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Well, team, I think we did a pretty good job navigating in this road rally.

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But right now, we want to see just how good you can navigate on your own.

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We're going to send them on over to Northampton Middle School,

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which is located on the eastern shore of Virginia,

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where you're going to meet up with science teacher Barbara Haynes and her students

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who are involved in a navigational challenge.

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For me, I'm going to head on back to the NASA Connect studio.

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I'm going to walk back there, send you to the eastern shore,

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and then how about you park in the car?

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Oh, well, sure. I think I might even check out a new location on my GPS.

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Sounds good. All right. See you.

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All righty. Bye.

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Hi. We're students from Northampton Middle School, located in Matrapongo.

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From the eastern shore of Virginia.

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NASA Connect asked us to investigate angles and directions

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by plotting a course on graph paper using a compass, rose, and ruler.

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Our goal is to establish five outdoor pathways mapping direction and distance

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with five separate teams using a compass, rose, and transit.

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We hope our five different paths will converge at a single point.

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Here are the materials for our experiment.

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Five rolls of different color tape, five markers, tape, five compasses,

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five large compass rose transparencies, 15 pencils to be used as field point markers,

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15 pieces of paper marked with the letters A through J and five X's,

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meter sticks, five paper towel rolls, thread, five scissors,

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and before we go outside, we plot our course on graph paper.

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We need to review some simple vocabulary terms to help us prepare for this activity.

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The bearing is position or direction of an object or point based on a compass reading.

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Navigation is the science of finding distance, direction, compass positions,

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and time of travel to establish a course or determine a certain position on a map.

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Triangulation is the mathematical and scientific determination of an unknown position

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using distance or bearings from known positions.

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A transit is a sighting device used in surveying to plot a course or establish levels or heights.

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Having reviewed these terms, we are now ready to divide into five teams.

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Team A, Team C, Team E, Team G, Team I.

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We divide tasks among team members before navigating our course.

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One person will call out the bearings and distance and takes care of field position marks.

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One person handles the compass and compass rules.

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The third person handles the transit sightings.

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A fourth person handles the tape rule and measurement distance.

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And a fifth person checks the transit sightings and distance measurements.

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The first step in our activity is to create the transit.

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We take the paper tube and cut four slits into the end.

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Each slit should divide the diameter of the tube into quarters.

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Now put the string into the slits.

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This will create cross hairs, giving us greater accuracy as we look through the tube.

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Next, the tube is attached to a meter stick.

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We then mark three separate pieces of paper with three position letters for our group.

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Group A marks ABX.

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Group C marks CDX.

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Group E marks EFX.

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Group G marks GHX.

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And Group I marks IJX.

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These pieces of paper will mark the points on our course.

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Now we're ready to go.

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Here are the procedures.

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Each group lines up exactly four meters apart with the letter designating our team on a line facing magnetic north.

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We mark our starting point and hold the compass over the starting point to confirm magnetic north.

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We also set the transit up at the starting point.

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Using the compass rows as our guide, we turn the transit to the first bearing on our chart.

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For your experiment, remember, north zero degrees must always be pointing to magnetic north on the rows, the appropriate direction.

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We then use the transit as a sighting guide and direct the student with the tape rule to the appropriate direction.

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It's okay to use hand signals to direct the person left or right.

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Once we find our correct bearing, we measure out our distance and mark the point with a pencil and paper with the appropriate letter.

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We then pick up the transit and move to point number two that we just determined.

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We complete leg two according to the chart using the same procedure.

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When all the groups finish, we check for navigation errors.

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Did everyone arrive at the same point X?

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Now that we have finished our field experiment, we are ready to apply this knowledge to questions involving flight paths, distance, and time.

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All right. Joining me in the studio are some friendly faces involved with GPS.

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But before we talk to our researchers, let's give you a chance at some navigating that will involve calculating flight paths, distance, and time.

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Then, after this segment, our two researchers, Dick Huchin from NASA and Hugh Bergeron from the FAA,

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will answer your email questions and take questions from some students attending a special anniversary event in Washington, D.C. as guests of the FAA.

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Okay, now, look carefully at the data.

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And using the information in the following diagram, work with your fellow students to answer the questions

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as read aloud by Mr. Rodney Slater, Secretary, U.S. Department of Transportation.

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What is the total distance in miles of an airplane flight that starts at point C, goes through point D, and ends at point X?

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What is the total distance in kilometers?

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Now, here's a hint. Use the formula to convert miles into kilometers.

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How long would it take an airplane traveling at 300 miles per hour to fly from point C to point D?

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From point D to point X, how long would the entire flight take?

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How long would it take an airplane traveling at 300 miles per hour to fly from point C to point D?

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From point D to point X, how long would the entire flight take?

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How many miles are there in a direct flight from point C to point X?

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Here's a hint. Use the Pythagorean theorem to find your answer.

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For more information, visit www.fema.gov