and soar their planes through precision loops. Kits accommodate 2-4 students. Recommended for Elementary and up.

CHOKING HAZARD (1). Not for under 3 yrs.

Basic Kit

  • Launcher, 1 Ea
  • Rubber Bands, 320 Ea
  • Paper, 1 Ream
  • Paper Clips, 100 Ea
  • Tape (50’L), 1 Ea

Deluxe Kit

  • Launcher, 2 Ea
  • Rubber Bands, 320 Ea
  • Hoops w/ Support Base, 2 Ea
  • Paper, 1 Ream
  • Paper Clips, 100 Ea
  • Measuring Tape, 50’

For an overview of the lesson direction, click here.

Next Generation Science Standards*:

  • 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.

  • 4-PS2-1: Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

  • 4-PS3-1: Use evidence to construct an explanation relating the speed of an object to the energy of that object.

  • 5-PS2-1: Support an argument that the gravitational force exerted by Earth on objects is directed down.

  • 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.

  • 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-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution.

  • 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.

  • 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.

*The Next Generation Science Standards are a registered trademark of WestEd. Neither WestEd nor the lead states and partners that developed the Next Generation Science Standards were involved in the production of this product, and do not endorse it.