1 00:00:00,000 --> 00:00:06,040 Welcome to My Domain. 2 00:00:06,040 --> 00:00:10,320 In just a minute, we'll get to the hands-on activity, which will require that you use 3 00:00:10,320 --> 00:00:13,000 different shapes in designing airplanes. 4 00:00:13,000 --> 00:00:17,960 Before we do, let's take a look at Riverdeep Interactive Learning's Destination Math Tutorial. 5 00:00:17,960 --> 00:00:20,600 It's available free to NASA Connect educators. 6 00:00:20,600 --> 00:00:23,040 You can get to it from the NASA Connect website. 7 00:00:23,040 --> 00:00:27,320 It's part of the Mastering Skills and Concepts III section of Destination Math. 8 00:00:27,320 --> 00:00:32,760 With this lesson, you will explore the geometric and algebraic characteristics of basic shapes. 9 00:00:32,760 --> 00:00:38,040 Teachers, this is an excellent tutorial that can give your students information and assistance 10 00:00:38,040 --> 00:00:41,580 as they prepare to do the hands-on activity for the show. 11 00:00:41,580 --> 00:00:47,440 In this tutorial, Digit explores parallelograms, trapezoids, and right triangles while examining 12 00:00:47,440 --> 00:00:50,720 the flags of some of the countries in the United Nations. 13 00:00:50,720 --> 00:00:55,520 Many thanks to Riverdeep for providing NASA Connect with this exciting instructional technology 14 00:00:55,520 --> 00:00:57,320 enhancement to our show. 15 00:00:57,320 --> 00:01:02,520 Now, let's do an aircraft design activity, which you can do in your classroom. 16 00:01:02,520 --> 00:01:08,520 We're from Pulaski Middle School. 17 00:01:08,520 --> 00:01:10,520 Here in New Britain, Connecticut. 18 00:01:10,520 --> 00:01:14,520 NASA Connect has asked us to show you this show's hands-on activity. 19 00:01:14,520 --> 00:01:17,520 Here are the main objectives. 20 00:01:17,520 --> 00:01:21,520 You'll use algebra to calculate wing area and aspect ratio. 21 00:01:21,520 --> 00:01:25,520 You'll use a portable glider catapult to analyze wing geometry. 22 00:01:25,520 --> 00:01:28,520 You'll design, construct, and test an experimental wing. 23 00:01:28,520 --> 00:01:32,520 And you'll work in teams to solve problems related to wing design. 24 00:01:32,520 --> 00:01:37,520 The list of materials you'll need for this activity can be downloaded from the NASA Connect website. 25 00:01:37,520 --> 00:01:39,520 The class will be divided into groups of four. 26 00:01:39,520 --> 00:01:45,520 Each group will use a portable glider catapult, or PGC, which your teacher made previous to this activity. 27 00:01:45,520 --> 00:01:46,520 Good morning, boys and girls. 28 00:01:46,520 --> 00:01:51,520 This morning, NASA has designated this class as Aeronautical Engineers in Training. 29 00:01:51,520 --> 00:01:59,520 Your job is to test current wing designs based on distance traveled, glide, and speed observations. 30 00:01:59,520 --> 00:02:10,520 From your analysis of the data that you collect, you will have the task of designing and testing an experimental wing to achieve maximum distance traveled. 31 00:02:11,520 --> 00:02:16,520 First, cut out the templates for the fuselage, wings, and horizontal stabilizers. 32 00:02:16,520 --> 00:02:19,520 Place the templates on the meat trays and trace around the templates. 33 00:02:19,520 --> 00:02:21,520 Cut out the shapes. 34 00:02:21,520 --> 00:02:26,520 Tip a piece of masking tape to the nose of the fuselage to prevent the nose of the fuselage from breaking. 35 00:02:26,520 --> 00:02:33,520 Students will calculate the wing area, the wing span, the root chord, the tip chord, and the average chord for each wing. 36 00:02:33,520 --> 00:02:37,520 The average chord can be calculated using this formula. 37 00:02:38,520 --> 00:02:45,520 Next, have students calculate the aspect ratio for each wing using the formula wing span divided by average chord. 38 00:02:45,520 --> 00:02:48,520 Record all values onto the data chart. 39 00:02:48,520 --> 00:02:51,520 Prep the launch area by measuring 12 meters from the PGC. 40 00:02:51,520 --> 00:02:54,520 Mark the distance at 1 meter intervals. 41 00:02:54,520 --> 00:02:59,520 Place tables or desks of equal height to the launching line to elevate the portable glider catapult. 42 00:02:59,520 --> 00:03:05,520 Place a book with a height of approximately 5 centimeters under the front portion of the PGC. 43 00:03:05,520 --> 00:03:07,520 Select a wing shape to test. 44 00:03:07,520 --> 00:03:09,520 You will be testing four different shapes. 45 00:03:09,520 --> 00:03:11,520 Delta. 46 00:03:11,520 --> 00:03:13,520 Oblique. 47 00:03:13,520 --> 00:03:15,520 Straight. 48 00:03:15,520 --> 00:03:17,520 And swept back. 49 00:03:17,520 --> 00:03:23,520 Attach a small binder clip to the aircraft to give it some weight in order to achieve maximum distance traveled. 50 00:03:23,520 --> 00:03:25,520 Position the aircraft on the PGC. 51 00:03:25,520 --> 00:03:28,520 Using a rubber band, pull the aircraft to the launch position. 52 00:03:28,520 --> 00:03:30,520 Then announce, 53 00:03:30,520 --> 00:03:34,520 Prepare the flight deck for aircraft catapult. 54 00:03:34,520 --> 00:03:40,520 5, 4, 3, 2, 1, launch! 55 00:03:43,520 --> 00:03:47,520 You will conduct five trials for each wing shape. 56 00:03:47,520 --> 00:03:52,520 Measure the distance traveled in centimeters and record the value onto the data chart. 57 00:03:52,520 --> 00:03:57,520 Record your observations on glide and speed ratings using the scales provided from the lesson guide. 58 00:03:57,520 --> 00:04:01,520 From the data collected, each group will design and construct their own experimental wing. 59 00:04:01,520 --> 00:04:04,520 Design your wing to fly farther than the original test wings. 60 00:04:04,520 --> 00:04:09,520 Okay now, how successful or unsuccessful was your experimental design? 61 00:04:09,520 --> 00:04:11,520 What were the factors? 62 00:04:11,520 --> 00:04:12,520 Resume. 63 00:04:12,520 --> 00:04:15,520 Mine had a lower aspect ratio. 64 00:04:15,520 --> 00:04:16,520 Big one. 65 00:04:16,520 --> 00:04:18,520 Mine had a better swept back wing. 66 00:04:19,520 --> 00:04:27,520 Special thanks to the AIAA Connecticut section and the AIAA mentors who helped us with this activity. 67 00:04:27,520 --> 00:04:30,520 Thanks. We had a great experience today. 68 00:04:30,520 --> 00:04:37,520 And we encourage teachers to visit our website to learn more about the AIAA mentorship program in your area.