1
00:00:00,000 --> 00:00:16,560
Hi, I'm astronaut Eileen Collins.

2
00:00:16,560 --> 00:00:21,080
You may remember me as the first woman to pilot and to be named a space shuttle commander.

3
00:00:21,080 --> 00:00:24,200
You know, when I was a child, I dreamed about space.

4
00:00:24,200 --> 00:00:30,440
I knew that I'd have to study math and science if I wanted to become an explorer myself.

5
00:00:30,440 --> 00:00:35,480
On today's episode of NASA Connect, you will see how NASA engineers and scientists are

6
00:00:35,480 --> 00:00:40,480
using math and science to build and test scale models of spacecraft.

7
00:00:40,480 --> 00:00:44,600
You will also get to make your own model of a NASA spacecraft using your knowledge of

8
00:00:44,600 --> 00:00:46,880
ratios and proportions.

9
00:00:46,880 --> 00:00:53,120
So hang on as hosts Van Hughes and Jennifer Pulley connect you to the world of math, science

10
00:00:53,120 --> 00:00:57,200
and technology on this episode of NASA Connect.

11
00:01:23,120 --> 00:01:33,120
Whoa, whoa, take it easy, take it easy, are you alright?

12
00:01:33,120 --> 00:01:34,120
No, this is terrible.

13
00:01:34,120 --> 00:01:39,120
What's the matter Van, and why did you insist that I meet you here on a bicycle?

14
00:01:39,120 --> 00:01:41,120
Come on, we've got no time to lose.

15
00:01:41,120 --> 00:01:45,120
Wait a minute, where are you going, where are you going, Van, Van, get up.

16
00:01:45,120 --> 00:01:47,120
Let me just see if I've got this straight.

17
00:01:47,120 --> 00:01:51,120
You've come to Huntsville, Alabama to go to space camp, but decide you'll show up a few

18
00:01:51,120 --> 00:01:54,120
days early to be in a 20 mile bike race?

19
00:01:54,120 --> 00:01:57,120
No Jennifer, it's a 25 mile bike race.

20
00:01:57,120 --> 00:01:59,120
I never knew that you race bikes.

21
00:01:59,120 --> 00:02:00,120
I didn't either.

22
00:02:00,120 --> 00:02:02,120
I mean, I never have.

23
00:02:02,120 --> 00:02:03,120
I'm exhausted.

24
00:02:03,120 --> 00:02:05,120
What was I thinking?

25
00:02:05,120 --> 00:02:09,120
I'm sure to lose.

26
00:02:09,120 --> 00:02:11,120
Well, can't you just withdraw?

27
00:02:11,120 --> 00:02:14,120
If you like, you can go to the outdoor sports conference that I'm attending.

28
00:02:14,120 --> 00:02:17,120
I'm sure you'll find the speakers in sports fascinating.

29
00:02:17,120 --> 00:02:19,120
They'll even discuss bike racing.

30
00:02:19,120 --> 00:02:23,120
I know, we'll train together next fall and sign up to race next year.

31
00:02:23,120 --> 00:02:25,120
No, I feel obligated.

32
00:02:25,120 --> 00:02:28,120
And besides, the entry fee is non-refundable.

33
00:02:28,120 --> 00:02:30,120
Okay, so you are committed.

34
00:02:30,120 --> 00:02:32,120
But why the negative attitude?

35
00:02:32,120 --> 00:02:34,120
I mean, Van, you could win this race.

36
00:02:34,120 --> 00:02:35,120
Yeah, right.

37
00:02:35,120 --> 00:02:40,120
Based on the one mile test run I did this morning, I may be destined to enter the record

38
00:02:40,120 --> 00:02:43,120
books as the worst bike racer ever.

39
00:02:43,120 --> 00:02:46,120
Well, the one mile test run was a great idea.

40
00:02:46,120 --> 00:02:50,120
And you know, I have friends at NASA Marshall Space Flight Center in Huntsville, Alabama.

41
00:02:50,120 --> 00:02:53,120
They conduct tests on their vehicles before flying them.

42
00:02:53,120 --> 00:02:54,120
And who knows?

43
00:02:54,120 --> 00:02:55,120
I mean, maybe they can like...

44
00:02:55,120 --> 00:02:58,120
Are you saying that I should get a rocket engine put on my bike?

45
00:02:58,120 --> 00:02:59,120
Not exactly.

46
00:02:59,120 --> 00:03:00,120
Relax.

47
00:03:00,120 --> 00:03:01,120
Come on.

48
00:03:01,120 --> 00:03:02,120
It's downhill most of the way.

49
00:03:02,120 --> 00:03:03,120
Okay.

50
00:03:03,120 --> 00:03:04,120
Let me get some energy, some food.

51
00:03:04,120 --> 00:03:06,120
My energy is running really low.

52
00:03:06,120 --> 00:03:07,120
All right.

53
00:03:07,120 --> 00:03:10,120
Well, while you're doing that, why don't we meet back at the U.S. Space and Rocket Center

54
00:03:10,120 --> 00:03:11,120
in, say, about an hour.

55
00:03:11,120 --> 00:03:12,120
Got it.

56
00:03:12,120 --> 00:03:13,120
And we'll go from there.

57
00:03:13,120 --> 00:03:14,120
All right.

58
00:03:14,120 --> 00:03:18,120
Meanwhile, let's head over to one of NASA's research partners, the University of Alabama

59
00:03:18,120 --> 00:03:19,120
at Huntsville.

60
00:03:19,120 --> 00:03:25,120
Dr. Clark Hawk, a professor at the university's Propulsion Research Center, is there waiting

61
00:03:25,120 --> 00:03:30,120
to tell us more information on energy and motion.

62
00:03:30,120 --> 00:03:34,120
Energy and motion are found in common everyday things we find around us.

63
00:03:34,120 --> 00:03:36,120
Energy is a capacity for doing work.

64
00:03:36,120 --> 00:03:40,120
Motion is a term we use to describe things moving from one place to another.

65
00:03:40,120 --> 00:03:43,120
I can illustrate energy and its transformation using this ball.

66
00:03:43,120 --> 00:03:49,120
I put work in by raising it up to this height above my head, and then it transforms into

67
00:03:49,120 --> 00:03:52,120
energy of motion as I let go of it.

68
00:03:52,120 --> 00:03:56,120
Now, we'll go over to our propulsion test facility and meet with engineering student

69
00:03:56,120 --> 00:04:00,120
Melanie Genetka.

70
00:04:00,120 --> 00:04:04,120
What we do here is test small-scale versions of rocket engines to see how the real ones

71
00:04:04,120 --> 00:04:06,120
will behave in flight.

72
00:04:06,120 --> 00:04:10,120
That's the whole idea behind proportionality, and doing it this way makes space transportation

73
00:04:11,120 --> 00:04:14,120
safer, more affordable, and more reliable.

74
00:04:14,120 --> 00:04:18,120
By taking his bike on a test run, Van was able to see how his bike would perform in

75
00:04:18,120 --> 00:04:20,120
an actual race.

76
00:04:20,120 --> 00:04:22,120
Proportionality is the use of ratios.

77
00:04:22,120 --> 00:04:27,120
In other words, this engine is about 2,000 times smaller than the real thing.

78
00:04:27,120 --> 00:04:32,120
Van's test run was 25 times shorter than the distance he'll travel in the race.

79
00:04:32,120 --> 00:04:34,120
Proportionality is used for everything.

80
00:04:34,120 --> 00:04:40,120
That includes art, cooking, and architecture.

81
00:04:40,120 --> 00:04:44,120
When we are designing and constructing state-of-the-art, multimillion-dollar stadiums,

82
00:04:44,120 --> 00:04:48,120
there are several steps you must take even before ground can be broken.

83
00:04:48,120 --> 00:04:52,120
One of those steps is to build the stadium, but on a much smaller scale.

84
00:04:52,120 --> 00:04:54,120
We call this proportionality.

85
00:04:54,120 --> 00:04:58,120
It's the use of ratios like 1 to 100 and scales in order to meet challenges.

86
00:04:58,120 --> 00:05:00,120
It's nothing new.

87
00:05:00,120 --> 00:05:03,120
Basically, the Egyptians used this to help build the Great Pyramids,

88
00:05:03,120 --> 00:05:06,120
and the Romans to help construct the Colosseum.

89
00:05:06,120 --> 00:05:09,120
Today, proportionality is used everywhere.

90
00:05:09,120 --> 00:05:12,120
NASA even uses this to help construct future spacecraft.

91
00:05:12,120 --> 00:05:17,120
This is a scale model of the Raymond James Stadium, home of the Tampa Bay Buccaneers.

92
00:05:17,120 --> 00:05:23,120
Every inch here equals 100 feet, so 1,200 inches of the real thing.

93
00:05:23,120 --> 00:05:26,120
A lot of this goes back to math class.

94
00:05:26,120 --> 00:05:29,120
It's all about proportions and scaling things.

95
00:05:29,120 --> 00:05:32,120
We pay close attention to the relationship between sizes.

96
00:05:32,120 --> 00:05:41,120
Music

97
00:05:41,120 --> 00:05:44,120
Now we're displaying two energy sources.

98
00:05:44,120 --> 00:05:48,120
How would a test engineer use computation?

99
00:05:48,120 --> 00:05:52,120
Force is the capacity to do work or cause a physical change.

100
00:05:52,120 --> 00:05:55,120
Now that was the force of gravity at work.

101
00:05:55,120 --> 00:05:58,120
The work that we're doing here deals with propulsion.

102
00:05:58,120 --> 00:06:02,120
We're developing ways to overcome the force of Earth's gravity.

103
00:06:02,120 --> 00:06:05,120
Energy is the power available for us to use.

104
00:06:05,120 --> 00:06:08,120
We get our energy by fueling our bodies with healthy foods.

105
00:06:08,120 --> 00:06:12,120
When we ride a bike, our human body is the machine that propels it.

106
00:06:12,120 --> 00:06:16,120
Rockets carry their own propellants as an energy source.

107
00:06:16,120 --> 00:06:20,120
The propellants are burned in the engine, which provides the force needed to reach Earth orbit.

108
00:06:20,120 --> 00:06:24,120
Last but not least is calculating or computation.

109
00:06:24,120 --> 00:06:28,120
Simply put, that's working with numbers to make them work for us.

110
00:06:28,120 --> 00:06:33,120
We use computation before, during, and after these rocket tests.

111
00:06:33,120 --> 00:06:38,120
All of these concepts can be and are put to use in our everyday lives to solve all sorts of problems.

112
00:06:38,120 --> 00:06:42,120
Like how to get ready for a bike race.

113
00:06:42,120 --> 00:06:44,120
Music

114
00:06:44,120 --> 00:06:45,120
Hey Dunn.

115
00:06:45,120 --> 00:06:46,120
Hey Robin.

116
00:06:46,120 --> 00:06:47,120
Thanks for meeting us.

117
00:06:47,120 --> 00:06:48,120
This is my friend Van.

118
00:06:48,120 --> 00:06:49,120
Hi.

119
00:06:49,120 --> 00:06:50,120
Hey Van.

120
00:06:50,120 --> 00:06:51,120
How are you doing?

121
00:06:51,120 --> 00:06:52,120
Good.

122
00:06:52,120 --> 00:06:57,120
Welcome both of you to the NASA Marshall Space Flight Center and to our historic test area.

123
00:06:57,120 --> 00:07:00,120
Van, we understand that you're involved in a bike race.

124
00:07:00,120 --> 00:07:05,120
And in any race, it's important to understand where you've been before you figure out where you're going.

125
00:07:05,120 --> 00:07:09,120
Some pretty historic boosters were tested right here in these test areas.

126
00:07:09,120 --> 00:07:15,120
The measurements taken here on the ground were used to calculate how the real thing would operate in flight.

127
00:07:15,120 --> 00:07:18,120
And what they did was some truly amazing things.

128
00:07:18,120 --> 00:07:23,120
It wasn't that long ago that when people talked about something that they thought was impossible to do,

129
00:07:23,120 --> 00:07:27,120
they'd say you've got as good a chance of doing that as going to the moon.

130
00:07:33,120 --> 00:07:36,120
I bet NASA doesn't hear that one too much anymore.

131
00:07:36,120 --> 00:07:40,120
Yeah, this is really cool, but how can it all be related to my problem with the bike race?

132
00:07:40,120 --> 00:07:44,120
Well, Van, let's take a look at what NASA's doing on its next generation X-plane,

133
00:07:44,120 --> 00:07:47,120
which in part is being tested right in this area.

134
00:07:47,120 --> 00:07:50,120
This is an X-plane.

135
00:07:50,120 --> 00:07:55,120
Van, an X-plane is an experimental aircraft built specifically for research purposes.

136
00:07:55,120 --> 00:07:58,120
This is one of the latest X-planes. It's called the X-33.

137
00:07:58,120 --> 00:08:04,120
This is a 1-to-50 scale model of the X-33, which itself is a scale model of what we're ultimately after,

138
00:08:04,120 --> 00:08:10,120
which is a single stage-to-orbit reusable launch vehicle that Lockheed Martin refers to as VentureStar.

139
00:08:18,120 --> 00:08:22,120
What is a thermal protection system, or TPS?

140
00:08:22,120 --> 00:08:25,120
Name two examples of thermal protection.

141
00:08:25,120 --> 00:08:31,120
The X-33 demonstrator will fly and test out the technologies needed to make going into space more common

142
00:08:31,120 --> 00:08:34,120
while making it more affordable and more reliable.

143
00:08:34,120 --> 00:08:38,120
It takes off vertically like a rocket and lands horizontally like an airplane.

144
00:08:38,120 --> 00:08:44,120
The X-33 is designed with advanced hardware that will dramatically increase launch vehicle reliability.

145
00:08:44,120 --> 00:08:50,120
The vehicle is designed to reach altitudes of 60 miles and travel at velocities up to 13 times the speed of sound.

146
00:08:50,120 --> 00:08:53,120
Well, what do you mean by velocities?

147
00:08:53,120 --> 00:08:56,120
Velocity is simply the speed at which something is moving.

148
00:08:56,120 --> 00:08:59,120
Try hitting the atmosphere when you're moving at super velocities,

149
00:08:59,120 --> 00:09:06,120
and the friction of air molecules with a spacecraft becomes like sandpaper to a match.

150
00:09:06,120 --> 00:09:10,120
A thermal protection system, or TPS, keeps a spacecraft from burning up

151
00:09:10,120 --> 00:09:13,120
when it comes back into the atmosphere on the journey home.

152
00:09:13,120 --> 00:09:16,120
Okay, so the X-33 has to be protected from the heat,

153
00:09:16,120 --> 00:09:20,120
but can TPS be used to shield something from the cold,

154
00:09:20,120 --> 00:09:24,120
like maybe a special outfit for me to wear so I won't freeze during this winter bike race?

155
00:09:24,120 --> 00:09:27,120
Yes, some are being used in down-to-earth applications

156
00:09:27,120 --> 00:09:32,120
that keep homes and people protected from temperature extremes, both hot and cold.

157
00:09:32,120 --> 00:09:38,120
Portions of the X-33 TPS systems were tested on a high-performance jet at the NASA Dry Flight Research Center

158
00:09:38,120 --> 00:09:42,120
and also in special wind tunnel tests at the NASA Langley Research Center

159
00:09:42,120 --> 00:09:44,120
and at the NASA Ames Research Center.

160
00:09:44,120 --> 00:09:48,120
I guess I did a small-scale test with my one-mile bike ride.

161
00:09:48,120 --> 00:09:52,120
That's right. Your one-mile test run was a much more manageable size

162
00:09:52,120 --> 00:09:55,120
to test your bike's technologies than the 25-mile race.

163
00:09:55,120 --> 00:10:00,120
Because of your testing, you'll be able to change things on the bike and retest more easily.

164
00:10:00,120 --> 00:10:03,120
Now, although the tests were conducted on two different types of vehicles,

165
00:10:03,120 --> 00:10:08,120
your bike and the X-33, they basically serve the same purpose.

166
00:10:08,120 --> 00:10:11,120
They use math and science concepts to overcome challenges.

167
00:10:11,120 --> 00:10:15,120
Okay, Vince, so tell me, what did you learn from your test run?

168
00:10:15,120 --> 00:10:19,120
That I was exhausted. The bike is so heavy, it was really hard to pedal up the hills.

169
00:10:19,120 --> 00:10:23,120
That's because it took an excessive amount of energy to propel the vehicle.

170
00:10:23,120 --> 00:10:28,120
If you multiply the energy that it took to go one mile times the 25 you'll need in the race,

171
00:10:28,120 --> 00:10:30,120
you can see there's a problem.

172
00:10:30,120 --> 00:10:33,120
I see what you're saying. Hey, let's figure it out mathematically.

173
00:10:34,120 --> 00:10:41,120
Okay, how can a one-mile bike ride tell us what a 25-mile bike race will require?

174
00:10:41,120 --> 00:10:44,120
Enter the world-famous ratio.

175
00:10:44,120 --> 00:10:48,120
A ratio is a way of comparing the size of two numbers.

176
00:10:48,120 --> 00:10:57,120
Let's compare Van's one-mile test run to the 25-mile bike race he will enter.

177
00:10:57,120 --> 00:11:00,120
Now, ratios can be written in numerous ways.

178
00:11:03,120 --> 00:11:04,120
Like that.

179
00:11:06,120 --> 00:11:07,120
Or even like that.

180
00:11:07,120 --> 00:11:10,120
Now, all of these ratios are read the exact same way.

181
00:11:10,120 --> 00:11:13,120
They're all read 1 to 25.

182
00:11:13,120 --> 00:11:17,120
Notice, ratios can also be written as a fraction. Got it?

183
00:11:17,120 --> 00:11:22,120
So, for every one of whatever it took for Van's test ride,

184
00:11:22,120 --> 00:11:27,120
it will take 25 times that in order to complete the race.

185
00:11:27,120 --> 00:11:34,120
For example, let's say Van has to pedal on average 1,500 revolutions to go that one mile.

186
00:11:34,120 --> 00:11:40,120
Can you estimate how many revolutions he can expect to pedal in order to complete the race?

187
00:11:40,120 --> 00:11:45,120
One way to solve this problem is to use the fraction ratio and set it up like this.

188
00:11:45,120 --> 00:11:52,120
One mile to 25 miles equals 1,500 revolutions to... what?

189
00:11:52,120 --> 00:11:59,120
I mean, what number can you put here so that this second fraction equals 1 to 25?

190
00:12:02,120 --> 00:12:08,120
It's easy. If you multiply 25 times 1,500 revolutions, that equals...

191
00:12:12,120 --> 00:12:15,120
37,500 revolutions.

192
00:12:15,120 --> 00:12:21,120
In order for Van to complete the 25-mile bike race, he will have to pedal approximately

193
00:12:22,120 --> 00:12:25,120
37,500 revolutions.

194
00:12:25,120 --> 00:12:27,120
Better him than me.

195
00:12:27,120 --> 00:12:30,120
Now, of course, there are other ways to solve this ratio.

196
00:12:30,120 --> 00:12:32,120
What method did you use?

197
00:12:40,120 --> 00:12:44,120
How can you improve the performance of a bicycle?

198
00:12:44,120 --> 00:12:49,120
Explain two forces that affect both X-33s and a bike's performance,

199
00:12:49,120 --> 00:12:52,120
and could you tell us how they relate to each other?

200
00:12:52,120 --> 00:12:57,120
Okay, so we've collected the baseline information from Van's one-mile test run,

201
00:12:57,120 --> 00:13:00,120
and I think we can all agree that some improvements need to be made.

202
00:13:00,120 --> 00:13:04,120
Now, obviously, we can't change the size of the bike, but, I mean,

203
00:13:04,120 --> 00:13:07,120
can't we improve some of the bike's technologies or something?

204
00:13:07,120 --> 00:13:09,120
Yeah, make it lighter so it's easier to pedal, maybe.

205
00:13:09,120 --> 00:13:14,120
Right, you can decrease the force that will take the pedal by decreasing the weight of the bike.

206
00:13:14,120 --> 00:13:19,120
One way that you can do it is to replace the frame with one that is made of a new, lighter,

207
00:13:19,120 --> 00:13:23,120
stronger composite material instead of this heavy steel.

208
00:13:23,120 --> 00:13:25,120
That's something we have to do with the X-33.

209
00:13:25,120 --> 00:13:31,120
We've already learned from our subscale testing that both for the X-33 and the larger Venture Star,

210
00:13:31,120 --> 00:13:35,120
we're going to need to use composite materials in order for both of them to reach space.

211
00:13:35,120 --> 00:13:40,120
You know, it seems to me that part of Van's struggle was the bike's poor aerodynamics.

212
00:13:40,120 --> 00:13:44,120
That's another common challenge the X-33 and your bike share,

213
00:13:44,120 --> 00:13:47,120
moving through the air easily and with less resistance.

214
00:13:47,120 --> 00:13:51,120
A lot of this has to do with the geometry, so the shape of the vehicle is critical.

215
00:13:51,120 --> 00:13:54,120
The X-33 has a wedge-shaped design.

216
00:13:54,120 --> 00:13:58,120
I suggest you look for ways to make the bike more aerodynamic.

217
00:13:58,120 --> 00:14:01,120
Otherwise, you're just fighting the force of drag.

218
00:14:01,120 --> 00:14:06,120
Drag is simply the resistance of an object caused by the air, in this case, through which it is moving.

219
00:14:06,120 --> 00:14:10,120
Yeah, since X-33 is a flying machine, we also need to generate lift.

220
00:14:10,120 --> 00:14:13,120
That's the force that supports objects as they move through the air.

221
00:14:13,120 --> 00:14:16,120
Well, you can't test that with a test run like mine.

222
00:14:16,120 --> 00:14:22,120
No, but we can simulate it on the computer, or we can run small-scale models in the wind tunnel.

223
00:14:22,120 --> 00:14:24,120
Oh, okay.

224
00:14:24,120 --> 00:14:30,120
So we can make the bike less resistant to air and gravity, but what else can we do?

225
00:14:30,120 --> 00:14:33,120
One thing you can do is you can make the power source more efficient.

226
00:14:33,120 --> 00:14:36,120
Now, on the bike, you're the engine.

227
00:14:36,120 --> 00:14:38,120
Are you sure you're using the gears correctly?

228
00:14:38,120 --> 00:14:40,120
No, I don't even know how they work.

229
00:14:40,120 --> 00:14:42,120
I normally just keep it in third.

230
00:14:42,120 --> 00:14:44,120
Well, you know what? Let me show you how they work.

231
00:14:44,120 --> 00:14:46,120
It's really easy, and it'll make you a lot more efficient.

232
00:14:46,120 --> 00:14:49,120
Well, Van, those gears are there for a reason.

233
00:14:49,120 --> 00:14:55,120
See, when you are riding or racing bikes, you want to use your energy as efficiently as possible.

234
00:14:55,120 --> 00:14:58,120
To do this, you need to use your gears correctly.

235
00:14:58,120 --> 00:15:03,120
They will help you pedal at the same rate throughout the race and help conserve your energy.

236
00:15:03,120 --> 00:15:11,120
For instance, when biking uphill, use a low gear, and when biking downhill or on a flat road, use a higher gear.

237
00:15:11,120 --> 00:15:17,120
Like the gears on your bike, the X-33 will also make the most efficient use of the environment it's traveling through

238
00:15:17,120 --> 00:15:20,120
by using two revolutionary linear aerospike engines.

239
00:15:20,120 --> 00:15:22,120
That's so cool.

240
00:15:22,120 --> 00:15:24,120
Hey, let's head to Cookville, Tennessee.

241
00:15:24,120 --> 00:15:27,120
There, we're going to meet some students who are making their own models of the X-33.

242
00:15:29,120 --> 00:15:34,120
Welcome to Prescott Central Middle School in Littleville, Tennessee.

243
00:15:34,120 --> 00:15:39,120
NASA Connect asked us to show you the student activity for this program.

244
00:15:39,120 --> 00:15:45,120
Under the guidance of our teachers, Marlon Weaver, Alicia Ray, and Ronnie Maness,

245
00:15:45,120 --> 00:15:52,120
we will go through the steps you will use to build the paper scale model of the X-33 Advanced Technology Demonstrator.

246
00:15:52,120 --> 00:15:56,120
In this activity, we will also measure linear dimensions of the model,

247
00:15:56,120 --> 00:16:02,120
compare these dimensions to the actual dimensions of the X-33, and compute a scale factor.

248
00:16:02,120 --> 00:16:09,120
To help you understand about proportionality in X-planes, go to the NASA Connect website.

249
00:16:09,120 --> 00:16:13,120
Mr. Weaver reviewed what the lines and labels on the folding pattern mean,

250
00:16:13,120 --> 00:16:18,120
identified the faux lines, cut lines, tabs, and alignment dots.

251
00:16:18,120 --> 00:16:22,120
He also talked to us about the parts of the X-33 vehicle.

252
00:16:22,120 --> 00:16:26,120
Before we begin, here are the materials you will need for the activity.

253
00:16:26,120 --> 00:16:35,120
Cardstock or heavy paper, pencils, scissors, rulers, glue, and calculators.

254
00:16:35,120 --> 00:16:41,120
After you've gotten your materials together, we will begin the activity by constructing the X-33 model.

255
00:16:42,120 --> 00:16:49,120
Cutting, folding, and assembling the model will take at least one full class period, or about 45 minutes.

256
00:16:49,120 --> 00:16:54,120
Begin cutting out the model X-33 pattern found on Sheet 1.

257
00:16:54,120 --> 00:16:58,120
It's important that the cutting and folding of your X-33 is accurate,

258
00:16:58,120 --> 00:17:03,120
so that the parts will fit together and fold into an aerodynamic model.

259
00:17:03,120 --> 00:17:09,120
Crease along all the dashed lines, making sure that faux lines and other markings are on the inside.

260
00:17:09,120 --> 00:17:14,120
For neater results, place a ruler along the faux line and hold it down tightly.

261
00:17:14,120 --> 00:17:19,120
Then slide your finger under the paper and lift it up against the ruler.

262
00:17:19,120 --> 00:17:25,120
Cut the four slots for canted and vertical fins, being careful not to cut the faux lines.

263
00:17:25,120 --> 00:17:30,120
Glue the back side of tab A at the edge which says Glue A Here.

264
00:17:30,120 --> 00:17:33,120
Repeat for tabs B and C.

265
00:17:33,120 --> 00:17:40,120
Fold up the nose and tuck the flaps into the front of the X-33 and push it in until it stays.

266
00:17:40,120 --> 00:17:44,120
Now you're ready to cut out the canted fins found on Pattern Sheet 2.

267
00:17:44,120 --> 00:17:48,120
Fold each fin in half along the middle and fold back the tabs.

268
00:17:48,120 --> 00:17:54,120
Put the glue on the top side of the tabs instead of the bottom before inserting them in the slots.

269
00:17:54,120 --> 00:17:58,120
You can close the back of your model now, but don't glue it yet.

270
00:17:58,120 --> 00:18:03,120
Cut out the body flaps and attach them under the back of the X-33.

271
00:18:03,120 --> 00:18:07,120
Last, cut out the engine, glue it, and attach it to the back of the model.

272
00:18:07,120 --> 00:18:11,120
Glue your model closed and now you are ready for measurements.

273
00:18:11,120 --> 00:18:15,120
Find the measurements of the full-size X-33 drawings in your classroom copies

274
00:18:15,120 --> 00:18:20,120
and record them in column B of your Find the Scale Factor worksheet.

275
00:18:20,120 --> 00:18:26,120
Each student should fill out the data sheet by determining the corresponding exterior dimensions

276
00:18:26,120 --> 00:18:31,120
of the scale model of their X-33 and recording them in column C.

277
00:18:31,120 --> 00:18:36,120
Write the ratio of the measurements in column D, making sure that the units are the same.

278
00:18:36,120 --> 00:18:40,120
Using the results, you can now calculate the scale factor,

279
00:18:40,120 --> 00:18:45,120
which is the measurement of the full-size object divided by the measurement of the model.

280
00:18:45,120 --> 00:18:49,120
When all the data is calculated and entered in column E,

281
00:18:49,120 --> 00:18:55,120
you are ready to find the average scale factor by adding the scale factors in column E and dividing by 3.

282
00:18:55,120 --> 00:18:58,120
Record your result in the blank.

283
00:18:58,120 --> 00:19:01,120
Now that we understand the concept of proportionality,

284
00:19:01,120 --> 00:19:04,120
we are going to test whether the model is a true scale model.

285
00:19:10,120 --> 00:19:12,120
Great job, guys!

286
00:19:12,120 --> 00:19:16,120
Hey, let's analyze the data by reviewing the results of the activity

287
00:19:16,120 --> 00:19:19,120
and responding to the following questions.

288
00:19:20,120 --> 00:19:25,120
What can you learn from building a model that would be difficult to learn otherwise?

289
00:19:26,120 --> 00:19:29,120
How can a model be misleading?

290
00:19:30,120 --> 00:19:33,120
Pretend the scale factor is 140.

291
00:19:33,120 --> 00:19:37,120
Now let's apply this scale factor to a simple problem.

292
00:19:37,120 --> 00:19:42,120
Decorate the side of your paper model with the word NASA, like this.

293
00:19:42,120 --> 00:19:48,120
Using the scale factor of 140, how tall would the letters be on the X-33?

294
00:19:48,120 --> 00:19:50,120
Are they bigger than you?

295
00:19:50,120 --> 00:19:54,120
Let's visit NASA's Stennis Space Center in Mississippi.

296
00:19:54,120 --> 00:20:00,120
There, NASA scientists are testing engines to make the X-33 more efficient.

297
00:20:01,120 --> 00:20:07,120
The difference between the linear aerospike engine and conventional engines is the shape of the nozzle.

298
00:20:07,120 --> 00:20:10,120
Conventional engines have a nozzle that's shaped like a bell,

299
00:20:10,120 --> 00:20:15,120
and the hot combusted gases expand along the inner surface of this bell.

300
00:20:15,120 --> 00:20:21,120
However, with the aerospike engine, the nozzle is in the shape of a V, called a ramp,

301
00:20:21,120 --> 00:20:25,120
and the hot combusted gases expand along this outer surface.

302
00:20:25,120 --> 00:20:31,120
This unusual design allows for a more efficient performance from the engine

303
00:20:31,120 --> 00:20:34,120
and a more optimal vehicle design.

304
00:20:34,120 --> 00:20:40,120
Once all the information is gathered from the various tests, it comes time to put the data to use.

305
00:20:46,120 --> 00:20:51,120
How do engineers use their models to test their ideas?

306
00:20:51,120 --> 00:20:54,120
What can you learn from a scale model?

307
00:20:54,120 --> 00:20:58,120
Jennifer and Ben, welcome to the Skunk Works in Palmdale, California.

308
00:20:58,120 --> 00:21:01,120
This is the location where we build the X-33 vehicle.

309
00:21:01,120 --> 00:21:04,120
You can see some of the parts of the X-33 behind me.

310
00:21:04,120 --> 00:21:06,120
That's the vertical stabilizer.

311
00:21:06,120 --> 00:21:11,120
Those parts are mounted in the back of the vehicle to keep it steady during its flight.

312
00:21:11,120 --> 00:21:14,120
You can see it mounted here on this scale model.

313
00:21:14,120 --> 00:21:19,120
This model is used to evaluate the aerodynamics performance in a wind tunnel,

314
00:21:19,120 --> 00:21:23,120
so it is built in exact proportions to the actual vehicle.

315
00:21:23,120 --> 00:21:26,120
Now, the vehicle is under construction right here.

316
00:21:26,120 --> 00:21:30,120
This is the X-33, and it is also a proportionate vehicle.

317
00:21:30,120 --> 00:21:34,120
It is proportional to a much larger vehicle called VentureStar.

318
00:21:34,120 --> 00:21:39,120
Now, we've learned a lot from proportioning this vehicle to VentureStar.

319
00:21:39,120 --> 00:21:46,120
We've already changed the design of VentureStar based on what we've learned in the proportioning exercise on X-33.

320
00:21:46,120 --> 00:21:52,120
Well, we sure have seen and heard a lot about how proportionality is used in science.

321
00:21:52,120 --> 00:21:59,120
Now, bringing it to your computer desktop is NASA's Educational Technology Program Manager, Dr. Shelley Canright.

322
00:21:59,120 --> 00:22:05,120
NASA researchers are constantly testing new technologies and designs for X-planes

323
00:22:06,120 --> 00:22:11,120
using everything from scale models to full-size flying machines that carry people.

324
00:22:11,120 --> 00:22:18,120
These researchers evaluate their designs by using a basic formula of building, testing, and recording their results.

325
00:22:18,120 --> 00:22:24,120
I'd like to introduce a class of eighth grade students from Talladega County Central High School in Talladega, Alabama.

326
00:22:24,120 --> 00:22:28,120
They are undertaking their own investigation into scaling and proportionality

327
00:22:28,120 --> 00:22:33,120
using a unique model design challenge posted at the NASA Connect website.

328
00:22:33,120 --> 00:22:35,120
Let's see what they're doing.

329
00:22:35,120 --> 00:22:40,120
Welcome to Talladega County Central High School, Talladega, Alabama.

330
00:22:40,120 --> 00:22:44,120
We have been asked by NASA to answer these questions.

331
00:22:44,120 --> 00:22:50,120
Can you take a design that works on one scale and use it for an effective design at another scale?

332
00:22:50,120 --> 00:22:54,120
Do you have to change the design when you change the scale?

333
00:22:54,120 --> 00:23:02,120
To find out, we went to Norvitz Lab and visited the NASA Langley Research Center Kids' Corner Model Shop website.

334
00:23:02,120 --> 00:23:10,120
We reviewed the activity intro, collected our materials, and went to work building the eGrid, a paper airplane model.

335
00:23:10,120 --> 00:23:16,120
We used the model shop extra activity to build the eGrid-2X.

336
00:23:16,120 --> 00:23:20,120
We had to come up with ways to scale up the design plan,

337
00:23:20,120 --> 00:23:27,120
determine the best materials to use to build the model airplanes, test flight, and record the results.

338
00:23:27,120 --> 00:23:31,120
We learned that changing the scale of a working design is possible,

339
00:23:31,120 --> 00:23:35,120
making the model bigger reveals some design problems which were fun to solve.

340
00:23:35,120 --> 00:23:40,120
We're even planning to increase the size of the model three times to see what happens.

341
00:23:40,120 --> 00:23:48,120
We're also able to find information about aerospace grids and to see how NASA uses models in their research.

342
00:23:48,120 --> 00:23:51,120
Jennifer, as the students from Talladega, Alabama have learned,

343
00:23:51,120 --> 00:23:56,120
design and testing with scale models brings its own set of unique challenges and questions.

344
00:23:56,120 --> 00:24:01,120
From Norvitz Lab, viewers can try their hand at being a design engineer.

345
00:24:01,120 --> 00:24:05,120
I encourage our viewers to visit Norvitz Lab at the NASA Connect website

346
00:24:05,120 --> 00:24:09,120
and to test their skills at building the eGrid-2X and other paper airplane models

347
00:24:09,120 --> 00:24:15,120
that are available from a specially created online aeronautics model shop.

348
00:24:15,120 --> 00:24:17,120
Thank you so much for your help.

349
00:24:17,120 --> 00:24:19,120
It was our pleasure, Van. Sure hope it helps.

350
00:24:19,120 --> 00:24:21,120
And good luck in the race.

351
00:24:21,120 --> 00:24:22,120
Oh, thank you very much.

352
00:24:22,120 --> 00:24:23,120
Thank you guys so much for helping.

353
00:24:23,120 --> 00:24:25,120
Jennifer, out of the way. I've got work to do.

354
00:24:25,120 --> 00:24:29,120
Oh, my gosh. I better catch up with Van and see what he's up to before he gets into trouble.

355
00:24:29,120 --> 00:24:31,120
Van, Van, Van.

356
00:24:31,120 --> 00:24:33,120
Wait, wait.

357
00:24:33,120 --> 00:24:36,120
Wow, Van, you went out and bought a bike for this race?

358
00:24:36,120 --> 00:24:38,120
I did not.

359
00:24:38,120 --> 00:24:45,120
I transformed the old bike into a lean, mean, efficient racing machine.

360
00:24:45,120 --> 00:24:47,120
Okay, Van.

361
00:24:47,120 --> 00:24:50,120
All right, well, tell me what you've done to your old bike. This is incredible.

362
00:24:50,120 --> 00:24:54,120
All right. I replaced the old frame with something lighter, but it's still strong.

363
00:24:54,120 --> 00:24:55,120
Okay.

364
00:24:55,120 --> 00:24:58,120
I actually figured out how to work these gears, which is a great thing.

365
00:24:58,120 --> 00:25:00,120
Yeah, you're not using the third gear?

366
00:25:00,120 --> 00:25:01,120
Of course not. I'm using them all the time.

367
00:25:01,120 --> 00:25:02,120
Great.

368
00:25:02,120 --> 00:25:07,120
I made the entire bike more aerodynamic by getting rid of these big clunky bags and using something smaller.

369
00:25:07,120 --> 00:25:09,120
I'm not carrying around these shirts.

370
00:25:09,120 --> 00:25:11,120
Yeah, what was the point?

371
00:25:11,120 --> 00:25:14,120
All right, so that's what you've done to the bike. What have you done to yourself?

372
00:25:14,120 --> 00:25:19,120
Well, I got an outfit you can see today to make me more aerodynamic.

373
00:25:19,120 --> 00:25:20,120
Cool.

374
00:25:20,120 --> 00:25:25,120
Also, this morning I ate a very good breakfast, fueling the vehicle.

375
00:25:25,120 --> 00:25:29,120
I did a five-mile bike run.

376
00:25:29,120 --> 00:25:31,120
It went very well.

377
00:25:31,120 --> 00:25:33,120
It's proportionally a fifth of the real race.

378
00:25:33,120 --> 00:25:34,120
Gosh, you sure have learned a lot.

379
00:25:34,120 --> 00:25:35,120
I have.

380
00:25:35,120 --> 00:25:36,120
That's great.

381
00:25:36,120 --> 00:25:39,120
All right, well, show me some more, like the gears and show me, you know, what else you've done.

382
00:25:39,120 --> 00:25:40,120
Sorry, I can't.

383
00:25:40,120 --> 00:25:42,120
I have to get back to the grind.

384
00:25:42,120 --> 00:25:44,120
I've got to perfect my bike.

385
00:25:44,120 --> 00:25:45,120
Okay, all right, I'll let you be.

386
00:25:45,120 --> 00:25:46,120
Well, you know what?

387
00:25:46,120 --> 00:25:47,120
Good luck on this race.

388
00:25:47,120 --> 00:25:48,120
Thank you.

389
00:25:48,120 --> 00:25:49,120
Break a leg.

390
00:25:49,120 --> 00:25:50,120
Sorry, man.

391
00:25:50,120 --> 00:25:51,120
That's okay.

392
00:25:51,120 --> 00:25:52,120
Bye.

393
00:25:52,120 --> 00:25:53,120
Thanks.

394
00:26:02,120 --> 00:26:03,120
Way to go, man.

395
00:26:03,120 --> 00:26:05,120
Well, that about finishes up this episode of NASA Connect.

396
00:26:05,120 --> 00:26:10,120
But before we go, we'd like to thank Marshall Space Flight Center, all the NASA researchers,

397
00:26:10,120 --> 00:26:15,120
Lockheed Martin, Peter Frederick, Dr. Shelley Canright, University of Alabama at Huntsville,

398
00:26:15,120 --> 00:26:18,120
and all the middle school students and teachers that helped make this episode possible.

399
00:26:18,120 --> 00:26:22,120
Hey, why don't you pick up a pen or a mouse and write us at NASA Connect.

400
00:26:22,120 --> 00:26:28,120
Van and I would love to hear your comments, ideas, and suggestions, so here's our address.

401
00:26:28,120 --> 00:26:35,120
NASA Connect, NASA Langley Research Center, Mail Stop 400, Hampton, Virginia, 23681.

402
00:26:35,120 --> 00:26:44,120
Or pick up your mouse and email us at connect at edu dot larc dot nasa dot gov.

403
00:26:44,120 --> 00:26:52,120
Hey, teachers, if you would like a videotape copy of this NASA Connect show and the Educator's Guide lesson plans,

404
00:26:52,120 --> 00:26:58,120
well, then contact CORE, the NASA Central Operation of Resources for Educators.

405
00:26:58,120 --> 00:27:03,120
All this information and more is located on the NASA Connect website.

406
00:27:07,120 --> 00:27:08,120
Van, you were great.

407
00:27:08,120 --> 00:27:09,120
I'm so proud of you.

408
00:27:09,120 --> 00:27:12,120
Great, Jennifer, is such a lofty term.

409
00:27:12,120 --> 00:27:19,120
We cycling champions prefer to be known as simply exceptional athletes with a taste for nothing short of victory.

410
00:27:19,120 --> 00:27:24,120
Perhaps we should study proportionality as it relates to modesty, Van.

411
00:27:24,120 --> 00:27:27,120
Come on, Speedy, let's get you to space camp.

412
00:27:27,120 --> 00:27:28,120
Okay.

413
00:27:28,120 --> 00:27:31,120
Where you've been before you know where you're going.

414
00:27:31,120 --> 00:27:32,120
Something like that.

415
00:27:32,120 --> 00:27:35,120
To complete the 27-mile bike race.

416
00:27:35,120 --> 00:27:37,120
27, where did that come from?

417
00:27:38,120 --> 00:27:44,120
Also 53 percent smaller than a normal reusable launch vehicle.

418
00:27:44,120 --> 00:27:45,120
Let's do this again.

419
00:27:45,120 --> 00:27:46,120
All right.

420
00:27:46,120 --> 00:27:48,120
So tell me what you've done.

421
00:27:48,120 --> 00:27:49,120
All right.

422
00:27:52,120 --> 00:27:56,120
And what they did were some truly out of this world things.

423
00:27:57,120 --> 00:27:59,120
Can you tell the difference?

424
00:27:59,120 --> 00:28:00,120
Yes.

425
00:28:00,120 --> 00:28:01,120
Yes?

426
00:28:01,120 --> 00:28:02,120
Oh.

427
00:28:02,120 --> 00:28:04,120
Ratios can be written numerous ra-

428
00:28:07,120 --> 00:28:09,120
Well, the bike heavy was so-

429
00:28:11,120 --> 00:28:13,120
The bike heavy was so free.

430
00:28:13,120 --> 00:28:15,120
Like one to 100 in scale.

431
00:28:19,120 --> 00:28:22,120
Everybody's having a good time.

432
00:28:22,120 --> 00:28:23,120
Action.

433
00:28:26,120 --> 00:28:28,120
Action.