# The Delta Kite

### The Making of a Delta Kite

## The kite We are making is a delta kite.

A delta is shaped like a triangle and usually has 2 or 3 tails.Ours was supposed to look similar to this blueprint The spars were be 60cm long. The spreader was 60 cm long. The base of the kite was 120cm long. And the spine was 52cm long. To make this kite we needed a heavy duty trash bag, four 60cm dowel sticks, one 30cm dowel stick, and markers/sharpies.

## Our Model Kite

The kite we created for our model was the Bermuda kite. The Bermuda kite is shaped like a hexagon and is known as an expert level kite. The hardest part of creating this kite for us was stringing the kite because you have to weave it through the kite where as on a delta kite you only attach the string to the center of the kite. Making a model helped us with making our actual kite because we already knew the parts to the kite and how to put the kite together.It also helped us know what chnages we could make to make our actual kite better. Things we changed were using lighter tape and a more durable sail.

## Next We will talk about the Math Problems We Chose

## Math Problem Three

PROBLEM THREE: Under the direction of Harry Osborne, the Edmond Community College kite team kept a para foil in the air from August 21 to August 29, 1982. Their 180 hour, 17 minute flight created a world record for duration flying. If there we eight members of the team, and each took three hour shifts watching the kite, how many shifts would each team member be responsible for?

Answer: Each person had 7½ three hour shifts. We got this by making 180 hours into 10817 minutes. After that I divided it by 180. 180 is 3 hours in minutes. The answer was 60 shifts. We divided 60 by 8 and got 7½ shifts per person.

## Math Problem Five

PROBLEM FIVE: On February 28, 1989, in Milton Massachusetts, near the Blue Hill Observatory outside of Boston, a large box kite with about 86 square feet of sail rose more than two miles over the earth's surface. The kite's flying line was piano wire with a breaking strength of 330 pounds. The flight was conducted by meteorologists Henry Helm Clayton and A.E. Sweetland. Eventually they determined that their kite had risen to an altitude of 12,471 feet. How can you measure the altitude of a kite using

mathematics?

Answer: You can measure your altitude with the length of your string that is connected to the kite. You can mark the highest point on your rope then pull down the kite. Later on you measure the length.

## Surface Area of Our Kite

To find the surface area of my kite we cut it in half. After cutting it in half it was a triangle and trapezoid. We then found the area of the triangle which was 676 cm squared . After that we found the area of the trapezoid which was 2041 cm squared. The total area of our kite was 2717 cm squared.

## Learning to Fly a Kite

After making our kite, we had to learn how to fly it. We watched a video on how to fly a kite with and without wind. Our science teacher, Mr. Shannon, gave our class a demonstration on how to fly a kite with wind. On the day of flying the kites there was no wind, so he had to teach us another way of flying the kite which was running with it as you let out the string. That day, unfortunately, our kite could only glide on the ground.