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Okay, let's review.

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We highlighted the math concepts of ratios, measurement, and graphing.

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Dr. Crouch applied the concept of ratios to help us define microgravity.

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And Dr. Olson explained the importance of measurement and graphing

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while conducting spacecraft fire safety research.

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Now it's your turn to apply these math concepts in your classroom.

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Check out this program's awesome hands-on activity.

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Hi, we're students at Northside Middle School here in Norfolk, Virginia.

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NASA Connect asked us to show you this program's hands-on activity.

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You can download a lesson guide and a list of materials from the NASA Connect website.

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Here are the main objectives.

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Students will apply techniques to determine measurements,

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use metric measurement,

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build mathematical knowledge through investigation and experimentation,

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collect, organize, and graph data for analysis,

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build an understanding of microgravity.

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Good morning, class.

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Today NASA has asked us to investigate how graphing techniques are helpful

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in understanding the concepts of position, velocity, and acceleration.

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Teachers will find a location for dropping pre-selected objects.

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A set of bleachers provides a good variation in height without using ladders.

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Mark the drop location in even increments, if possible.

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Eight to ten drop stations create a good graph that students can easily view.

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Measure each station in meters or inches and use the conversion

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one meter equals 3.281 feet.

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Organize students into groups of four.

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Once each group has selected a different ball to use for all their test drops,

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distribute the student materials.

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A student recorder writes down the height of each drop station on the data collection chart.

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A student timer records five drops at each drop station.

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Only the ball dropper should climb to the drop site,

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with the rest remaining at ground level.

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The student counter returns the ball to the dropper

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and begins the countdown again when everyone is ready.

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Average the times for each drop station and record on the data collection chart.

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Square the average times for each drop station and record on the data collection chart.

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Using height and average time data for each drop station,

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plot a distance versus time graph on Drop Data Chart 1.

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Using height and average squared time data for each drop station,

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plot a distance versus time squared graph on Drop Data Chart 2.

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The teacher will collect the drop data charts from each group

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and compare the data on Drop Data Chart 1 for each ball

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and discuss the shape the data points create.

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Next, overlay all Drop Data Chart 1 transparencies to compare the data simultaneously.

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In the next comparison, compare the data on Drop Data Chart 2 for each ball

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and discuss the shape the data points create.

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Again, overlay all Drop Data Chart 2 transparencies to compare the data simultaneously.

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It's time for questions.

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Based on your observations,

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predict what will happen to the acceleration if the object is dropped from a greater height.

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Christine.

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I don't think it will matter where you drop the ball from the bleachers.

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The acceleration will stay the same.

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Great answer.

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Mr. Coppola.

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Thank you.

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Did the shape or surface of the object dropped have any effect on the results?

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Explain.

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John.

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I don't think that it would have any effect on this experiment

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because we're using an object such as a ball,

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and the error resistance is negligible.

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But, on the other hand,

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if we were to use an object such as a piece of paper,

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it would float down and take longer to hit the ground.

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Teachers, if you would like help to perform the preceding lesson

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or any other NASA Connect lesson,

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simply enlist the help of an AIAA mentor,

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who will be glad to assist your class in these activities.