1 00:00:00,000 --> 00:00:25,440 Hi, my name is John Goodson and I work at Industrial Light & Magic and I'm a concept 2 00:00:25,440 --> 00:00:30,280 model maker for Episode 1 of Phantom Minutes. I build things like this. The way that we 3 00:00:30,280 --> 00:00:33,680 make things like this look so real, a lot of it goes back to math. A lot of it is about 4 00:00:33,680 --> 00:00:37,520 proportions and scale of things and we have to pay attention to make sure that things 5 00:00:37,520 --> 00:00:41,840 are symmetrical, things are round, things are the correct shapes and stuff and a lot 6 00:00:41,840 --> 00:00:45,840 of that is based on math calculations and just paying attention to math details involved 7 00:00:45,840 --> 00:00:50,200 in it. Queen Amanella Starship looks a lot like the SR-71 because it was inspired by 8 00:00:50,200 --> 00:00:55,040 the SR-71. The SR-71 is a really sleek airplane with a lot of beautiful lines. It looks like 9 00:00:55,040 --> 00:00:59,920 it can go really, really fast. So Queen Amidala's ship has to look equally fast. It does look 10 00:00:59,920 --> 00:01:04,360 like it can go the speed of light. I hope you enjoyed this episode of NASA Connect. 11 00:01:04,360 --> 00:01:08,080 I hope seeing this will help inspire you to pursue mathematics and science and may the 12 00:01:08,080 --> 00:01:10,080 force of your imagination be with you. 13 00:01:25,040 --> 00:01:29,080 NASA Jet Propulsion Laboratory, California Institute of Technology 14 00:01:55,080 --> 00:01:59,080 NASA Jet Propulsion Laboratory, California Institute of Technology 15 00:02:04,080 --> 00:02:11,080 Hi, I'm Van Hughes and welcome to NASA Connect, the show that connects you with the world of math, science, and NASA. 16 00:02:11,080 --> 00:02:17,080 Well, right now, my band, The Noodles, is trying to get on the road to our next gig, but as you can see, we're having a little car trouble. 17 00:02:17,080 --> 00:02:22,080 Man, these tools don't fit these bolts. There's no way we can finish this today. 18 00:02:22,120 --> 00:02:25,120 I'm going to cancel another performance. I'll see you tomorrow. 19 00:02:25,120 --> 00:02:29,120 Hey, Van, this old van has had it. See you later. 20 00:02:29,120 --> 00:02:32,120 Guys? Guys? 21 00:02:35,120 --> 00:02:37,120 Hey, Jennifer. Thanks for coming over. 22 00:02:37,120 --> 00:02:39,120 Sure, no problem. What's up with your van? 23 00:02:39,120 --> 00:02:46,120 Whenever we pack the van and we get onto the open road, the vibration is terrible and the van keeps stalling. 24 00:02:46,160 --> 00:02:50,160 I replaced and tightened some loose bolts, but it just doesn't work. 25 00:02:50,160 --> 00:02:54,160 It keeps struggling. The gas mileage is lousy. It barely even makes it up hills. 26 00:02:54,160 --> 00:02:59,160 We're always the slowest thing on the highway. It overheats? It's a slug. 27 00:02:59,160 --> 00:03:05,160 Well, you know what? It seems like you've got some problems here, definite problems, and I think I've got your first one down. 28 00:03:05,160 --> 00:03:08,160 Right here, this is a metric wrench, and you're using that with U.S. standard bolts. 29 00:03:08,160 --> 00:03:11,160 They're not going to fit. It's just not going to work. 30 00:03:11,200 --> 00:03:15,200 All right, your second problem seems a little tougher. 31 00:03:15,200 --> 00:03:18,200 This van, it just doesn't look too aerodynamic. 32 00:03:18,200 --> 00:03:24,200 Well, I could get some proper wrenches from my dad, but, okay, how do I check my aerodynamic problem? 33 00:03:24,200 --> 00:03:27,200 You know, I have some friends over at NASA Langley Research Center in Hampton, Virginia. 34 00:03:27,200 --> 00:03:31,200 They know all about the science of aerodynamics and the measurement tools used in their research. 35 00:03:31,200 --> 00:03:34,200 Well, great. Maybe they can help me find out what's exactly wrong with the van. 36 00:03:34,200 --> 00:03:35,200 I bet they can. 37 00:03:35,240 --> 00:03:41,240 Hey, you. Before we head over to NASA Langley, let's learn more about measurement and why it's so important to measure accurately. 38 00:03:41,240 --> 00:03:45,240 That's right. We'll check out a museum that will give us some background history on measurement. 39 00:03:45,240 --> 00:03:49,240 And speaking of measurement, we have this really cool checklist for you to follow throughout our show. 40 00:03:50,240 --> 00:03:56,240 Every time our stage manager appears with a cue card, that's your cue to think about answers to the questions he gives you. 41 00:03:56,240 --> 00:03:57,240 Got it? 42 00:03:57,240 --> 00:04:03,240 Later, we'll go to NASA Langley in Hampton, Virginia, and NASA Dryden in California's Mojave Desert 43 00:04:03,280 --> 00:04:08,280 to meet some people who use measurement tools as part of their jobs designing and testing airplanes. 44 00:04:08,280 --> 00:04:11,280 And, so you can get even more involved in measurement, 45 00:04:11,280 --> 00:04:14,280 you'll meet some students from Prince William County, Virginia, 46 00:04:14,280 --> 00:04:17,280 who will show you how to use measurement to build your own wind tunnel. 47 00:04:17,280 --> 00:04:21,280 You'll also meet students from Ann Beers Elementary School in Washington, D.C., 48 00:04:21,280 --> 00:04:24,280 who are using FOILSIM, a wind tunnel simulation, 49 00:04:24,280 --> 00:04:28,280 with NASA's Educational Technology Program Manager, Dr. Shelley Canlight. 50 00:04:28,320 --> 00:04:33,320 Students will show you how they are using the Internet to learn more about the science of aerodynamics 51 00:04:33,320 --> 00:04:39,320 and how you can use our website to conduct your own simulated wind tunnel investigation. 52 00:04:39,320 --> 00:04:41,320 So, Jennifer, are you ready? 53 00:04:41,320 --> 00:04:44,320 Man, I was born ready. 54 00:04:44,320 --> 00:04:46,320 But be glad we're taking my car. 55 00:04:54,320 --> 00:04:57,320 How did the U.S. Standard System of Measurement go? 56 00:04:57,360 --> 00:04:59,360 How is the metric system devised? 57 00:04:59,360 --> 00:05:01,360 How are the two systems different? 58 00:05:02,360 --> 00:05:07,360 Let's begin our measurement journey by visiting the Peninsula Fine Arts Center in Newport News, Virginia. 59 00:05:08,360 --> 00:05:11,360 People have been measuring things for thousands of years. 60 00:05:11,360 --> 00:05:14,360 Hey, that's one thing we measure, time. 61 00:05:14,360 --> 00:05:16,360 What are some of the other things we measure? 62 00:05:16,360 --> 00:05:17,360 Temperature. 63 00:05:17,360 --> 00:05:19,360 How high is it? 64 00:05:19,360 --> 00:05:20,360 Volume. 65 00:05:20,360 --> 00:05:23,360 How much space is in your garage? 66 00:05:24,360 --> 00:05:25,360 Mass and weight. 67 00:05:25,360 --> 00:05:26,360 How heavy is it? 68 00:05:27,360 --> 00:05:28,360 Length. 69 00:05:28,360 --> 00:05:30,360 How long is your street? 70 00:05:31,360 --> 00:05:32,360 Get this. 71 00:05:32,360 --> 00:05:36,360 The ancient Egyptians used their fingers, hands, and even arms to measure things. 72 00:05:36,360 --> 00:05:39,360 There were no measuring tools like rulers back then. 73 00:05:39,360 --> 00:05:44,360 The width of one finger was a digit and the width of four fingers was a palm. 74 00:05:44,360 --> 00:05:46,360 Here's another ancient Egyptian measurement. 75 00:05:46,360 --> 00:05:49,360 Open your hand and spread out your fingers just like this. 76 00:05:49,360 --> 00:05:54,360 The distance from the tip of your thumb to the end of your little pinky was called a span. 77 00:05:54,400 --> 00:05:58,400 The ancient Egyptians also created a measurement called the cubit. 78 00:05:58,400 --> 00:06:03,400 If you bend your arm, the distance from the elbow to the tip of your middle finger was a cubit. 79 00:06:03,400 --> 00:06:07,400 In the ancient world, the cubit was the most popular way to measure length. 80 00:06:07,400 --> 00:06:12,400 So you see, all these units of measurement were based on something familiar to ancient people. 81 00:06:12,400 --> 00:06:13,400 Body parts. 82 00:06:13,400 --> 00:06:18,400 Of course, using your hand or elbow to measure a pyramid would take forever. 83 00:06:18,400 --> 00:06:22,400 Not only that, it's not an accurate or exact measurement. 84 00:06:22,400 --> 00:06:23,400 Here's why. 85 00:06:23,440 --> 00:06:25,440 My friend Jimmy is taller than I am. 86 00:06:25,440 --> 00:06:29,440 It takes four of my cubit arm lengths but only three of his to measure my butt. 87 00:06:29,440 --> 00:06:32,440 How can we get the same measurement if our arms are different lengths? 88 00:06:32,440 --> 00:06:34,440 Good point. 89 00:06:34,440 --> 00:06:40,440 In ancient Egypt, it was up to the pharaoh to decide how to make measurements standard or the same for all situations. 90 00:06:40,440 --> 00:06:45,440 So the standard cubit length was set by the length of the pharaoh's arm. 91 00:06:45,440 --> 00:06:50,440 But even then, it could be pretty tough measuring a pyramid with a pharaoh under your arm. 92 00:06:50,480 --> 00:06:53,480 As time went on, people created many ways to measure things. 93 00:06:53,480 --> 00:06:57,480 Unfortunately, none of them were the same when it came to mathematics. 94 00:06:57,480 --> 00:07:00,480 You see, scientists couldn't repeat each other's experiments 95 00:07:00,480 --> 00:07:03,480 because there was not an agreed upon standard of measurement. 96 00:07:03,480 --> 00:07:07,480 Today, our world operates according to two different systems of measurement. 97 00:07:07,480 --> 00:07:09,480 Here's some expert help. 98 00:07:09,480 --> 00:07:14,480 In the U.S. standard system, the inch, foot, yard, and mile 99 00:07:14,480 --> 00:07:19,480 develop from traditional practices of measurement dating back to ancient times. 100 00:07:19,520 --> 00:07:22,520 One disadvantage of the U.S. standard system 101 00:07:22,520 --> 00:07:27,520 is the different size units often have no simple relationship to each other. 102 00:07:27,520 --> 00:07:31,520 For instance, there are 12 inches in a foot, 103 00:07:31,520 --> 00:07:34,520 3 feet in a yard, 104 00:07:34,520 --> 00:07:37,520 1,760 yards, 105 00:07:37,520 --> 00:07:41,520 or 5,280 feet in a mile. 106 00:07:41,520 --> 00:07:46,520 Converting different units of measurement, like miles to inches, requires some math. 107 00:07:46,520 --> 00:07:48,520 Here's an example. 108 00:07:48,560 --> 00:07:52,560 It's about 431 miles from Los Angeles to San Francisco. 109 00:07:52,560 --> 00:07:58,560 To convert these miles into inches, simply multiply the number of miles, 431, 110 00:07:58,560 --> 00:08:02,560 by the number of feet in a mile, 5,280, 111 00:08:02,560 --> 00:08:05,560 by the number of inches in a foot, 12. 112 00:08:05,560 --> 00:08:12,560 431 miles converts to 27,308,169 inches. 113 00:08:12,600 --> 00:08:18,600 Using the decimal system is a much easier way to measure and change units. 114 00:08:18,600 --> 00:08:22,600 Because earlier systems of measuring units were so confusing, 115 00:08:22,600 --> 00:08:25,600 the decimal system was devised. 116 00:08:25,600 --> 00:08:29,600 This system is based on tens and multiples of tens. 117 00:08:29,600 --> 00:08:33,600 Tenth numbers, or decimals, are easier to use 118 00:08:33,600 --> 00:08:37,600 than the U.S. standard system, which is based on twelfths. 119 00:08:37,640 --> 00:08:41,640 One advantage of the decimal system is the decimal point. 120 00:08:41,640 --> 00:08:44,640 Depending upon where it is moved, 121 00:08:44,640 --> 00:08:49,640 whole numbers can become fractions or multiples of tens. 122 00:08:49,640 --> 00:08:51,640 Thanks, Dr. Morgan. 123 00:08:51,640 --> 00:08:54,640 We now know why there is a metric system of measurement. 124 00:08:54,640 --> 00:08:57,640 Yep, and the metric system is based on the meter. 125 00:08:57,640 --> 00:09:01,640 The original meter was not the length of someone's finger or arm. 126 00:09:01,640 --> 00:09:05,640 Instead, it represented one ten-millionth of the distance 127 00:09:05,680 --> 00:09:08,680 from the North Pole to the equator. 128 00:09:08,680 --> 00:09:13,680 Hey, the meter is the most widely used measurement system for scientific work. 129 00:09:13,680 --> 00:09:17,680 Using the metric system, we can easily convert units with some mental math. 130 00:09:17,680 --> 00:09:24,680 For example, we know Los Angeles is approximately 600 kilometers from San Francisco. 131 00:09:24,680 --> 00:09:28,680 Now, if we want to know that same distance in meters, for example, 132 00:09:28,680 --> 00:09:31,680 all we have to do is multiply by 1,000. 133 00:09:31,720 --> 00:09:35,720 Why? Because there's 1,000 meters in 1 kilometer. 134 00:09:35,720 --> 00:09:39,720 So you multiply 600 times 1,000 and you get... 135 00:09:39,720 --> 00:09:42,720 600,000 meters. 136 00:09:42,720 --> 00:09:46,720 600 kilometers is the same as 600,000 meters. 137 00:09:46,720 --> 00:09:49,720 The Egyptians would have appreciated the meter stick. 138 00:09:49,720 --> 00:09:51,720 It's better than a pharaoh's arm. 139 00:09:54,720 --> 00:09:58,720 Okay, Jennifer, I now know the difference between the U.S. standard system 140 00:09:58,760 --> 00:10:00,760 and why my wrench didn't fit the bolts, 141 00:10:00,760 --> 00:10:04,760 but you seem to think that my van has an aerodynamic problem. 142 00:10:04,760 --> 00:10:06,760 How can I measure that? 143 00:10:06,760 --> 00:10:08,760 I'm glad you asked, Van. 144 00:10:08,760 --> 00:10:11,760 Hey, guys, I have some friends over at NASA Langley Research Center in Hampton, Virginia. 145 00:10:11,760 --> 00:10:14,760 We're going to meet some engineers, and they use tools and techniques 146 00:10:14,760 --> 00:10:16,760 every day to measure aerodynamics. 147 00:10:16,760 --> 00:10:20,760 Van, I'm going to call ahead and get us cleared for the research lab. 148 00:10:20,760 --> 00:10:22,760 Is that all right? 149 00:10:22,760 --> 00:10:24,760 Hi, is Mike there? 150 00:10:28,760 --> 00:10:30,760 Explaining four forces which affect aircraft performance 151 00:10:30,760 --> 00:10:32,760 and how they relate to each other. 152 00:10:34,760 --> 00:10:36,760 Van, I want you to meet my friend. This is Mike Logan. 153 00:10:36,760 --> 00:10:38,760 Hi. Hi, Van. 154 00:10:38,760 --> 00:10:40,760 He works here at NASA Langley Research Center in Hampton, Virginia, 155 00:10:40,760 --> 00:10:42,760 designing aircraft. 156 00:10:42,760 --> 00:10:44,760 So, Van, Jennifer tells me you're having a problem with your vehicle. 157 00:10:44,760 --> 00:10:46,760 Oh, I sure am. 158 00:10:46,760 --> 00:10:48,760 I belong to a van called the Noodles, 159 00:10:48,760 --> 00:10:50,760 and we bought a van to carry our equipment to our performances, 160 00:10:50,760 --> 00:10:52,760 but it keeps breaking down. 161 00:10:52,760 --> 00:10:54,760 Jennifer says it might be an aerodynamic problem. 162 00:10:54,760 --> 00:10:56,760 Can you help? 163 00:10:56,800 --> 00:10:58,800 Sure. We here at the NASA Langley Research Center 164 00:10:58,800 --> 00:11:00,800 have been studying aerodynamics since 1917. 165 00:11:00,800 --> 00:11:02,800 Every aircraft is designed 166 00:11:02,800 --> 00:11:04,800 with a specific purpose in mind, 167 00:11:04,800 --> 00:11:06,800 like carrying people or cargo. 168 00:11:06,800 --> 00:11:08,800 No matter what the purpose is, 169 00:11:08,800 --> 00:11:10,800 all aircraft designs must consider four basic forces. 170 00:11:10,800 --> 00:11:12,800 Lift, weight, thrust, and drag. 171 00:11:12,800 --> 00:11:14,800 Lift is the force that moves an airplane up 172 00:11:14,800 --> 00:11:16,800 when the air flows across the wings. 173 00:11:16,800 --> 00:11:18,800 Weight is the effect of gravity pulling an airplane down. 174 00:11:18,800 --> 00:11:20,800 The force that pushes a plane forward 175 00:11:20,800 --> 00:11:22,800 is called thrust. 176 00:11:22,800 --> 00:11:24,800 It's usually created by a plane's engines or propellers. 177 00:11:24,840 --> 00:11:26,840 The last force, drag, 178 00:11:26,840 --> 00:11:28,840 slows an airplane down as air rubs against the plane's surfaces. 179 00:11:28,840 --> 00:11:30,840 It's a lot like the friction created 180 00:11:30,840 --> 00:11:32,840 when a tire skids across the road. 181 00:11:32,840 --> 00:11:34,840 We measure these forces by creating scale models 182 00:11:34,840 --> 00:11:36,840 of our designs and then testing them in wind tunnels. 183 00:11:36,840 --> 00:11:38,840 At NASA Langley alone, 184 00:11:38,840 --> 00:11:40,840 we test designs in over 20 different wind tunnels. 185 00:11:40,840 --> 00:11:42,840 So, Van, exactly what happens 186 00:11:42,840 --> 00:11:44,840 when you take your vehicle out? 187 00:11:44,840 --> 00:11:46,840 Well, every time we load the equipment on top of the van, 188 00:11:46,840 --> 00:11:48,840 it doesn't have enough power. 189 00:11:48,840 --> 00:11:50,840 And every time we load our stuff inside the van, 190 00:11:50,840 --> 00:11:52,840 it helps a little, but it's still a slug. 191 00:11:52,880 --> 00:11:54,880 Aerodynamically speaking, 192 00:11:54,880 --> 00:11:56,880 it sounds like you may be having a problem with drag, 193 00:11:56,880 --> 00:11:58,880 which is causing your engine to overwork. 194 00:11:58,880 --> 00:12:00,880 I think a wind tunnel test might help us 195 00:12:00,880 --> 00:12:02,880 to understand your problem better. 196 00:12:02,880 --> 00:12:04,880 I'll call a colleague of mine, Hector Soto, 197 00:12:04,880 --> 00:12:06,880 who designs measurement tools used in wind tunnels 198 00:12:06,880 --> 00:12:08,880 and arrange for the two of you to meet. 199 00:12:08,880 --> 00:12:10,880 In the meantime, I'll go back to my office 200 00:12:10,880 --> 00:12:12,880 and work on some possible solutions to your problem. 201 00:12:12,880 --> 00:12:14,880 All right. Yes. 202 00:12:18,880 --> 00:12:20,880 What is a wind tunnel? 203 00:12:20,920 --> 00:12:22,920 How is a wind tunnel used as a measuring tool? 204 00:12:22,920 --> 00:12:24,920 Why is the SR-71 205 00:12:24,920 --> 00:12:26,920 an ideal research test plane? 206 00:12:28,920 --> 00:12:30,920 Hi, Jennifer. Hi. 207 00:12:30,920 --> 00:12:32,920 Hi, Van. 208 00:12:32,920 --> 00:12:34,920 You might be having an aerodynamics problem with your vehicle. 209 00:12:34,920 --> 00:12:36,920 We do. 210 00:12:36,920 --> 00:12:38,920 Well, let me welcome you to my department, 211 00:12:38,920 --> 00:12:40,920 the Advanced Measurements and Diagnostics Branch. 212 00:12:40,920 --> 00:12:42,920 Here we make tools to measure the performance 213 00:12:42,920 --> 00:12:44,920 of an aircraft in a wind tunnel. 214 00:12:44,920 --> 00:12:46,920 Now, a wind tunnel, is that just like a big fan? 215 00:12:46,920 --> 00:12:48,920 Well, let me explain what a wind tunnel is 216 00:12:48,960 --> 00:12:50,960 and how we use it to measure aerodynamic forces 217 00:12:50,960 --> 00:12:52,960 like draft. 218 00:12:52,960 --> 00:12:54,960 A wind tunnel is a device consisting of an enclosed passage 219 00:12:54,960 --> 00:12:56,960 to which air is driven by a fan. 220 00:12:56,960 --> 00:12:58,960 The harbor wind tunnel is the test section 221 00:12:58,960 --> 00:13:00,960 in which a scale model is supported 222 00:13:00,960 --> 00:13:02,960 in a controlled air stream 223 00:13:02,960 --> 00:13:04,960 that flows about the model, duplicating the air 224 00:13:04,960 --> 00:13:06,960 of the stream of a full-scale aircraft. 225 00:13:06,960 --> 00:13:08,960 We use different techniques to measure aerodynamic forces. 226 00:13:08,960 --> 00:13:10,960 Things like flow visualization, 227 00:13:10,960 --> 00:13:12,960 use smoke, 228 00:13:12,960 --> 00:13:14,960 and a laser light sheet. 229 00:13:14,960 --> 00:13:16,960 Sometimes we use oil or water 230 00:13:17,000 --> 00:13:19,000 instead of air 231 00:13:19,000 --> 00:13:21,000 and streams of dye to watch the vortices 232 00:13:21,000 --> 00:13:23,000 and other unusual phenomena. 233 00:13:23,000 --> 00:13:25,000 Surface deformations, 234 00:13:25,000 --> 00:13:27,000 such as wind flexing, can affect drag. 235 00:13:27,000 --> 00:13:29,000 Here at NASA Langley, 236 00:13:29,000 --> 00:13:31,000 one instrument that we designed 237 00:13:31,000 --> 00:13:33,000 projects a pattern laser light 238 00:13:33,000 --> 00:13:35,000 onto a surface of a model being studied. 239 00:13:35,000 --> 00:13:37,000 Later we compare photographs 240 00:13:37,000 --> 00:13:39,000 and measure the differences in the pattern light. 241 00:13:39,000 --> 00:13:41,000 These differences show changes 242 00:13:41,000 --> 00:13:43,000 in the shape of the wind surface 243 00:13:43,000 --> 00:13:45,000 that might be disrupting the airflow. 244 00:13:45,040 --> 00:13:47,040 We call this turbulence. 245 00:13:47,040 --> 00:13:49,040 Data are collected during the testing 246 00:13:49,040 --> 00:13:51,040 and checked for accuracy. 247 00:13:51,040 --> 00:13:53,040 Speaking of accuracy, 248 00:13:53,040 --> 00:13:55,040 it is not until an aircraft is flight tested 249 00:13:55,040 --> 00:13:57,040 in the real world 250 00:13:57,040 --> 00:13:59,040 that design efficiency can be fully verified. 251 00:13:59,040 --> 00:14:01,040 NASA does most of its flight testing 252 00:14:01,040 --> 00:14:03,040 at NASA Dryden 253 00:14:03,040 --> 00:14:05,040 and California Mojave Desert. 254 00:14:05,040 --> 00:14:07,040 As an aeronautical engineer 255 00:14:07,040 --> 00:14:09,040 at NASA Dryden Flight Research Center, 256 00:14:09,040 --> 00:14:11,040 I'm interested in all the measurements 257 00:14:11,040 --> 00:14:13,040 that are made during tests and flight research missions. 258 00:14:13,080 --> 00:14:15,080 Blackbirds are the world's 259 00:14:15,080 --> 00:14:17,080 fastest and highest flying jets. 260 00:14:17,080 --> 00:14:19,080 They cruise along at speeds over 261 00:14:19,080 --> 00:14:21,080 2,000 miles per hour at heights 262 00:14:21,080 --> 00:14:23,080 over 24 kilometers or above 263 00:14:23,080 --> 00:14:25,080 80,000 feet. 264 00:14:25,080 --> 00:14:27,080 That's so high that when I look out the airplane's window 265 00:14:27,080 --> 00:14:29,080 the sky seems to be darker 266 00:14:29,080 --> 00:14:31,080 even during the daylight. 267 00:14:31,080 --> 00:14:33,080 The SR-71's unique capabilities 268 00:14:33,080 --> 00:14:35,080 make it an ideal platform 269 00:14:35,080 --> 00:14:37,080 for aeronautical research and experiments 270 00:14:37,080 --> 00:14:39,080 that are beyond the reach of any other jet. 271 00:14:39,080 --> 00:14:41,080 All of these data, 272 00:14:41,120 --> 00:14:43,120 reports from the pilots, 273 00:14:43,120 --> 00:14:45,120 are compared with computer, wind tunnel, 274 00:14:45,120 --> 00:14:47,120 and flight simulator information 275 00:14:47,120 --> 00:14:49,120 so that engineers will understand exactly 276 00:14:49,120 --> 00:14:51,120 what is happening with the design. 277 00:14:51,120 --> 00:14:53,120 So Van, these are just a few of the ways 278 00:14:53,120 --> 00:14:55,120 we measure aerodynamic forces. 279 00:14:55,120 --> 00:14:57,120 Hey, I have a friend of mine, Drew Landerman, 280 00:14:57,120 --> 00:14:59,120 that works at the Old Dominion University 281 00:14:59,120 --> 00:15:01,120 full-scale wind tunnel. 282 00:15:01,120 --> 00:15:03,120 Perhaps we could give him a call 283 00:15:03,120 --> 00:15:05,120 and arrange to have your vehicle tested. 284 00:15:05,120 --> 00:15:07,120 Let me explain. 285 00:15:07,120 --> 00:15:09,120 Now while those guys go test the van, 286 00:15:09,160 --> 00:15:11,160 I'm going to build a wind tunnel. 287 00:15:11,160 --> 00:15:13,160 In this activity, we'll determine the effect 288 00:15:13,160 --> 00:15:15,160 drag has on different shapes. 289 00:15:15,160 --> 00:15:17,160 And later, I'll be back and help you analyze the data. 290 00:15:17,160 --> 00:15:19,160 Welcome to the 291 00:15:19,160 --> 00:15:21,160 Making Math Count Enrichment Camp 292 00:15:21,160 --> 00:15:23,160 at Saunders Middle School 293 00:15:23,160 --> 00:15:25,160 in Prince William County, Virginia. 294 00:15:25,160 --> 00:15:27,160 NASA Connect asked us 295 00:15:27,160 --> 00:15:29,160 to show you how to make and build 296 00:15:29,160 --> 00:15:31,160 your own wind tunnel and use it to test 297 00:15:31,160 --> 00:15:33,160 certain shapes for drag. 298 00:15:33,160 --> 00:15:35,160 Drag is one of the four forces that aeronautic engineers 299 00:15:35,160 --> 00:15:37,160 consider when they design airplanes. 300 00:15:37,200 --> 00:15:39,200 The three forces are lift, weight, and thrust. 301 00:15:39,200 --> 00:15:41,200 Under the guidance of our teachers, 302 00:15:41,200 --> 00:15:43,200 Mr. Bill White, Ms. Melinda Spencer, 303 00:15:43,200 --> 00:15:45,200 and Ms. Jindal Miller, we will go 304 00:15:45,200 --> 00:15:47,200 through the steps you'll use in constructing your wind tunnel. 305 00:15:47,200 --> 00:15:49,200 Before you begin, go to this 306 00:15:49,200 --> 00:15:51,200 website to learn about wind tunnels. 307 00:15:51,200 --> 00:15:53,200 This will give you a good understanding about the measurement 308 00:15:53,200 --> 00:15:55,200 tool you're about to build. 309 00:15:55,200 --> 00:15:57,200 After you've gotten your materials together, 310 00:15:57,200 --> 00:15:59,200 we begin by measuring the fan. 311 00:15:59,200 --> 00:16:01,200 Next, write the dimensions of the fan on the board. 312 00:16:01,200 --> 00:16:03,200 Each student should fill out 313 00:16:03,200 --> 00:16:05,200 the data sheet by determining the dimensions 314 00:16:05,240 --> 00:16:07,240 for the eight trapezoid-shaped panels 315 00:16:07,240 --> 00:16:09,240 of the upper and lower sections of the wind tunnel 316 00:16:09,240 --> 00:16:11,240 and the four smaller rectangular panels 317 00:16:11,240 --> 00:16:13,240 of the test chamber. 318 00:16:13,240 --> 00:16:15,240 If the side of the fan is X, 319 00:16:15,240 --> 00:16:17,240 then the height and bottom width of the trapezoid shapes 320 00:16:17,240 --> 00:16:19,240 would be the same size and the top 321 00:16:19,240 --> 00:16:21,240 would be one-third of X or X over three. 322 00:16:21,240 --> 00:16:23,240 The dimensions of the test chamber 323 00:16:23,240 --> 00:16:25,240 panels would be X over two for the height 324 00:16:25,240 --> 00:16:27,240 and X over three for the top 325 00:16:27,240 --> 00:16:29,240 and bottom. 326 00:16:29,240 --> 00:16:31,240 After checking the accuracy of the calculations, 327 00:16:31,240 --> 00:16:33,240 the teacher will divide the class into four teams. 328 00:16:35,240 --> 00:16:37,240 Team 1, 2, and 3 will measure 329 00:16:37,240 --> 00:16:39,240 and mark their panels. 330 00:16:39,240 --> 00:16:41,240 The teacher will then cut the panels. 331 00:16:41,240 --> 00:16:43,240 The test chamber will fit between the upper 332 00:16:43,240 --> 00:16:45,240 and lower deflectors, so it is very important 333 00:16:45,240 --> 00:16:47,240 that the measuring and cutting is accurate 334 00:16:47,240 --> 00:16:49,240 so the parts will fit together and be airtight. 335 00:16:49,240 --> 00:16:51,240 Team 1 will cut a window in one 336 00:16:51,240 --> 00:16:53,240 of the panels and tape a piece of transparency 337 00:16:53,240 --> 00:16:55,240 film over it from inside. 338 00:16:55,240 --> 00:16:57,240 Team 2 will cut a window 339 00:16:57,240 --> 00:16:59,240 in one of its panels and tape 340 00:16:59,240 --> 00:17:01,240 a piece of transparency film over it 341 00:17:01,240 --> 00:17:03,240 from the inside also. 342 00:17:03,280 --> 00:17:05,280 Carefully tape the sections together making sure 343 00:17:05,280 --> 00:17:07,280 that the windows are on the same side. 344 00:17:07,280 --> 00:17:09,280 When the wind tunnel is assembled, 345 00:17:09,280 --> 00:17:11,280 tape it to the box fan 346 00:17:11,280 --> 00:17:13,280 so then the air blows out 347 00:17:13,280 --> 00:17:15,280 of the bottom. Place the wind tunnel 348 00:17:15,280 --> 00:17:17,280 and fan onto two chairs like this. 349 00:17:17,280 --> 00:17:19,280 Make sure the chairs block 350 00:17:19,280 --> 00:17:21,280 as little airflow as possible. 351 00:17:23,280 --> 00:17:25,280 To make the drag force test gauge, 352 00:17:25,280 --> 00:17:27,280 Team 4 cuts 353 00:17:27,280 --> 00:17:29,280 a 10 centimeter by 10 centimeter 354 00:17:29,280 --> 00:17:31,280 square card. Next, 355 00:17:31,320 --> 00:17:33,320 punch a 1 millimeter hole 356 00:17:33,320 --> 00:17:35,320 3 centimeters from 357 00:17:35,320 --> 00:17:37,320 the top center of the card. 358 00:17:37,320 --> 00:17:39,320 Remove the elastic from inside 359 00:17:39,320 --> 00:17:41,320 the party hat and measure 360 00:17:41,320 --> 00:17:43,320 a 15 centimeter long 361 00:17:43,320 --> 00:17:45,320 piece. Do not stretch 362 00:17:45,320 --> 00:17:47,320 elastic when measuring. 363 00:17:47,320 --> 00:17:49,320 Double it over to form a loop. 364 00:17:49,320 --> 00:17:51,320 Thread the two loose ends 365 00:17:51,320 --> 00:17:53,320 through the hole 366 00:17:53,320 --> 00:17:55,320 in the card and tape them in place. 367 00:17:55,320 --> 00:17:57,320 Next, mark the 368 00:17:57,320 --> 00:17:59,320 center of the card. 369 00:17:59,360 --> 00:18:01,360 Beginning at the center point, draw 370 00:18:01,360 --> 00:18:03,360 a solid line to the right edge. 371 00:18:03,360 --> 00:18:05,360 Using 2 millimeter intervals, 372 00:18:05,360 --> 00:18:07,360 draw 5 lines 373 00:18:07,360 --> 00:18:09,360 above and below the center line 374 00:18:09,360 --> 00:18:11,360 that was just drawn. 375 00:18:11,360 --> 00:18:13,360 Using card stock, cut in an 376 00:18:13,360 --> 00:18:15,360 equilateral triangle with 377 00:18:15,360 --> 00:18:17,360 each side 2 centimeters in length. 378 00:18:17,360 --> 00:18:19,360 Cut two small slits 379 00:18:19,360 --> 00:18:21,360 in one side of the 380 00:18:21,360 --> 00:18:23,360 triangle and place the elastic 381 00:18:23,360 --> 00:18:25,360 through the slit centering the measurement 382 00:18:25,360 --> 00:18:27,360 point 383 00:18:27,400 --> 00:18:29,400 of the triangle on the center line. 384 00:18:29,400 --> 00:18:31,400 All teams 1 and 385 00:18:31,400 --> 00:18:33,400 4 are completing their assignment. 386 00:18:33,400 --> 00:18:35,400 Use the templates to build 387 00:18:35,400 --> 00:18:37,400 the 4 polyhedrons, 388 00:18:37,400 --> 00:18:39,400 tetrahedron, pyramid, cube and cone. 389 00:18:39,400 --> 00:18:41,400 Cut the shapes out, 390 00:18:41,400 --> 00:18:43,400 then bend along the dotted lines. 391 00:18:43,400 --> 00:18:45,400 Carefully tape the edges together to form 392 00:18:45,400 --> 00:18:47,400 the shapes. Tape string to the designated 393 00:18:47,400 --> 00:18:49,400 point on each shape. 394 00:18:49,400 --> 00:18:51,400 When the shape is suspended in the wind tunnel, 395 00:18:51,400 --> 00:18:53,400 it should be visible in the center 396 00:18:53,400 --> 00:18:55,400 of the test chamber. Now you are 397 00:18:55,440 --> 00:18:57,440 ready for testing. Before turning 398 00:18:57,440 --> 00:18:59,440 on the fan, note the position 399 00:18:59,440 --> 00:19:01,440 of the gauge. Start the fan on 400 00:19:01,440 --> 00:19:03,440 low speed. Count how many lines 401 00:19:03,440 --> 00:19:05,440 the gauge moves. Now increase 402 00:19:05,440 --> 00:19:07,440 the fan speed to medium. 403 00:19:07,440 --> 00:19:09,440 Count how many lines the gauge moves 404 00:19:09,440 --> 00:19:11,440 from its rest position. Do the same 405 00:19:11,440 --> 00:19:13,440 for high speed. The number of 406 00:19:13,440 --> 00:19:15,440 lines the gauge moves indicates the 407 00:19:15,440 --> 00:19:17,440 drag force exerted by the wind 408 00:19:17,440 --> 00:19:19,440 on the object. Run tests on 409 00:19:19,440 --> 00:19:21,440 the other polyhedrons. 410 00:19:21,440 --> 00:19:23,440 Record your results on the student data sheet. 411 00:19:23,480 --> 00:19:25,480 Now calculate the mean, 412 00:19:25,480 --> 00:19:27,480 median and load for each polyhedron 413 00:19:27,480 --> 00:19:29,480 at each speed. Using your 414 00:19:29,480 --> 00:19:31,480 results, make a graph. This will 415 00:19:31,480 --> 00:19:33,480 help you compare the drag force of each 416 00:19:33,480 --> 00:19:35,480 of the shapes. When all the 417 00:19:35,480 --> 00:19:37,480 data is collected and graphed, you are now ready 418 00:19:37,480 --> 00:19:39,480 to analyze the results. 419 00:19:39,480 --> 00:19:41,480 Data analysis 420 00:19:41,480 --> 00:19:43,480 is one of the most important parts of an experiment. 421 00:19:43,480 --> 00:19:45,480 You know, this would be a great time 422 00:19:45,480 --> 00:19:47,480 for you to stop the video, use your 423 00:19:47,480 --> 00:19:49,480 thinker and consider the following. 424 00:19:49,480 --> 00:19:51,480 Which factor? 425 00:19:51,520 --> 00:19:53,520 Shape, mass, 426 00:19:53,520 --> 00:19:55,520 wind speed or drag is considered 427 00:19:55,520 --> 00:19:57,520 the constant. That means 428 00:19:57,520 --> 00:19:59,520 which of those factors stays the same 429 00:19:59,520 --> 00:20:01,520 throughout the entire experiment? 430 00:20:01,520 --> 00:20:03,520 And why is it important 431 00:20:03,520 --> 00:20:05,520 for this factor to remain constant? 432 00:20:05,520 --> 00:20:07,520 Look at your data. 433 00:20:07,520 --> 00:20:09,520 What relationship can you 434 00:20:09,520 --> 00:20:11,520 see between the shape of the object 435 00:20:11,520 --> 00:20:13,520 and the drag that's created? 436 00:20:13,520 --> 00:20:15,520 More questions like these and 437 00:20:15,520 --> 00:20:17,520 their answers can be found in the educator's guide. 438 00:20:17,520 --> 00:20:19,520 Teachers, you can download this 439 00:20:19,560 --> 00:20:21,560 from our NASA Connect website. 440 00:20:21,560 --> 00:20:23,560 Since we've been talking about wind tunnels, 441 00:20:23,560 --> 00:20:25,560 let's head over to 442 00:20:25,560 --> 00:20:27,560 Old Dominion University Full Scale Wind Tunnel 443 00:20:27,560 --> 00:20:29,560 and see what Van's up to. 444 00:20:29,560 --> 00:20:31,560 Hey, Drew. 445 00:20:31,560 --> 00:20:33,560 Hello, Hector. Jennifer. Van. 446 00:20:33,560 --> 00:20:35,560 This is Drew Langman. Hi, Drew. Hi, Jennifer. Hi, Van. 447 00:20:35,560 --> 00:20:37,560 Nice to meet you. So, Drew, what do you have to prepare for us? 448 00:20:37,560 --> 00:20:39,560 Well, first let me tell you a little bit about 449 00:20:39,560 --> 00:20:41,560 our wind tunnel. It's run by 450 00:20:41,560 --> 00:20:43,560 Old Dominion University in Norfolk, Virginia 451 00:20:43,560 --> 00:20:45,560 and it's the second largest wind tunnel in the US. 452 00:20:45,560 --> 00:20:47,560 This full scale tunnel was 453 00:20:47,600 --> 00:20:49,600 originally designed to test an entire aircraft. 454 00:20:49,600 --> 00:20:51,600 The fans at the end of the chute are 455 00:20:51,600 --> 00:20:53,600 1,100 centimeters high. They can pull air 456 00:20:53,600 --> 00:20:55,600 through this test chamber at 133 kilometers 457 00:20:55,600 --> 00:20:57,600 per hour, or about 80 miles 458 00:20:57,600 --> 00:20:59,600 per hour. This creates enough wind for 459 00:20:59,600 --> 00:21:01,600 a small plane to achieve free flight testing within 460 00:21:01,600 --> 00:21:03,600 this facility. Not only do we test 461 00:21:03,600 --> 00:21:05,600 planes, but we also test NASCAR race cars. 462 00:21:05,600 --> 00:21:07,600 In fact, Van, we could test your vehicle. 463 00:21:07,600 --> 00:21:09,600 Well, it's not going to fly away, is it? 464 00:21:09,600 --> 00:21:11,600 No, we'll tie it down and then we'll blow 465 00:21:11,600 --> 00:21:13,600 smoke over it to see how the air flows over it 466 00:21:13,600 --> 00:21:15,600 and how aerodynamically efficient it is. 467 00:21:15,640 --> 00:21:17,640 Let's get your van, Van. 468 00:21:17,640 --> 00:21:19,640 Hey, let's check it out. 469 00:21:19,640 --> 00:21:21,640 While Van prepares for the big test, 470 00:21:21,640 --> 00:21:23,640 let's find out how you can learn more about 471 00:21:23,640 --> 00:21:25,640 measuring in a wind tunnel with a 472 00:21:25,640 --> 00:21:27,640 special NASA connection to the web. 473 00:21:27,640 --> 00:21:29,640 Here's Dr. Shelley Canright to tell you more. 474 00:21:31,640 --> 00:21:33,640 Well, thanks, Jennifer. 475 00:21:33,640 --> 00:21:35,640 I'm visiting a space science academy 476 00:21:35,640 --> 00:21:37,640 which is being held at Ian Dearest Elementary 477 00:21:37,640 --> 00:21:39,640 School in Washington, D.C. 478 00:21:39,640 --> 00:21:41,640 This is a SEMA school. That stands for 479 00:21:41,640 --> 00:21:43,640 Science, Engineering, Mathematics, 480 00:21:43,680 --> 00:21:45,680 and Science Academy. It is an enrichment 481 00:21:45,680 --> 00:21:47,680 program that runs on weekends and in the 482 00:21:47,680 --> 00:21:49,680 summer and targets math, science, 483 00:21:49,680 --> 00:21:51,680 technology. Its partner school is located 484 00:21:51,680 --> 00:21:53,680 in Cleveland, Ohio, Orchard Elementary 485 00:21:53,680 --> 00:21:55,680 School. In just a minute, we'll hear 486 00:21:55,680 --> 00:21:57,680 from a couple of these science campers 487 00:21:57,680 --> 00:21:59,680 as they demonstrate an interactive 488 00:21:59,680 --> 00:22:01,680 simulation software product called 489 00:22:01,680 --> 00:22:03,680 BoilSim. That's a special software 490 00:22:03,680 --> 00:22:05,680 created just for students by the Learning 491 00:22:05,680 --> 00:22:07,680 Technologies Project at NASA Glenn 492 00:22:07,680 --> 00:22:09,680 Research Center in Cleveland, Ohio. 493 00:22:09,680 --> 00:22:11,680 Now, if you look just behind me, 494 00:22:11,720 --> 00:22:13,720 you'll see a flight demonstration wind tunnel 495 00:22:13,720 --> 00:22:15,720 which some aeronautical engineering students 496 00:22:15,720 --> 00:22:17,720 from the American Institute of Aeronautics 497 00:22:17,720 --> 00:22:19,720 and Astronautics student branch at Iowa 498 00:22:19,720 --> 00:22:21,720 State University have brought to share 499 00:22:21,720 --> 00:22:23,720 with these younger students and to serve 500 00:22:23,720 --> 00:22:25,720 as mentors to the camp. So you can see 501 00:22:25,720 --> 00:22:27,720 the students here at Dearest are getting 502 00:22:27,720 --> 00:22:29,720 the opportunity to try their hands on a 503 00:22:29,720 --> 00:22:31,720 number of technology research tools. 504 00:22:31,720 --> 00:22:33,720 Let's take a closer look 505 00:22:33,720 --> 00:22:35,720 now at one of those technologies, 506 00:22:35,720 --> 00:22:37,720 BoilSim. This is Allan 507 00:22:37,720 --> 00:22:39,720 Simmons, a seventh grade student at 508 00:22:39,760 --> 00:22:41,760 Glenn High. Using BoilSim, 509 00:22:41,760 --> 00:22:43,760 we are able to use technologies 510 00:22:43,760 --> 00:22:45,760 like a NASA researcher. 511 00:22:45,760 --> 00:22:47,760 We can perform a series 512 00:22:47,760 --> 00:22:49,760 of computer-based wind tunnel tests 513 00:22:49,760 --> 00:22:51,760 on a wing using BoilSim. 514 00:22:51,760 --> 00:22:53,760 With this simulation, 515 00:22:53,760 --> 00:22:55,760 we can quickly change the position 516 00:22:55,760 --> 00:22:57,760 and shape of the wing and modify 517 00:22:57,760 --> 00:22:59,760 the airspeed, altitude 518 00:22:59,760 --> 00:23:01,760 and angle of attack 519 00:23:01,760 --> 00:23:03,760 and then BoilSim calculates 520 00:23:03,760 --> 00:23:05,760 the lift for us. We are quickly 521 00:23:05,760 --> 00:23:07,760 learning the factors that influence 522 00:23:07,800 --> 00:23:09,800 lift on an airplane's wing. 523 00:23:09,800 --> 00:23:11,800 Here is where we began 524 00:23:11,800 --> 00:23:13,800 at the NASA Connect website. 525 00:23:13,800 --> 00:23:15,800 We were able to get set 526 00:23:15,800 --> 00:23:17,800 up by downloading and installing 527 00:23:17,800 --> 00:23:19,800 our own copy of BoilSim 528 00:23:19,800 --> 00:23:21,800 on our computer. 529 00:23:21,800 --> 00:23:23,800 Anyone can download this simulation 530 00:23:23,800 --> 00:23:25,800 and use it at school or at home. 531 00:23:25,800 --> 00:23:27,800 Let me show you how 532 00:23:27,800 --> 00:23:29,800 we use BoilSim. 533 00:23:29,800 --> 00:23:31,800 We start out by learning 534 00:23:31,800 --> 00:23:33,800 about the basic aerodynamic forces 535 00:23:33,800 --> 00:23:35,800 that affect lift. 536 00:23:35,840 --> 00:23:37,840 Then we test out our own wing 537 00:23:37,840 --> 00:23:39,840 and learn how to generate lift. 538 00:23:39,840 --> 00:23:41,840 You can see how much 539 00:23:41,840 --> 00:23:43,840 lift we have generated 540 00:23:43,840 --> 00:23:45,840 during this test right here. 541 00:23:45,840 --> 00:23:47,840 After we've tested and learned about 542 00:23:47,840 --> 00:23:49,840 a bunch of different variables 543 00:23:49,840 --> 00:23:51,840 that affect lift, we got to work 544 00:23:51,840 --> 00:23:53,840 designing our own wing based 545 00:23:53,840 --> 00:23:55,840 on the requirements on the 546 00:23:55,840 --> 00:23:57,840 NASA Connect website. 547 00:23:57,840 --> 00:23:59,840 The last step is to create 548 00:23:59,840 --> 00:24:01,840 graphs of our experimental 549 00:24:01,840 --> 00:24:03,840 data and study them to see 550 00:24:03,880 --> 00:24:05,880 what things we can learn. 551 00:24:05,880 --> 00:24:07,880 Jennifer, I think you would agree that these campers 552 00:24:07,880 --> 00:24:09,880 have given us some interesting highlights on how 553 00:24:09,880 --> 00:24:11,880 they are using technology to conduct 554 00:24:11,880 --> 00:24:13,880 experiments. A question for our 555 00:24:13,880 --> 00:24:15,880 viewers to think about is what is 556 00:24:15,880 --> 00:24:17,880 the relationship between scientific 557 00:24:17,880 --> 00:24:19,880 inquiry and technology? 558 00:24:19,880 --> 00:24:21,880 Let me add, Jennifer, that our 559 00:24:21,880 --> 00:24:23,880 viewers are invited to try their hand 560 00:24:23,880 --> 00:24:25,880 with BoilSim by visiting the NASA Connect 561 00:24:25,880 --> 00:24:27,880 website. They will also find 562 00:24:27,880 --> 00:24:29,880 links to Fid's Corner, where they will 563 00:24:29,880 --> 00:24:31,880 design and test paper airplane models 564 00:24:31,920 --> 00:24:33,920 to a site about how wind tunnels are being 565 00:24:33,920 --> 00:24:35,920 used to improve NASCAR performance 566 00:24:35,920 --> 00:24:37,920 and to information about NASA 567 00:24:37,920 --> 00:24:39,920 Connect online chats. 568 00:24:39,920 --> 00:24:41,920 There's also a career corner that features some of 569 00:24:41,920 --> 00:24:43,920 our program partners talking about 570 00:24:43,920 --> 00:24:45,920 their jobs. Well, I'm Shelley 571 00:24:45,920 --> 00:24:47,920 Kenwright reporting from Ann Dears Elementary 572 00:24:47,920 --> 00:24:49,920 School in Washington, D.C. Back 573 00:24:49,920 --> 00:24:51,920 to you, Jennifer. 574 00:24:51,920 --> 00:24:53,920 Hooray! 575 00:24:55,920 --> 00:24:57,920 Thanks a lot, Shelley. 576 00:24:57,920 --> 00:24:59,920 Well, a few moments ago, 577 00:24:59,960 --> 00:25:01,960 Van was lifted into the full-scale wind 578 00:25:01,960 --> 00:25:03,960 tunnel and prepped for the big test. 579 00:25:03,960 --> 00:25:05,960 As you can hear, the tunnel is on. 580 00:25:05,960 --> 00:25:07,960 Van! 581 00:25:07,960 --> 00:25:09,960 Look at all that turbulence! 582 00:25:09,960 --> 00:25:11,960 No wonder my van is such a slug. 583 00:25:15,960 --> 00:25:17,960 With all this turbulence, this thing will never move. 584 00:25:17,960 --> 00:25:19,960 You see, Van, all that equipment 585 00:25:19,960 --> 00:25:21,960 on top of your vehicle is like driving a refrigerator 586 00:25:21,960 --> 00:25:23,960 down the road. What you're creating 587 00:25:23,960 --> 00:25:25,960 is a great wall of resistance to the airflow. 588 00:25:25,960 --> 00:25:27,960 Okay, Hector, so tell us then, what 589 00:25:28,000 --> 00:25:30,000 can we do to reduce this drag and 590 00:25:30,000 --> 00:25:32,000 get Van to his gigs on time? 591 00:25:32,000 --> 00:25:34,000 You can do it. Shape the equipment in a wedge shape 592 00:25:34,000 --> 00:25:36,000 so that would reduce the drag and help your vehicle 593 00:25:36,000 --> 00:25:38,000 slide through the air. 594 00:25:38,000 --> 00:25:40,000 Hey, everybody! 595 00:25:44,000 --> 00:25:46,000 Hey there, Mike. Hey, Mike, what you got there? 596 00:25:46,000 --> 00:25:48,000 What's that in your hand? 597 00:25:48,000 --> 00:25:50,000 Y'all come down and take a look. 598 00:25:52,000 --> 00:25:54,000 Hey, Mike, what do you have here? 599 00:25:54,000 --> 00:25:56,000 Well, 600 00:25:56,040 --> 00:25:58,040 behold, the van of the future. 601 00:25:58,040 --> 00:26:00,040 You're kidding. No. 602 00:26:00,040 --> 00:26:02,040 Your van, like a refrigerator, is one of the worst aerodynamic 603 00:26:02,040 --> 00:26:04,040 shapes that a designer can work with. 604 00:26:04,040 --> 00:26:06,040 So I challenged myself. 605 00:26:06,040 --> 00:26:08,040 Can I make a van fly? And here you go. 606 00:26:08,040 --> 00:26:10,040 All righty. 607 00:26:10,040 --> 00:26:12,040 By building a more aerodynamic shell 608 00:26:12,040 --> 00:26:14,040 onto the front and adding a tail, a rudder and wings, 609 00:26:14,040 --> 00:26:16,040 I built this model from a computer design. 610 00:26:16,040 --> 00:26:18,040 I actually tested this design 611 00:26:18,040 --> 00:26:20,040 in NASA Langley's basic aerodynamic research tunnel. 612 00:26:20,040 --> 00:26:22,040 Really? How did it go? 613 00:26:22,040 --> 00:26:24,040 Surprisingly, it flew very well. 614 00:26:24,080 --> 00:26:26,080 Someday, you never know, 615 00:26:26,080 --> 00:26:28,080 you may be traveling in your very own flying minivan. 616 00:26:28,080 --> 00:26:30,080 Wow. That'd be great. 617 00:26:30,080 --> 00:26:32,080 Never late again. 618 00:26:32,080 --> 00:26:34,080 Well, that about wraps up this episode 619 00:26:34,080 --> 00:26:36,080 of NASA Connect, but before we go, 620 00:26:36,080 --> 00:26:38,080 we've got lots of people we need to thank, 621 00:26:38,080 --> 00:26:40,080 especially the students from Prince William County Math Camp 622 00:26:40,080 --> 00:26:42,080 and Anbiers Elementary. 623 00:26:42,080 --> 00:26:44,080 Of course, we want to thank ODU, 624 00:26:44,080 --> 00:26:46,080 Hampton University, the NASA researchers 625 00:26:46,080 --> 00:26:48,080 and Dr. Shelley Canright. 626 00:26:48,080 --> 00:26:50,080 If you would like a videotaped copy 627 00:26:50,080 --> 00:26:52,080 of this NASA Connect show 628 00:26:52,120 --> 00:26:54,120 and the educators' guide lesson plans, 629 00:26:54,120 --> 00:26:56,120 contact CORE, the NASA Central 630 00:26:56,120 --> 00:26:58,120 Operation of Resources for Educators. 631 00:26:58,120 --> 00:27:00,120 All this information and more 632 00:27:00,120 --> 00:27:02,120 is located on the NASA Connect website. 633 00:27:02,120 --> 00:27:04,120 So, for Van and the rest 634 00:27:04,120 --> 00:27:06,120 of the NASA Connect crew, I'm Jennifer Bullock. 635 00:27:06,120 --> 00:27:08,120 Uh, you guys, 636 00:27:08,120 --> 00:27:10,120 where did Van go? 637 00:27:10,120 --> 00:27:12,120 Hello? 638 00:27:12,160 --> 00:27:14,160 Hey, guys, 639 00:27:14,160 --> 00:27:16,160 you want to go do a show? 640 00:27:16,160 --> 00:27:18,160 Hey, how'd you get this thing running? 641 00:27:18,160 --> 00:27:20,160 Well, uh, I measured it out. 642 00:27:20,160 --> 00:27:22,160 What? 643 00:27:22,160 --> 00:27:24,160 Hey, Van, I didn't know you were so handy 644 00:27:24,160 --> 00:27:26,160 with the, uh, soccer wrench. 645 00:27:26,160 --> 00:27:28,160 Well, wait, what do you mean there? 646 00:27:28,160 --> 00:27:30,160 Metric, or is that standard? 647 00:27:30,160 --> 00:27:32,160 Man, what are you talking about? 648 00:27:32,160 --> 00:27:34,160 Oh, I'm sorry, Van. 649 00:27:34,160 --> 00:27:36,160 I didn't know you were so handy with the, uh, 650 00:27:36,160 --> 00:27:38,160 soccer wrench. 651 00:27:38,160 --> 00:27:40,160 Well, wait, what do you mean there? 652 00:27:40,200 --> 00:27:42,200 Metric, or is that standard? 653 00:27:42,200 --> 00:27:44,200 Man, what are you talking about? 654 00:27:44,200 --> 00:27:46,200 Well, I can't take all the credit for getting this van running right. 655 00:27:46,200 --> 00:27:48,200 My friends at NASA helped me measure it all out, 656 00:27:48,200 --> 00:27:50,200 and, uh, they showed me a way 657 00:27:50,200 --> 00:27:52,200 that we might travel in the future. 658 00:27:52,240 --> 00:27:54,240 ice crackling 659 00:27:55,280 --> 00:27:57,280 ice crackling 660 00:27:58,880 --> 00:28:00,880 ice cracking 661 00:28:03,680 --> 00:28:05,680 ice crackling 662 00:28:10,880 --> 00:28:12,880 Ice cracking 663 00:28:15,740 --> 00:28:18,240 ladies and gentlemen, 664 00:28:18,240 --> 00:28:20,240 the noodle! 665 00:28:20,580 --> 00:28:22,580 ladies and gentlemen, 666 00:28:22,580 --> 00:28:24,580 the noodle.