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Almost everyone today has flown in an airplane. Many ask the simple question "what makes an airplane fly?" The answer one frequently gets is misleading and often just plain wrong. As an example, most descriptions of the physics of lift fixate on the shape of the wing (i.e. airfoil) as the key factor in understanding lift. The wings in these descriptions have a bulge on the top so that the air must travel farther over the top than under the wing. Yet we all know that wings fly quite well upside down where the shape of the wing is inverted. To cover for this paradox we sometimes see a description for inverted flight that is different than for normal flight. In reality the shape of the wing has little to do with how lift is generated and everything to do with efficiency in cruise and stall characteristics. Any description that relies on the shape of the wing is wrong.

 Motivational scaffolding consisted of using chat to run study skills support groups, where stu- dents were helped to stay on task, and instructor office hours. Students were classified as either high or low procrastinators, and randomly assigned to each version, and two instructors alternated between versions taught from one term to the other. Results showed that procrastinating students, for whom the lack of structure of distance learning may be problematic, performed better in the motivationally-scaffolded version than the traditional, while non-procrastinating students performed equally in both.