1 00:00:00,000 --> 00:00:15,760 What a wreck! 2 00:00:15,760 --> 00:00:20,240 Yeah, this plane looks just as bad as some of the cars we've been in. 3 00:00:20,240 --> 00:00:21,800 Hi, I'm Vince. 4 00:00:21,800 --> 00:00:22,800 And I'm Larry. 5 00:00:22,800 --> 00:00:29,000 We're the crash test dummies for the National Highway Traffic Safety Administration. 6 00:00:29,000 --> 00:00:33,600 Larry and I have done more than 10,000 crash tests in order to help protect motor vehicle 7 00:00:33,600 --> 00:00:36,760 passengers like you from serious injury. 8 00:00:36,760 --> 00:00:41,720 On this episode of NASA Connect, you'll learn how measurement ratios and graphs are used 9 00:00:41,720 --> 00:00:46,880 by NASA engineers every day as they conduct some pretty extreme tests. 10 00:00:46,880 --> 00:00:48,800 You're telling me! 11 00:00:48,800 --> 00:00:53,240 NASA Langley uses crash test dummies like us to help them improve the crash avoidance 12 00:00:53,240 --> 00:00:54,480 of aircraft. 13 00:00:54,480 --> 00:00:57,600 Like we always say, take it from a dummy. 14 00:00:57,600 --> 00:01:00,160 Make sure you buckle up. 15 00:01:00,160 --> 00:01:06,600 So stay tuned as Van and Jennifer show you how NASA tests aircraft to the extreme. 16 00:01:06,600 --> 00:01:12,600 3, 2, 1, CRASH! 17 00:01:27,600 --> 00:01:31,600 CRASH! 18 00:01:58,600 --> 00:02:01,600 Wow! 19 00:02:01,600 --> 00:02:07,600 That was an awesome ride! 20 00:02:07,600 --> 00:02:13,160 You know, skidding tires is just one way that NASA Langley Research Center conducts tests 21 00:02:13,160 --> 00:02:15,960 to improve aircraft performance and safety. 22 00:02:15,960 --> 00:02:16,960 Hey! 23 00:02:16,960 --> 00:02:21,440 Welcome to NASA Connect, the show that connects you to the world of mathematics, science, 24 00:02:21,440 --> 00:02:23,360 technology and NASA. 25 00:02:23,360 --> 00:02:24,360 I'm Van Hughes. 26 00:02:24,360 --> 00:02:25,360 And I'm Jennifer Pulley. 27 00:02:26,120 --> 00:02:30,120 And we're your hosts, along with Norbert. 28 00:02:30,120 --> 00:02:33,760 Every time Norbert appears, have your cue cards from the lesson guide and your brain 29 00:02:33,760 --> 00:02:36,120 ready to answer the questions he gives you. 30 00:02:36,120 --> 00:02:40,800 And teachers, every time Norbert appears with a remote, that's your cue to pause the videotape 31 00:02:40,800 --> 00:02:43,440 and discuss the cue card questions he gives you. 32 00:02:43,440 --> 00:02:45,840 This show is oozing with math. 33 00:02:45,840 --> 00:02:50,560 We'll see how NASA researchers measure and collect data, develop ratios and graphs to 34 00:02:50,560 --> 00:02:55,240 analyze their data, compare the results, and then predict possible solutions for their 35 00:02:55,240 --> 00:02:57,160 real-world problems. 36 00:02:57,160 --> 00:03:01,960 Using these math concepts, students like you will conduct an experiment very similar to 37 00:03:01,960 --> 00:03:04,560 NASA research that you can try in your classroom. 38 00:03:04,560 --> 00:03:06,160 It's a blast! 39 00:03:06,160 --> 00:03:09,360 Then grab a computer and a mouse and log on to the web. 40 00:03:09,360 --> 00:03:13,680 Our NASA headquarters correspondent, Dr. Shelley Canright, will get you connected to our web 41 00:03:13,680 --> 00:03:14,680 activity. 42 00:03:14,680 --> 00:03:18,920 Today, we're at NASA Langley Research Center in Hampton, Virginia. 43 00:03:18,920 --> 00:03:22,040 NASA Langley is the oldest of the nine NASA facilities. 44 00:03:22,040 --> 00:03:23,720 Here's another Langley fact. 45 00:03:23,720 --> 00:03:25,880 See this huge structure? 46 00:03:25,880 --> 00:03:29,240 Its original name was the Lunar Landing Research Facility. 47 00:03:29,240 --> 00:03:31,240 But today, we call it the gantry. 48 00:03:31,240 --> 00:03:36,320 In the 1960s, Apollo astronauts trained right here at NASA Langley to land on the moon. 49 00:03:36,320 --> 00:03:41,360 The title of today's show is Measurement, Ratios, and Graphing, 3-2-1 Crash. 50 00:03:41,360 --> 00:03:46,000 And get this, measurement, ratios, and graphs are used every day by NASA researchers. 51 00:03:46,400 --> 00:03:51,040 They make predictions and draw conclusions using the data they collect from their research 52 00:03:51,040 --> 00:03:52,040 and extreme tests. 53 00:03:52,040 --> 00:03:56,000 Speaking of graphs, does this look familiar? 54 00:03:56,000 --> 00:03:58,800 Of course, this grid would never fit on your desk. 55 00:03:58,800 --> 00:04:01,520 It's huge! 56 00:04:01,520 --> 00:04:05,600 Each square measures one meter by one meter. 57 00:04:05,600 --> 00:04:09,880 Anyway, NASA researchers use this grid for film analysis. 58 00:04:09,880 --> 00:04:13,320 The aircraft passes in front of the grid and is tracked by a camera. 59 00:04:13,320 --> 00:04:17,560 Then engineers can measure the distance the aircraft travels in a certain amount of time. 60 00:04:17,560 --> 00:04:21,280 NASA engineers analyze this data and make conclusions based on the test results. 61 00:04:21,280 --> 00:04:25,640 Finally, they communicate what they've learned to aircraft companies so they can build safer 62 00:04:25,640 --> 00:04:26,640 aircraft. 63 00:04:26,640 --> 00:04:30,280 We'll learn more about how NASA crashes aircraft from this gantry later on in the show. 64 00:04:30,280 --> 00:04:34,400 Right, but first, let's learn more about NASA Langley. 65 00:04:34,400 --> 00:04:39,560 Today's National Aeronautics and Space Administration, or NASA, was established in 1958, but its 66 00:04:39,560 --> 00:04:43,480 historical roots reach back much farther to the early 1900s. 67 00:04:43,480 --> 00:04:46,120 Powered flight was developed by the Wright Brothers in 1903. 68 00:04:46,120 --> 00:04:51,160 However, during World War I, America realized how far it was behind other countries in developing 69 00:04:51,160 --> 00:04:52,160 air power. 70 00:04:52,160 --> 00:04:57,360 So, Congress created the NACA, or the National Advisory Committee for Aeronautics. 71 00:04:57,360 --> 00:05:00,320 What is aeronautics? 72 00:05:00,320 --> 00:05:03,640 Aeronautics is simply the science of flight. 73 00:05:03,640 --> 00:05:10,480 Anyway, the NACA decided to build an aeronautical research facility, and they found the perfect 74 00:05:10,480 --> 00:05:11,480 location. 75 00:05:11,480 --> 00:05:17,120 A site was chosen in Hampton, Virginia, and the facility was named the Langley Memorial 76 00:05:17,120 --> 00:05:23,040 Aeronautical Laboratory, after an early aviation pioneer, Samuel Pierpont Langley. 77 00:05:23,040 --> 00:05:29,080 Later in 1958, Congress changed the name of the NACA to NASA, and NASA Langley Research 78 00:05:29,080 --> 00:05:32,600 Center helped give birth to the space program. 79 00:05:32,600 --> 00:05:37,240 America's first manned space program, Project Mercury, began at NASA Langley. 80 00:05:37,240 --> 00:05:43,280 Today, NASA has grown to nine centers across the United States that are involved in aeronautics, 81 00:05:43,280 --> 00:05:47,920 earth science, space science, and human exploration of space. 82 00:05:47,920 --> 00:05:53,280 The knowledge gained from NASA research can be found in everyday objects like sunglasses, 83 00:05:53,280 --> 00:05:58,480 athletic shoes, cordless products, and even the highways we drive on. 84 00:05:58,920 --> 00:06:03,280 So, the next time you fly in an airplane, remember that almost every American aircraft 85 00:06:03,280 --> 00:06:08,520 today uses technology that was developed right here at NASA Langley Research Center. 86 00:06:08,520 --> 00:06:13,160 Okay, now that you've gotten some facts on NASA and NASA Langley, let's see what type 87 00:06:13,160 --> 00:06:18,560 of extreme tests NASA Langley conducts at the Aircraft Landing Dynamics Facility. 88 00:06:18,560 --> 00:06:20,200 The what? 89 00:06:20,200 --> 00:06:22,920 The Aircraft Landing Dynamics Facility. 90 00:06:22,920 --> 00:06:27,040 But that's a mouthful, so they call it ALDF, or ALDIF for short. 91 00:06:27,040 --> 00:06:31,560 Let's find out how NASA engineers are using math, science, and technology to solve the 92 00:06:31,560 --> 00:06:36,000 problems they're faced with every day. 93 00:06:36,000 --> 00:06:38,680 How is the test set up to solve the problem? 94 00:06:38,680 --> 00:06:41,480 How are graphs used to find possible solutions? 95 00:06:41,480 --> 00:06:46,160 What visual method did NASA engineers use to represent their solutions? 96 00:06:46,160 --> 00:06:51,040 The ALDIF allows NASA Langley to test tires, wheels, and brakes of vehicles like airplanes, 97 00:06:51,040 --> 00:06:55,840 cars, trucks, even the Space Shuttle Orbiter, and makes them safer for everyone. 98 00:06:55,840 --> 00:07:00,080 For example, because jet airplanes and the Space Shuttle land at really high speeds, 99 00:07:00,080 --> 00:07:04,440 we have to simulate those speeds here at the ALDIF if we want our test to be accurate. 100 00:07:04,440 --> 00:07:09,280 This is done with the use of pressurized water, a carriage, and the tire or gear being tested. 101 00:07:09,280 --> 00:07:12,880 10,000 gallons of water push the carriage down a track. 102 00:07:12,880 --> 00:07:17,280 When the desired speed is reached, the tire is lowered onto the test surface. 103 00:07:17,280 --> 00:07:21,680 Instruments are used to measure the forces acting between the tires and the test surface. 104 00:07:21,680 --> 00:07:24,800 These data are collected by a computer and made into a graph. 105 00:07:24,800 --> 00:07:29,040 By comparing many graphs, we are able to predict how a tire might behave under conditions 106 00:07:29,040 --> 00:07:30,880 other than what we test. 107 00:07:30,880 --> 00:07:35,720 Some of the many tests we've conducted at the ALDIF include something known as hydroplaning. 108 00:07:35,720 --> 00:07:39,480 That's when you drive your car or land an airplane too fast on a water-covered road 109 00:07:39,480 --> 00:07:42,960 or runway, and you actually start skiing on the water. 110 00:07:42,960 --> 00:07:46,200 That's fun if you're boating, but not very fun if you're in an airplane. 111 00:07:46,200 --> 00:07:50,240 So the engineers at the ALDIF figured out that putting grooves in the runway gives the 112 00:07:50,240 --> 00:07:54,240 water a way to get out of the tire footprint to keep you from hydroplaning. 113 00:07:54,240 --> 00:07:58,080 This idea found its way to the highways you and your family drive on to keep you safe 114 00:07:58,080 --> 00:07:59,080 in the rain. 115 00:07:59,080 --> 00:08:00,080 Wow. 116 00:08:00,080 --> 00:08:03,200 So NASA Langley engineers have solved lots of real-world problems. 117 00:08:03,200 --> 00:08:04,200 That's right. 118 00:08:04,200 --> 00:08:08,600 But remember, the ALDIF only simulates tire wear, landing speed, and runway surfaces. 119 00:08:08,600 --> 00:08:12,160 Sometimes in order to solve real-world problems, you have to go to where the problem really 120 00:08:12,160 --> 00:08:13,160 exists. 121 00:08:13,160 --> 00:08:15,880 Take Kennedy Space Center in Florida, for example. 122 00:08:15,880 --> 00:08:20,120 This is the number one landing site for space shuttle launches and landings, and the conditions 123 00:08:20,160 --> 00:08:24,400 have to be just right for the space shuttle orbiter to take off or land. 124 00:08:24,400 --> 00:08:25,400 Conditions? 125 00:08:25,400 --> 00:08:26,400 Like the weather? 126 00:08:26,400 --> 00:08:27,880 Well, that's part of it. 127 00:08:27,880 --> 00:08:31,560 If conditions like the runway texture and the winds aren't just right, the space shuttle 128 00:08:31,560 --> 00:08:33,520 tires will wear out and could fail. 129 00:08:33,520 --> 00:08:37,960 You see, the runway at Kennedy Space Center was built very, very rough so that water would 130 00:08:37,960 --> 00:08:41,040 drain off of it and it wouldn't be too slippery when it was wet. 131 00:08:41,040 --> 00:08:43,520 We didn't want the orbiter to hydroplane. 132 00:08:43,520 --> 00:08:49,400 But because the orbiter tires land with the weight of about 150 cars and as fast as 250 133 00:08:49,400 --> 00:08:53,640 miles per hour, the rough runway was like a cheese grater on the tires. 134 00:08:53,640 --> 00:08:58,600 Too much wear could cause the tires to fail during a landing, and we want to prevent that. 135 00:08:58,600 --> 00:09:01,720 Tire wear gets even worse when the orbiter lands in a crosswind. 136 00:09:01,720 --> 00:09:04,280 Well, I've heard that term before. 137 00:09:04,280 --> 00:09:06,320 But what exactly is a crosswind? 138 00:09:06,320 --> 00:09:11,400 Well, a crosswind is the wind blowing at an angle across the path of an aircraft. 139 00:09:11,400 --> 00:09:15,120 Landing in a crosswind actually causes all of your tires to roll slightly sideways. 140 00:09:15,120 --> 00:09:17,000 We call that a yaw angle. 141 00:09:17,240 --> 00:09:21,500 Just a small amount of yaw angle can cause a tremendous amount of tire wear. 142 00:09:21,500 --> 00:09:25,560 This tire wear limits the amount of crosswind the shuttle can land or launch in, which causes 143 00:09:25,560 --> 00:09:26,560 delays. 144 00:09:26,560 --> 00:09:31,200 NASA wanted to double the crosswind limit that the shuttle could launch or land in safely. 145 00:09:31,200 --> 00:09:35,960 Our job was to find out how to smooth the rough runway surface to reduce tire wear without 146 00:09:35,960 --> 00:09:38,440 making it too slippery when it was wet. 147 00:09:38,440 --> 00:09:45,480 So Bob, I guess you used the ALDA to figure out which runway surface to use at Kennedy. 148 00:09:45,480 --> 00:09:46,480 That's right. 149 00:09:46,960 --> 00:09:51,160 But because the test track here at the ALDAF is only a half mile long and the runway at 150 00:09:51,160 --> 00:09:56,120 Kennedy is three miles long, we really couldn't take a bunch of short distance runs here and 151 00:09:56,120 --> 00:09:59,960 add them together and accurately predict the wear for a whole shuttle landing. 152 00:09:59,960 --> 00:10:01,680 We needed a full scale test. 153 00:10:01,680 --> 00:10:04,720 Somehow we had to make the shuttle tire think it was on the real shuttle. 154 00:10:04,720 --> 00:10:07,960 Well, how did you do that then without using the real shuttle? 155 00:10:07,960 --> 00:10:13,360 Well, some very smart people at NASA Dryden Flight Research Facility in Edwards, California 156 00:10:13,360 --> 00:10:15,920 came up with the Convair 990 program. 157 00:10:15,920 --> 00:10:20,080 This took the idea of the ALDAF one big step forward and allowed us to land an orbiter 158 00:10:20,080 --> 00:10:23,720 tire on whatever runway we want, all at full scale. 159 00:10:23,720 --> 00:10:27,720 A large fixture was built in the belly of the airplane that could apply the correct 160 00:10:27,720 --> 00:10:32,640 weight to a shuttle tire while the pilots landed the airplane at about 250 miles per 161 00:10:32,640 --> 00:10:33,640 hour. 162 00:10:33,640 --> 00:10:38,560 Okay, so the Convair 990 could simulate a shuttle tire landing pretty well. 163 00:10:38,560 --> 00:10:40,480 But how did you figure out the best runway surface? 164 00:10:40,480 --> 00:10:42,600 Well, that's a good question. 165 00:10:42,840 --> 00:10:46,720 Before we put the Convair 990 to the test, we had to get an idea of what kind of runway 166 00:10:46,720 --> 00:10:49,800 texture might or might not reduce tire wear. 167 00:10:49,800 --> 00:10:54,040 Building lots of three mile long test strips would be very expensive, so we conducted a 168 00:10:54,040 --> 00:10:58,200 sub or small scale test using a test vehicle from Langley. 169 00:10:58,200 --> 00:11:02,240 This truck allowed us to wear out smaller airplane tires by rolling and yawing them 170 00:11:02,240 --> 00:11:03,920 on lots of different textures. 171 00:11:03,920 --> 00:11:08,240 And it allowed us to predict which surfaces might be worthwhile to install in three mile 172 00:11:08,240 --> 00:11:09,240 long test strips. 173 00:11:09,240 --> 00:11:11,760 How do you measure tire wear? 174 00:11:11,920 --> 00:11:15,760 Well, after rolling these smaller tires a certain distance, we would weigh them and 175 00:11:15,760 --> 00:11:17,760 see how much rubber was worn off. 176 00:11:17,760 --> 00:11:20,600 Then we graphed that lost weight with distance. 177 00:11:20,600 --> 00:11:24,480 This graph shows tire wear for some of the different surfaces we tested. 178 00:11:24,480 --> 00:11:27,360 We tested 18 different textures in all. 179 00:11:27,360 --> 00:11:31,880 On the graph, we put a line showing the maximum amount of wear that we could live with to 180 00:11:31,880 --> 00:11:33,920 reach our new crosswind limit. 181 00:11:33,920 --> 00:11:37,120 Any surface that showed wear higher than that limit would be out of the question. 182 00:11:37,120 --> 00:11:39,160 And you can see that limits our choices. 183 00:11:39,160 --> 00:11:40,160 Cool! 184 00:11:40,160 --> 00:11:43,320 So now you had five runway surfaces instead of 18. 185 00:11:43,320 --> 00:11:44,320 What's next? 186 00:11:44,320 --> 00:11:48,520 Next, we conducted friction tests on the surfaces when they were wet to see how slippery they 187 00:11:48,520 --> 00:11:50,160 might get in the rain. 188 00:11:50,160 --> 00:11:53,080 This graph shows the results of those tests. 189 00:11:53,080 --> 00:11:56,520 We also put a line on this graph showing the minimum friction level that we could live 190 00:11:56,520 --> 00:11:57,520 with. 191 00:11:57,520 --> 00:12:01,360 A surface with less friction would make it too hard to steer or stop the shuttle if the 192 00:12:01,360 --> 00:12:03,200 surface were wet. 193 00:12:03,200 --> 00:12:07,400 This also limits our choices, and when we combined these two graphs, it said that we 194 00:12:07,400 --> 00:12:12,560 could only predict that three of the original 18 surface ideas would both reduce wear but 195 00:12:12,560 --> 00:12:14,560 not be too slippery. 196 00:12:14,560 --> 00:12:19,000 With our top three choices, we built three test strips and landed the Convair 990 on 197 00:12:19,000 --> 00:12:20,000 each of them. 198 00:12:20,000 --> 00:12:23,880 Comparing graphs and making predictions really helped us to narrow down our selection of 199 00:12:23,880 --> 00:12:25,600 expensive test strips. 200 00:12:25,600 --> 00:12:29,560 Okay, so how did you collect data from the Convair 990? 201 00:12:29,560 --> 00:12:34,080 Well, during our tests, we measured the tire forces with sensitive instruments, and then 202 00:12:34,080 --> 00:12:36,440 we used a computer to graph the results. 203 00:12:36,480 --> 00:12:40,960 We also combined video footage of each test to find out when each of the tire's cord layers 204 00:12:40,960 --> 00:12:43,000 were worn through by counting them. 205 00:12:43,000 --> 00:12:47,000 Finally, we could graph the forces in the tire wear and compare the performance of the 206 00:12:47,000 --> 00:12:49,200 new surface with the rough surface. 207 00:12:49,200 --> 00:12:53,720 This graph showed that we got less tire wear for the same forces on the new surface, just 208 00:12:53,720 --> 00:12:55,120 like we predicted. 209 00:12:55,120 --> 00:12:59,680 Using all these test results, NASA shuttle managers now had the information they needed 210 00:12:59,680 --> 00:13:03,960 to decide to change the texture of the entire runway surface at Kennedy Space Center. 211 00:13:03,960 --> 00:13:06,560 That's almost the equivalent of a hundred football fields. 212 00:13:06,560 --> 00:13:10,920 Today, the shuttle orbiter has the ability to withstand twice the amount of crosswind 213 00:13:10,920 --> 00:13:14,960 without worrying about tire wear, and we use measurement, graphs, and predictions to do it. 214 00:13:18,360 --> 00:13:22,840 NASA Connect traveled northwest to Richmond, Virginia to conduct the student activity for 215 00:13:22,840 --> 00:13:23,840 today's program. 216 00:13:23,840 --> 00:13:29,120 Hi, we're at Chandler Middle School in Richmond, Virginia. 217 00:13:29,120 --> 00:13:35,240 NASA Connect asked us to help you understand how to do this show student activity. 218 00:13:35,240 --> 00:13:41,240 Earlier we learned that NASA Langley's Aircraft Landing Dynamics Facility, or ALDEF, uses 219 00:13:41,240 --> 00:13:46,040 a carriage, pressurized water, and a test track to test tires. 220 00:13:46,040 --> 00:13:51,480 Let's simulate the research they do at ALDEF using the effervescent non-combustible dragster, 221 00:13:51,480 --> 00:13:52,480 or ENCD. 222 00:13:52,480 --> 00:13:58,120 You'll test different ratios of water and effervescent tablets to propel the dragster 223 00:13:58,120 --> 00:13:59,120 down a track. 224 00:13:59,120 --> 00:14:04,920 Then you'll measure the distance your dragster travels and create graphs to analyze the results, 225 00:14:04,920 --> 00:14:07,280 just like NASA researchers do. 226 00:14:07,280 --> 00:14:12,280 The instructions for the entire student activity are found in the Educator's Lesson Guide, 227 00:14:12,280 --> 00:14:14,600 so make sure your teacher has it. 228 00:14:14,600 --> 00:14:20,040 Before we can test our dragster, we need to prepare three things, the dragster, the propulsion 229 00:14:20,040 --> 00:14:22,120 device, and the test track. 230 00:14:22,120 --> 00:14:24,200 First, let's make the dragster. 231 00:14:24,200 --> 00:14:29,560 The materials you need, like milk tops and straws, are easy to find. 232 00:14:29,560 --> 00:14:34,400 After you've made the dragster, it's time to assemble the propulsion device. 233 00:14:34,400 --> 00:14:36,800 This is made by using a shoebox. 234 00:14:36,800 --> 00:14:41,280 Finally, prepare the test track, kind of like the one at ALDEF. 235 00:14:41,280 --> 00:14:45,360 This next step is very important for making accurate measurements. 236 00:14:45,360 --> 00:14:48,120 Now you're ready to begin testing your dragster. 237 00:14:48,120 --> 00:14:50,640 Make sure you have your safety goggles on. 238 00:14:50,640 --> 00:14:55,380 Place your dragster behind the starting line and slide the skewer on the shoebox into the 239 00:14:55,380 --> 00:14:57,520 straw on the dragster. 240 00:14:57,520 --> 00:15:02,400 Make sure you line up the dragster so that the front wheels are on zero. 241 00:15:02,400 --> 00:15:06,520 Place your foot into the shoebox to hold it in place during the test. 242 00:15:06,520 --> 00:15:08,200 Let's conduct the trials. 243 00:15:08,200 --> 00:15:14,000 To propel our dragster down the track, we'll use a ratio of an effervescent tablet to water. 244 00:15:14,000 --> 00:15:20,480 For the first trial, use the ratio of half a tablet of fuel to two teaspoons of water. 245 00:15:20,480 --> 00:15:24,800 Fill the film canister with the water and hold it near the front of the shoebox. 246 00:15:24,800 --> 00:15:30,440 Quickly drop the fuel tablet into the canister, snap on the lid, attach the canister to the 247 00:15:30,440 --> 00:15:32,720 shoebox and stand back. 248 00:15:32,720 --> 00:15:37,960 Measure the distance your dragster traveled and record that distance on the data sheet. 249 00:15:37,960 --> 00:15:43,720 After every trial, rinse the film canister with clean water and dry it with a paper towel. 250 00:15:43,760 --> 00:15:50,520 Now, repeat the trial using the same ratio of water to fuel and record the distance traveled. 251 00:15:50,520 --> 00:15:53,600 Average the distance traveled for the two trials. 252 00:15:53,600 --> 00:15:58,360 Remember how NASA engineers used prediction to determine which runway was best for the 253 00:15:58,360 --> 00:15:59,720 space shuttle? 254 00:15:59,720 --> 00:16:01,160 Let's do the same. 255 00:16:01,160 --> 00:16:06,240 Look at your first trial and predict what size tablet might propel your dragster a greater 256 00:16:06,240 --> 00:16:07,240 distance. 257 00:16:07,240 --> 00:16:12,760 After you choose a different size tablet, run two trials with the new ratio. 258 00:16:12,760 --> 00:16:15,720 Be sure to use the same amount of water. 259 00:16:15,720 --> 00:16:19,600 Average the results like you did before and record on the data sheet. 260 00:16:19,600 --> 00:16:24,620 Based on your findings, predict another size tablet that might propel your dragster an 261 00:16:24,620 --> 00:16:26,840 even greater distance. 262 00:16:26,840 --> 00:16:30,640 Run two trials on the new ratio and average the distance. 263 00:16:30,640 --> 00:16:35,200 After you've completed all your trials, your teacher will get you started on graphing your 264 00:16:35,200 --> 00:16:39,440 data, then help you understand how to analyze the results. 265 00:16:40,040 --> 00:16:43,440 Now, how can we display the data that we collected? 266 00:16:43,440 --> 00:16:47,800 Think about the information that we collected and how we are going to compare it on the 267 00:16:47,800 --> 00:16:48,800 chart. 268 00:16:48,800 --> 00:16:55,520 Now that we have our graph displayed, I would like a member from each of the groups to come 269 00:16:55,520 --> 00:17:00,440 up and to plot the average of their trial run on the chart. 270 00:17:01,440 --> 00:17:11,440 Now that we've finished and we've collected all of our data, it is now time to analyze 271 00:17:11,440 --> 00:17:12,440 it. 272 00:17:12,440 --> 00:17:13,440 What type of graph is it? 273 00:17:13,440 --> 00:17:14,440 Is it a bar graph? 274 00:17:14,440 --> 00:17:15,440 Is it a line graph? 275 00:17:15,440 --> 00:17:18,440 Or is it a scatter plot? 276 00:17:18,440 --> 00:17:22,440 What was the maximum distance our dragster traveled? 277 00:17:22,440 --> 00:17:26,440 What tablet ratio produced the greatest distance? 278 00:17:26,440 --> 00:17:31,440 Do you think there is another tablet ratio that could produce an even greater distance? 279 00:17:31,440 --> 00:17:33,440 Okay, how can we find it out? 280 00:17:33,440 --> 00:17:35,440 Let's test it! 281 00:17:40,440 --> 00:17:45,440 NASA Connect would like to thank the Hampton Roads section of the AIAA for their help with 282 00:17:45,440 --> 00:17:46,440 the classroom activity. 283 00:17:46,440 --> 00:17:51,440 Hey teachers, if your students want to conduct this awesome activity, then visit the NASA 284 00:17:51,440 --> 00:17:55,440 Connect website and download the lesson guide for this program. 285 00:17:55,440 --> 00:17:57,440 And kids, make sure you visit our site too. 286 00:17:57,440 --> 00:18:01,440 There are lots of exciting activities for you to check out. 287 00:18:01,440 --> 00:18:06,440 Speaking of the web, NASA Connect travels south to Norfolk, Virginia for today's web-based 288 00:18:06,440 --> 00:18:07,440 activity. 289 00:18:07,440 --> 00:18:11,440 Hi, Norbert and I are here at Nauticus in Norfolk, Virginia. 290 00:18:11,440 --> 00:18:16,440 This maritime center is huge and features over 150 interactive exhibits. 291 00:18:16,440 --> 00:18:20,440 Nauticus and NASA are teaming up for this program of NASA Connect to introduce you to 292 00:18:20,440 --> 00:18:23,440 the show's online activity, the NASA EduTour. 293 00:18:23,440 --> 00:18:27,440 But first, with a little help from Norbert, let's take a quick tour of Norbert's online 294 00:18:27,440 --> 00:18:32,440 laboratory and observe the type of lab features that are just a mouse-click away to support 295 00:18:32,440 --> 00:18:34,440 the NASA Connect programs. 296 00:18:34,440 --> 00:18:39,440 The digital content found in the lab makes a vast collection of information, ideas, resources 297 00:18:39,440 --> 00:18:43,440 and experts accessible to you at any time. 298 00:18:43,440 --> 00:18:47,440 Okay everybody, well as you can see we are here now inside Nauticus where some students 299 00:18:47,440 --> 00:18:52,440 from the Chrome Club have gathered to introduce you to the NASA EduTour, a digital tour of 300 00:18:52,440 --> 00:18:55,440 the NASA Langley Aircraft Landing Dynamics Facility. 301 00:18:55,440 --> 00:18:59,440 Now, this digital tour has been designed to augment the video presentation and to provide 302 00:18:59,440 --> 00:19:04,440 you, the user, the opportunity to use this information in ways like NASA scientists. 303 00:19:04,440 --> 00:19:07,440 So, let's take a sneak peek at the tour. 304 00:19:07,440 --> 00:19:12,440 From the NASA Connect website, go to Norbert's lab where you'll find a button that gets you 305 00:19:12,440 --> 00:19:14,440 to the ALDF EduTour. 306 00:19:14,440 --> 00:19:17,440 There are four main parts that make up this NASA lab. 307 00:19:17,440 --> 00:19:21,440 Propulsion, test carriage, track and arrestment system. 308 00:19:21,440 --> 00:19:26,440 When you start the tour, you'll get information about how the propulsion system works and 309 00:19:26,440 --> 00:19:29,440 also the science behind the system. 310 00:19:29,440 --> 00:19:34,440 Once you understand that, you'll do an activity that helps you visualize the mathematics and 311 00:19:34,440 --> 00:19:36,440 science concepts. 312 00:19:36,440 --> 00:19:40,440 You'll play some animations, then answer questions about what you've observed. 313 00:19:40,440 --> 00:19:45,440 There's an activity for each one of the four parts and related questions that will test 314 00:19:45,440 --> 00:19:46,440 your knowledge. 315 00:19:46,440 --> 00:19:50,440 But we want you to see the website for yourself, so that's all we'll show you now. 316 00:19:50,440 --> 00:19:55,440 Oh, by the way, there is a review at the end of the tour that will summarize what you've 317 00:19:55,440 --> 00:19:58,440 learned during your visit to the lab. 318 00:19:58,440 --> 00:20:02,440 A special thanks to our university student mentors from the AIAA Hampton Road Student 319 00:20:02,440 --> 00:20:03,440 Branch. 320 00:20:03,440 --> 00:20:08,440 The AIAA, as a special Connect partner, offers its students as mentors to registered Connect 321 00:20:08,440 --> 00:20:09,440 classrooms. 322 00:20:09,440 --> 00:20:12,440 To learn more about the mentoring program, check out our website. 323 00:20:13,440 --> 00:20:18,440 Bringing to you the power of digital learning, I'm Shelley Canright for NASA Connect Online. 324 00:20:18,440 --> 00:20:20,440 Bye! 325 00:20:21,440 --> 00:20:27,440 So you see, using the ALDEF, Langley's test truck and the Convair 990 to test tires and 326 00:20:27,440 --> 00:20:31,440 tire wear really helped engineers solve their problem with the shuttle runway at Kennedy 327 00:20:31,440 --> 00:20:32,440 Space Center. 328 00:20:32,440 --> 00:20:33,440 Right. 329 00:20:33,440 --> 00:20:36,440 They run tests, measure and collect data, graph the results. 330 00:20:36,440 --> 00:20:39,440 And predict solutions to their problems. 331 00:20:39,440 --> 00:20:40,440 Hmm. 332 00:20:40,440 --> 00:20:42,440 Sounds similar to what you do in your classroom? 333 00:20:42,440 --> 00:20:46,440 Does NASA Langley conduct any other extreme tests? 334 00:20:46,440 --> 00:20:48,440 Funny you should ask. 335 00:20:48,440 --> 00:20:50,440 Remember the title of today's program? 336 00:20:50,440 --> 00:20:52,440 Measurement, ratios and graphing. 337 00:20:52,440 --> 00:20:54,440 3-2-1 crash. 338 00:20:54,440 --> 00:21:00,440 Well, NASA Langley actually crashes aircraft to test them for safety. 339 00:21:00,440 --> 00:21:04,440 Right here at the Impact Dynamics Research Facility. 340 00:21:05,440 --> 00:21:11,440 How is technology used to collect the mathematical data in crash tests? 341 00:21:11,440 --> 00:21:14,440 Why is area important in the results of the test? 342 00:21:14,440 --> 00:21:17,440 How are ratios used to find a solution? 343 00:21:17,440 --> 00:21:22,440 The Impact Dynamics Research Facility is used to conduct full-scale crash tests of aircraft. 344 00:21:22,440 --> 00:21:27,440 The aircraft would be tested, suspended from the gantry, pulled back to a calculated release 345 00:21:27,440 --> 00:21:33,440 height and then released to swing like a pendulum into the impact surface below. 346 00:21:33,440 --> 00:21:37,440 Just before crashing, the swing cables are released and the aircraft goes into pre-flight. 347 00:21:37,440 --> 00:21:41,440 The cables attached to the aircraft are released by pyrotechnics or explosions. 348 00:21:41,440 --> 00:21:42,440 It's pretty cool to watch. 349 00:21:42,440 --> 00:21:46,440 We crash aircraft so we can see how safe they are and develop ways to make them safer. 350 00:21:46,440 --> 00:21:50,440 IDRF is very similar to what the auto industry does with cars. 351 00:21:50,440 --> 00:21:54,440 Everyone has seen the commercials with cars being crashed into barriers 352 00:21:54,440 --> 00:21:56,440 and crash dummies responding to the forces. 353 00:21:56,440 --> 00:22:02,440 Our crash test dummies are wired with sensors and data are collected to determine the crash-worthiness of an aircraft. 354 00:22:02,440 --> 00:22:07,440 Crash-worthiness is how well an aircraft protects passengers in the event of a crash. 355 00:22:07,440 --> 00:22:12,440 We use the data from the dummies to make improvements to aircraft designs for crash-worthiness. 356 00:22:12,440 --> 00:22:14,440 Lisa, that is just so cool. 357 00:22:14,440 --> 00:22:16,440 I mean, you get to crash things for a living. 358 00:22:16,440 --> 00:22:17,440 And we get safer aircraft. 359 00:22:17,440 --> 00:22:18,440 You're right, Dan. 360 00:22:18,440 --> 00:22:24,440 The testing and the research conducted at the IDRF can really benefit all airplane passengers. 361 00:22:24,440 --> 00:22:28,440 One of our main goals is to reduce the force on airplane passengers during a crash. 362 00:22:28,440 --> 00:22:33,440 We want to create structures and materials that dissipate or absorb the energy from a crash 363 00:22:33,440 --> 00:22:35,440 before the energy gets to the passengers. 364 00:22:35,440 --> 00:22:37,440 Take a car, for instance. 365 00:22:37,440 --> 00:22:40,440 Structures like the bumper and frame are designed to crush. 366 00:22:40,440 --> 00:22:44,440 When these parts crush, they dissipate or absorb some of the energy 367 00:22:44,440 --> 00:22:47,440 so that the passengers are less likely to be injured. 368 00:22:47,440 --> 00:22:50,440 Lisa, we all know that planes don't have bumpers. 369 00:22:50,440 --> 00:22:54,440 Right. However, there are parts of an aircraft that can absorb energy in a crash. 370 00:22:54,440 --> 00:22:58,440 Parts like the subfloor, which is the area under the floor, the landing gear, the seat, 371 00:22:58,440 --> 00:23:00,440 and even the cushion can absorb energy. 372 00:23:00,440 --> 00:23:04,440 Restraints, like the seatbelts, are also necessary to keep the passengers 373 00:23:04,440 --> 00:23:07,440 from flying through the aircraft during the crash. 374 00:23:07,440 --> 00:23:10,440 When these parts and structures are designed correctly or optimized, 375 00:23:10,440 --> 00:23:14,440 the passengers have a better chance of surviving a crash. 376 00:23:14,440 --> 00:23:19,440 But, Lisa, how do you design aircraft parts to absorb energy? 377 00:23:19,440 --> 00:23:20,440 Good question. 378 00:23:20,440 --> 00:23:25,440 We use human tolerance data and crash test dummy data to develop better energy-absorbing designs. 379 00:23:25,440 --> 00:23:28,440 You see, aircraft are made of different materials. 380 00:23:28,440 --> 00:23:30,440 Some are made of metals like aluminum, 381 00:23:30,440 --> 00:23:34,440 and some are made of composite materials like graphite or fiberglass. 382 00:23:34,440 --> 00:23:37,440 A tennis racket is a good example of a graphite material, 383 00:23:37,440 --> 00:23:40,440 and most small boats are made of fiberglass. 384 00:23:40,440 --> 00:23:43,440 Metals and composites perform very differently in a crash, 385 00:23:43,440 --> 00:23:48,440 so we have to design the parts to complement the materials the aircraft is made of. 386 00:23:48,440 --> 00:23:51,440 Typically, we would not design a subfloor in a composite aircraft 387 00:23:51,440 --> 00:23:54,440 the same way we would design a subfloor in a metal aircraft. 388 00:23:54,440 --> 00:23:57,440 Can you really design a subfloor that absorbs energy? 389 00:23:57,440 --> 00:24:02,440 Yes. In 1994, we tested a graphite aircraft called the Learfan. 390 00:24:02,440 --> 00:24:04,440 When the original aircraft was released from the gantry, 391 00:24:04,440 --> 00:24:07,440 it was extremely rigid and nothing crushed. 392 00:24:07,440 --> 00:24:09,440 According to the crash test dummy data we collected, 393 00:24:09,440 --> 00:24:12,440 only one of the six passengers survived. 394 00:24:12,440 --> 00:24:17,440 So we used that data to design a new energy-absorbing, or crushable, subfloor. 395 00:24:17,440 --> 00:24:20,440 It would be like putting a bumper under the floor. 396 00:24:20,440 --> 00:24:24,440 Then we built and tested small sections of different subfloor designs 397 00:24:24,440 --> 00:24:26,440 until we had the best design. 398 00:24:26,440 --> 00:24:32,440 A second Learfan was modified by installing the newly designed subfloor and tested. 399 00:24:32,440 --> 00:24:36,440 The results showed that the new subfloor improved the Learfan's crash-worthiness 400 00:24:36,440 --> 00:24:39,440 by reducing the forces on the passengers. 401 00:24:41,440 --> 00:24:44,440 Oh, wow. This looks crazy. 402 00:24:44,440 --> 00:24:47,440 How do you collect the data from the crash tests? 403 00:24:47,440 --> 00:24:51,440 We use a digital data collection system that's designed to handle the impacts of a crash. 404 00:24:51,440 --> 00:24:53,440 I like this one. 405 00:24:53,440 --> 00:24:56,440 All the instruments on board are wired to the data collection system, 406 00:24:56,440 --> 00:25:00,440 and after the test, the data are downloaded onto a laptop computer 407 00:25:00,440 --> 00:25:03,440 to be analyzed by the researchers. 408 00:25:03,440 --> 00:25:07,440 In school, we analyze data and we make graphs. Is that what you do? 409 00:25:07,440 --> 00:25:12,440 Absolutely. We make graphs of the data collected and compare those to other graphs. 410 00:25:12,440 --> 00:25:18,440 This graph from an actual test conducted here at IDRF shows the ratio of g-force to time. 411 00:25:18,440 --> 00:25:21,440 You can feel the sensation of g-forces when you ride on a roller coaster. 412 00:25:21,440 --> 00:25:24,440 It's what you feel pushing you into your seat on a loop. 413 00:25:24,440 --> 00:25:27,440 As you can see, our graph has a curve shape. 414 00:25:27,440 --> 00:25:32,440 Next, we calculated the area under the curve and compared it to a human tolerance graph. 415 00:25:32,440 --> 00:25:37,440 This graph shows the maximum energy, or g-force, a human can tolerate over a specific time. 416 00:25:37,440 --> 00:25:43,440 The plot goes from 0 g to 50 g and back to 0 g in a very short, short amount of time. 417 00:25:43,440 --> 00:25:49,440 The shaded area within the triangle is the amount of energy a human can tolerate in 100 milliseconds. 418 00:25:49,440 --> 00:25:51,440 Next, we set up a ratio. 419 00:25:51,440 --> 00:25:57,440 By comparing the shaded area under the dummy data to the shaded area under the human tolerance data, 420 00:25:57,440 --> 00:26:00,440 we can determine if the passengers survive. 421 00:26:00,440 --> 00:26:05,440 We want this ratio to be less than or equal to 1 if passengers are to survive. 422 00:26:05,440 --> 00:26:07,440 Okay, Lisa, I have one more question for you. 423 00:26:07,440 --> 00:26:11,440 How does all the information that you collect here help aircraft safety? 424 00:26:11,440 --> 00:26:15,440 By using measurements and graphs, we present the data collected from tests at the IDRF 425 00:26:15,440 --> 00:26:19,440 to the aircraft companies and to the FAA or the Federal Aviation Administration. 426 00:26:19,440 --> 00:26:22,440 Then the aircraft companies can use the new designs of their aircraft. 427 00:26:22,440 --> 00:26:28,440 The FAA may use the information to establish new rules and regulations for aircraft safety. 428 00:26:28,440 --> 00:26:31,440 Well, that about wraps up this episode of NASA Connect. 429 00:26:31,440 --> 00:26:32,440 It sure does. 430 00:26:32,440 --> 00:26:35,440 And, you know, Van and I would like to thank everyone who helped make this program possible. 431 00:26:35,440 --> 00:26:41,440 We hope you've all made the connection between the research and extreme tests conducted at NASA Langley 432 00:26:41,440 --> 00:26:45,440 and the math, science, technology you do in your classroom every day. 433 00:26:45,440 --> 00:26:49,440 Jennifer and I would like to hear from you with your questions, comments, or suggestions. 434 00:26:49,440 --> 00:26:57,440 So write us at NASA Connect, NASA Langley Research Center, Mailstop 400, Hampton, Virginia, 23681. 435 00:26:57,440 --> 00:27:02,440 Or email us at connect at edu.larc.nasa.gov. 436 00:27:02,440 --> 00:27:08,440 Hey, teachers, if you would like a videotape of this program and the accompanying lesson guide, 437 00:27:08,440 --> 00:27:10,440 check out the NASA Connect website. 438 00:27:10,440 --> 00:27:15,440 From our site, you can link to CORE, the NASA Central Operation of Resources for Educators, 439 00:27:15,440 --> 00:27:20,440 or link to SpaceLink and locate your local NASA Educator Resource Center. 440 00:27:20,440 --> 00:27:26,440 Until next time, stay connected to mathematics, science, technology, and NASA. 441 00:27:26,440 --> 00:27:27,440 See you then. 442 00:27:27,440 --> 00:27:29,440 Hey, how you doing? 443 00:27:29,440 --> 00:27:30,440 Really enjoyed working with you. 444 00:27:30,440 --> 00:27:31,440 Yeah, sure. 445 00:27:31,440 --> 00:27:34,440 Okay, and action. 446 00:27:34,440 --> 00:27:37,440 All right. 447 00:27:37,440 --> 00:27:40,440 So, how many crashes you've been through? 448 00:27:40,440 --> 00:27:42,440 About 1,500. 449 00:27:42,440 --> 00:27:49,440 You know, skidding tires is just one way that NASA Langley Research Center conducts tests to improve air prep. 450 00:27:50,440 --> 00:27:52,440 Get pumped up there. 451 00:27:52,440 --> 00:27:53,440 Get pumped up. 452 00:27:53,440 --> 00:27:54,440 All right. 453 00:27:54,440 --> 00:27:55,440 Ready? 454 00:27:55,440 --> 00:27:56,440 There you go. 455 00:27:56,440 --> 00:27:57,440 Here we go. 456 00:27:57,440 --> 00:27:58,440 Let's try it on that. 457 00:27:58,440 --> 00:27:59,440 Try it on that. 458 00:27:59,440 --> 00:28:05,440 A little data collection system. 459 00:28:05,440 --> 00:28:10,440 Jennifer and I would like to hear from you with your comments, questions, or suggestions. 460 00:28:10,440 --> 00:28:15,440 So... 461 00:28:16,440 --> 00:28:18,440 Ha, ha, ha, ha, ha. 462 00:28:18,440 --> 00:28:19,440 Oh. 463 00:28:19,440 --> 00:28:21,440 Got him. 464 00:28:21,440 --> 00:28:23,440 Oh. 465 00:28:23,440 --> 00:28:24,440 I can hear the blood squeezing out. 466 00:28:24,440 --> 00:28:27,440 Oh. 467 00:28:27,440 --> 00:28:29,440 Ah.