1 00:00:00,000 --> 00:00:07,320 Hi, we're students at Duncey Indian Day School here at the Turtle Mountain Reservation in 2 00:00:07,320 --> 00:00:08,320 North Dakota. 3 00:00:08,320 --> 00:00:09,320 Yay! 4 00:00:09,320 --> 00:00:14,920 In ancient America, our ancestors dreamt of flight and we celebrate this dream through 5 00:00:14,920 --> 00:00:20,440 our dancers and stories because American Indians have always been fascinated by the flight 6 00:00:20,440 --> 00:00:24,680 of the powerful eagle and the graceful butterfly. 7 00:00:24,680 --> 00:00:29,960 Mass Connect asked Duncey Indian Day School to show you this program's hands-on activity. 8 00:00:29,960 --> 00:00:37,120 You can download a lesson guide and a list of materials from the NASA Connect website. 9 00:00:37,120 --> 00:00:39,480 Here are the main objectives. 10 00:00:39,480 --> 00:00:44,520 Students will predict the effect of kite sail area on kite flight, measure the base and 11 00:00:44,520 --> 00:00:50,480 height of a kite, use reflections to create kites, calculate area of a trapezoid, calculate 12 00:00:50,480 --> 00:00:57,760 aspect ratio, understand how early flight was influenced by kites. 13 00:00:57,760 --> 00:01:01,920 The span of a kite is the widest distance from side to side. 14 00:01:01,920 --> 00:01:06,880 Aspect ratio is the ratio of the square of the span to the area of the kite. 15 00:01:06,880 --> 00:01:10,960 Drag is a force that pushes against an object and slows it down. 16 00:01:10,960 --> 00:01:14,720 Lift is the aerodynamic force that holds an airplane in the air. 17 00:01:14,720 --> 00:01:15,880 Good morning class. 18 00:01:15,880 --> 00:01:21,600 Today, NASA has asked us to investigate the size of kite sails to determine how area and 19 00:01:21,600 --> 00:01:26,200 aspect ratio influence flight efficiency. 20 00:01:26,200 --> 00:01:30,200 Three kites will be built using different measurements as outlined in the lesson guide. 21 00:01:30,200 --> 00:01:36,200 First, hold the long end of a piece of 8 1⁄2 by 11 sheet of paper and fold it in half. 22 00:01:36,200 --> 00:01:41,080 Starting at the fold, measure 3.5 centimeters along the top of the paper and mark point 23 00:01:41,080 --> 00:01:46,560 A. Now measure 9 centimeters along the bottom of the paper, measuring from the fold. 24 00:01:46,560 --> 00:01:50,080 Mark point B. Draw a line segment AB. 25 00:01:50,080 --> 00:01:52,920 Reflect the line segment AB across the whole line. 26 00:01:52,920 --> 00:01:58,040 Draw the reflection of point A, A prime, and the reflection of point B, B prime. 27 00:01:58,040 --> 00:02:00,920 Draw a line segment A prime, B prime. 28 00:02:00,920 --> 00:02:07,000 Fold back along line segments AB and line A prime, B prime, forming the kite shape. 29 00:02:07,000 --> 00:02:12,440 Place a piece of tape firmly where line segment AB and A prime, B prime meet. 30 00:02:12,440 --> 00:02:17,080 Place a skewer stick along the span of the kite and tape down firmly along the entire 31 00:02:17,080 --> 00:02:19,000 length of the skewer stick. 32 00:02:19,000 --> 00:02:20,920 Cut off any excess. 33 00:02:20,920 --> 00:02:25,800 Attach the kite tail to the bottom of the kite sail where point B meets point B prime. 34 00:02:25,800 --> 00:02:29,880 Starting at the top of the flap, which is labeled point F, measure 7 centimeters down 35 00:02:29,880 --> 00:02:33,280 along the flap and 1 centimeter in from the fold. 36 00:02:33,280 --> 00:02:37,000 Mark and label point E, then punch a hole at point E. 37 00:02:37,000 --> 00:02:40,840 All measurements will be recorded onto the worksheet. 38 00:02:40,840 --> 00:02:45,480 You will calculate and record the kite sail area using the given formula. 39 00:02:46,040 --> 00:02:51,640 Equals 1 half the height times the sum of B sub 1 and B sub 2, where H is the height 40 00:02:51,640 --> 00:02:54,880 and B sub 1 and B sub 2 are the bases. 41 00:02:54,880 --> 00:02:58,760 Remember to multiply the value by 2 to calculate the sail area. 42 00:02:58,760 --> 00:03:04,760 You will also calculate and record the aspect ratio using the formula AR equals S squared 43 00:03:04,760 --> 00:03:10,000 divided by A, where S is the kite span and A is the kite sail area. 44 00:03:10,000 --> 00:03:14,520 Tie one end of the string to the hole and wind the other end onto a cardboard string 45 00:03:14,520 --> 00:03:15,520 winder. 46 00:03:15,520 --> 00:03:20,800 For the other two kites, repeat the same steps, adjusting the given values for point 47 00:03:20,800 --> 00:03:23,920 A and point B found in the educator's guide. 48 00:03:23,920 --> 00:03:25,800 Remember your reflection. 49 00:03:25,800 --> 00:03:30,200 Once you have completed your calculations, it is time to proceed to the outdoor test 50 00:03:30,200 --> 00:03:31,200 flight. 51 00:03:31,200 --> 00:03:32,200 Teams, are you ready? 52 00:03:32,200 --> 00:03:35,480 Let's let them fly! 53 00:03:35,480 --> 00:03:40,520 Perform two trials for each kite, rotating student rolls until all three kites have completed 54 00:03:40,520 --> 00:03:41,520 their two trials. 55 00:03:42,520 --> 00:03:44,520 There are two questions that we need to answer. 56 00:03:44,520 --> 00:03:49,520 How did the surface of the kite affect its flight and was this effect significant? 57 00:03:49,520 --> 00:03:52,520 Roger. 58 00:03:52,520 --> 00:04:00,520 The smaller kite didn't have enough space here, surface area. 59 00:04:00,520 --> 00:04:03,520 This flew just right, had enough surface area. 60 00:04:03,520 --> 00:04:06,520 This did too much acrobatic. 61 00:04:06,520 --> 00:04:11,520 What other factors could be changed to investigate the effect on kite flight? 62 00:04:11,520 --> 00:04:12,520 Josh. 63 00:04:12,520 --> 00:04:16,520 Weather, wind, tail, surface area and weight. 64 00:04:16,520 --> 00:04:21,520 When you complete this activity, discuss what improvements you would make to your design. 65 00:04:21,520 --> 00:04:26,520 A helpful tool is the interactive kite modeler from NASA Glenn Research Center. 66 00:04:26,520 --> 00:04:32,520 On this website, you can study the physics and math which describe the flight of a kite. 67 00:04:33,520 --> 00:04:37,520 You can choose from several types of kites and change the shape, size and materials to 68 00:04:37,520 --> 00:04:39,520 produce your own design. 69 00:04:39,520 --> 00:04:43,520 By selecting the field button, the kite flies with the control line running from you to 70 00:04:43,520 --> 00:04:45,520 the kite. 71 00:04:45,520 --> 00:04:48,520 Depending upon your choice, different variables are shown. 72 00:04:48,520 --> 00:04:52,520 The values of these variables are shown on the output panel. 73 00:04:52,520 --> 00:04:57,520 The kite modeler tells you if your design is stable or not and also computes a prediction 74 00:04:57,520 --> 00:05:00,520 of how high your kite will fly. 75 00:05:00,520 --> 00:05:04,520 Dear teachers, if you would like help to perform the preceding kite building lesson, simply 76 00:05:04,520 --> 00:05:10,520 enlist the help of an AIAA mentor who will be glad to assist your class in these activities. 77 00:05:10,520 --> 00:05:15,520 AIAA stands for the American Institute of Aeronautics and Astronautics.