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Alex

Wing Thing

Two paper planes. Same thrower. Same launch line. But will they fly the same way?


Alex has two very different designs ready for take-off — a narrow dart and a wide-winged glider.

Which will travel further?


Which will stay in the air differently?
And what does the shape of the wings have to do with it?


Make your prediction, test both designs, collect your evidence — then change one thing at a time to see if you can improve the flight.


Ready for take-off?

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Ages

5-12 yrs

Duration

min
10

Difficulty

Easy

Stage

Stage 1-3

Cite this resource 

Created by Darin Carr (BSc, DipEd)
NESA Accredited Teacher · Chemistry & Physics Specialist · 30+ years in-class teaching
Resource Version: 1.0
First Published: 

Last Updated: 

5 Mar 2026
26 Aug 2026
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MISSION VERIFIED

Classroom tested. Teacher designed. Safe at home.

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Designed by Darin Carr (BScDip Ed)

Practising NESA accredited

Australian Science Teacher

★ 30+ years of classroom experience

MISSION PROGRESS

82

young scientists have completed this mission.

I'VE COMPLETED THIS MISSION

Click to let us know you have completed this mission

LATEST TEACHER FEEDBACK

No feedback yet for this experiment. Use it with your class and let us know how it went!

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Before you investigate... watch the mystery

MISSION HOOK

Professor Picklebottom and the team are travelling and collecting amazing science mysteries.

✔ Coming in Term 1 2027

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Mission Equipment

Gather your materials and get

ready for an amazing mission!

• 2 sheets of A4 paper per person (or paper plane kit sheets)

• Tape measure or measuring tape

• Masking tape (for the launch line)

• Pencil and recording sheet

• 1–2 paper clips (optional, for further investigation)

• Flat, open floor space at least 5 metres long

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Let’s Investigate

Follow the missions steps below to solve the mystery.

1

Get your planes

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You will need:

  • 2 sheets of A4 paper OR two different paper-plane designs from a kit

  • masking tape

  • measuring tape

  • pencil and paper for recording results

  • paper clip for the final challenge

You are going to build two different plane designs and put them head-to-head.

PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

Gather your materials and get

ready for an amazing mission!

2

Set Up Your Launch Line

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  • Stick a piece of masking tape on the floor as your launch line.

  • Mark it clearly — every flight must start from behind this line.

  • Measure 1 metre from the line and mark it too, so shorter flights are easy to measure.

PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

Gather your materials and get

ready for an amazing mission!

3

Make Plane A

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Make Plane A — the dart.


  • Follow your kit instructions or fold a paper plane with a narrow, pointed shape and smaller wings.

Look carefully at its shape before moving on.

PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

Gather your materials and get

ready for an amazing mission!

4

Make Plane B

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Make Plane B — the glider.

  • Follow your kit instructions or fold a second design with broader, wider wings.

Place both planes side-by-side.


What's different?

PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

Gather your materials and get

ready for an amazing mission!

5

Make your prediction

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It's time to choose.


Which plane do you predict will travel the greatest distance?

□ Plane A — Dart
□ Plane B — Glider


Record your choice and your reason before testing.

PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

Gather your materials and get

ready for an amazing mission!

6

Test plane A

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Test Plane A three times.

  • Use the same thrower each time.

  • Try to use the same throwing motion, angle and effort.

  • Measure from the launch line to where the nose first lands.

  • Record all three distances.

PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

Gather your materials and get

ready for an amazing mission!

7

Test plane B

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Now test Plane B three times.


  • Use the same thrower, launch line and throwing method.

  • Measure and record each distance exactly as you did for Plane A.


PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

Gather your materials and get

ready for an amazing mission!

8

Calculate your averages

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Add the three distances for Plane A and divide by 3.


Do the same for Plane B.


Compare the averages.


Which design travelled further on average?

Was your prediction supported by your results?

PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

Gather your materials and get

ready for an amazing mission!

9

Investigating further

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Now become the plane designer.


Choose ONE thing to change.

You could:

  • add a paper clip to the nose

  • bend the wing tips slightly

  • change the wing shape

  • change the wing size

Make a prediction, test your modified plane and compare it with the original.

PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

1

Get your planes

Snail Slime step 2.jpg

Gather your materials and get

ready for an amazing mission!

PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

1

Get your planes

Snail Slime step 2.jpg

Gather your materials and get

ready for an amazing mission!

PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

1

Big Title

Snail Slime step 2.jpg

Gather your materials and get

ready for an amazing mission!

PREDICT

OBSERVE

EVIDENCE

ASK

SAFETY

TIP

PREDICT

The Crazy Scientist LAB Learning System™

Every experiment follows The Crazy Scientist Lab Learning System™ — a simple way to help kids think like real scientists.

We

  • LINK to what they already know,

  • ACTIVATE curiosity through hands-on discovery

  • BUILD understanding that actually sticks.

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Have you ever folded a paper plane and wondered why it stays in the air?

Some planes glide a long way.

Others dive straight to the ground.

Tiny changes to the wings can make a huge difference.


Today, you'll investigate what makes a better flying design.

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• Hold your two planes side by side before you fly them. Look at the wing shape of each. Without testing yet — which one do you predict will fly further?

• After your first flight, what did you notice about how each plane moved through the air? Did one slow down faster than the other?

• Did one tumble or wobble? Did the other seem to hold a straight line?

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• What was different about the wing shape of each plane? How much surface area did each wing have?

• If more surface area means more air pushing back, how did that show up in your results?

• Why do you think some planes glide further even though they move more slowly?

• What would happen if you added a paper clip to the nose of each plane — would more weight at the front help or hurt the flight?

• Real fighter jets have swept-back narrow wings. Commercial passenger planes have wide, straight wings. Why might they need different shapes for different jobs?

"Want the full teacher guide? The Crazy Scientist Lab includes classroom delivery tips, how to manage the WOW moment, differentiation for Stage 2 & 3, — ready to teach tomorrow."

Think Like a Scientist

Scientists don't stop after their first discovery.

They ask new questions, collect more evidence and test their ideas in different ways.

Where could you take this investigation next?

Wing profile — narrow dart vs. wide glider (which shape creates more drag and does more drag always mean less distance?)

Nose weight — no paper clip vs. one clip vs. two clips (how does shifting the centre of mass affect flight path stability?)

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Dr Puddledrip’s Science Tip
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 Read the Science

Why Didn't Both Planes Fly the Same?


Your two planes were made from paper and launched in the same way — but their shapes were different.


As a plane moves, it has to push through the air. The air pushes back against the plane, creating a force called drag.


Change the shape of the plane and you change how it interacts with the air.

That's why two paper planes can behave very differently — even when the same person throws them.


So... Are Bigger Wings Better?


Not necessarily!

A narrow, pointed plane may move quickly through the air, while broader wings can help a plane glide differently and stay airborne.


But there isn't one perfect wing shape.


A plane designed for speed may look very different from one designed to glide slowly, carry a heavy load or fly efficiently for a long distance.

The best design depends on the job.


What Did the Paper Clip Do?


That tiny paper clip didn't change the wings — but it did change the plane's mass and balance.

Where mass is positioned affects the plane's centre of mass.

Move that balance too far forward or backward and the plane may:

  • dive towards the ground

  • climb and stall

  • wobble

  • fly more or less steadily

Aircraft engineers have to think carefully about where the mass is positioned, not just how much mass there is.


From Paper Planes to Real Aircraft


Look at different aircraft and you'll notice something strange:

Their wings aren't all the same shape.


A fighter jet, passenger plane, cargo aircraft and glider are designed to do very different jobs.

Engineers change wing size, shape and other features to balance things such as lift, drag, stability, speed and efficiency.


Your paper planes are a much simpler version of the same engineering challenge.



Try next
  • See how stored energy and launch force combine with wing design → [Launch Lab]

  •  Investigate how changing mass and balance point affects glide distance → [The Ghost Glider]

Teachers & Homeschoolers: Print-ready HD versions of this Science Behind It poster and companion G&T Challenge Card are available inside The Crazy Scientist LAB.

Scientist's Challenge

Designed for HPGE, gifted learners and children who enjoy an extra challenge.

Teachers & Homeschoolers: Print-ready HD versions of this Science Behind It poster and companion G&T Challenge Card are available inside The Crazy Scientist LAB.

The Next Question...

You've solved today's mystery. Now discover where curiosity can take you next.

What is air resistance?
  • Air is made of tiny particles — molecules — that are always moving. When an object moves through air, it has to push those molecules out of the way. The molecules push back. That pushing-back force is called air resistance, or drag. The faster an object moves, the more molecules it hits per second — so drag increases with speed. 

  • The wider the front surface of an object, the more molecules it hits at once — so drag also increases with surface area. Your paper planes experienced both of these effects at the same time.

Teachers & Homeschoolers: Print-ready HD versions of this Science Behind It poster and companion G&T Challenge Card are available inside The Crazy Scientist LAB.

Vocabulary

Drag

The force that air pushes back against a moving object. Also called air resistance.   Larger surface area and higher speed both increase drag.


Lift

The upward force is created when air moves faster over the top of a wing than under it, producing lower pressure above the wing.

Know a parent or teacher who'd love this? Send it on! 👇

Keep Exploring This Mystery

One experiment leads to even more amazing discoveries inside the Learning Universe.

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Could You Really Blow a Ball Into the Air and Keep It There?

Ready for Your Next Discovery?

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No peeking! Can evidence reveal what’s hiding inside?

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READY TO TEACH THIS
TOMORROW?

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Running the experiment is easy; however, teaching it well is another challenge.

Teachers often ask:

How do I adapt this for Stages 1,2 or 3?

What misconceptions will they have?

What syllabus outcomes does it cover?

What do I do with fast finishers?

How do I structure this for a full class?

What do I say when they ask WHY?

BUILD AROUND THE LAB LEARNING SYSTEM

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Everything you need to confidently teach science tomorrow.

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