1
00:00:00,000 --> 00:00:06,280
We have just seen the tip of the iceberg regarding the amazing research, researchers and research

2
00:00:06,280 --> 00:00:07,280
tools.

3
00:00:07,280 --> 00:00:12,040
It makes me wonder though what other new technologies are under development for reducing icing hazards.

4
00:00:12,040 --> 00:00:16,360
But you know what, now is the time to put you to work.

5
00:00:16,360 --> 00:00:20,020
Coming up is a high school student who has spent the summer at NASA Langley in a nine

6
00:00:20,020 --> 00:00:23,120
week mentorship working closely with Tom Yeager.

7
00:00:23,120 --> 00:00:28,320
John has prepared a special hands on, minds on activity which a group of students will

8
00:00:28,320 --> 00:00:29,320
demonstrate.

9
00:00:29,320 --> 00:00:35,080
Following the program, you are encouraged to replicate the same investigation.

10
00:00:35,080 --> 00:00:39,240
I spent nine weeks in a NASA program for high school students called SHARP.

11
00:00:39,240 --> 00:00:42,720
Under this program, I had the opportunity to work with Mr. Yeager.

12
00:00:42,720 --> 00:00:47,040
I learned a great deal about the research being done on runway friction, tire designs

13
00:00:47,040 --> 00:00:50,760
and new types of runway surfaces to minimize bad weather effects.

14
00:00:50,760 --> 00:00:54,720
I have to admit, I was a little nervous at the beginning just because I wasn't sure if

15
00:00:54,720 --> 00:00:58,920
I knew enough math and science to be able to grasp the research and to be able to help

16
00:00:58,920 --> 00:01:01,320
out in the evaluation of the research data.

17
00:01:01,320 --> 00:01:03,320
But I did okay.

18
00:01:03,320 --> 00:01:06,720
I found that the math I had taken in middle school and high school gave me a good foundation

19
00:01:06,720 --> 00:01:08,560
that I could build on.

20
00:01:08,560 --> 00:01:12,600
With the help of two undergraduate students that I worked with during the summer, Brian

21
00:01:12,600 --> 00:01:16,280
and Jonathan, I have a simple experiment that I would like you to try.

22
00:01:16,280 --> 00:01:20,160
In this experiment, you will investigate how surface conditions influence the coefficient

23
00:01:20,160 --> 00:01:22,520
of friction between two surfaces.

24
00:01:22,520 --> 00:01:26,920
Your surfaces will include a ruler, sandpaper and objects found in the classroom.

25
00:01:26,920 --> 00:01:31,080
Now, my friends and I did an experiment similar to the one you're about to do, but it was

26
00:01:31,080 --> 00:01:33,320
a little more complicated and involved a little more math.

27
00:01:33,320 --> 00:01:37,520
This experiment has been recreated on the Connect to Plane Weather website, so you might

28
00:01:37,520 --> 00:01:41,520
try this with your friends or your family following the program.

29
00:01:41,520 --> 00:01:42,520
Enough said.

30
00:01:42,520 --> 00:01:43,520
Let's get started.

31
00:01:43,520 --> 00:01:47,480
The math formula you will need in doing your experiment looks like this.

32
00:01:47,480 --> 00:01:52,680
Friction coefficient equals height divided by length.

33
00:01:52,680 --> 00:01:55,560
The following materials were collected for our experiment.

34
00:01:55,560 --> 00:01:59,640
Three metric rulers, at least one of the rulers had to be plastic, a sheet of sandpaper

35
00:01:59,640 --> 00:02:05,240
large enough to cover a ruler, and four objects to test, a rubber eraser, a large metal paper

36
00:02:05,240 --> 00:02:09,320
clip, a plastic film canister top, and a small dice.

37
00:02:09,320 --> 00:02:13,640
John helped us identify the dependent and independent variables for our experiment.

38
00:02:13,640 --> 00:02:17,640
The independent variable, which is what we would be changing, is the ruler surface.

39
00:02:17,640 --> 00:02:22,840
We used a plastic ruler to simulate a smooth runway surface and then a ruler covered with

40
00:02:22,840 --> 00:02:25,880
sandpaper to simulate a rough runway surface.

41
00:02:25,880 --> 00:02:31,240
The dependent variable for the experiment was the classroom object.

42
00:02:31,240 --> 00:02:35,600
Before doing our test, we talked about how each object was alike and different.

43
00:02:35,600 --> 00:02:40,960
We shared ideas on how the surface condition, which we would slide these objects across,

44
00:02:40,960 --> 00:02:44,480
might affect the friction force of each object.

45
00:02:44,480 --> 00:02:48,840
We hypothesized about the effect the surface change would have on the objects.

46
00:02:48,840 --> 00:02:52,040
Here are our test procedures we followed.

47
00:02:52,040 --> 00:02:56,440
One metric ruler we identified as the test base and labeled with the number one.

48
00:02:56,440 --> 00:02:58,760
It would be used to measure the length.

49
00:02:58,760 --> 00:03:03,540
A second ruler labeled with the two was held upright for the test.

50
00:03:03,540 --> 00:03:06,240
We would measure the height from this ruler.

51
00:03:06,240 --> 00:03:10,400
The third ruler labeled with three was plastic and would represent the runway.

52
00:03:10,400 --> 00:03:15,560
One person handled the runway ruler, one person held the height ruler, a third person was

53
00:03:15,560 --> 00:03:21,160
responsible for reading the height and base measurements, and the fourth person was responsible

54
00:03:21,160 --> 00:03:23,120
for recording data.

55
00:03:23,120 --> 00:03:28,920
Running our two surface tests, we were interested in collecting the height measurement for the

56
00:03:28,920 --> 00:03:34,360
vertical ruler and the length measurement from the base ruler at the point when an object

57
00:03:34,360 --> 00:03:37,360
began to slide down the runway ruler.

58
00:03:37,360 --> 00:03:43,120
We tested each object three times on both a smooth and rough surface.

59
00:03:43,120 --> 00:03:47,840
The smooth surface was the back side of our plastic ruler.

60
00:03:47,840 --> 00:03:51,800
The rough surface was the sandpaper attached to the ruler.

61
00:03:51,800 --> 00:03:55,480
Here is a diagram to show you how the experiment worked.

62
00:03:55,480 --> 00:04:00,980
Each test object was placed at the end of a ruler and then one end of the ruler was

63
00:04:00,980 --> 00:04:02,600
slowly raised.

64
00:04:02,600 --> 00:04:07,560
We stopped raising the ruler when the object started to slide down the slope of the runway

65
00:04:07,560 --> 00:04:10,240
and then took our measurements of height and length.

66
00:04:10,240 --> 00:04:14,480
Now that we have finished our testing, we are ready to look closely at our data.

67
00:04:14,480 --> 00:04:20,280
First we will calculate the height and length average for each object on each of the surface

68
00:04:20,280 --> 00:04:21,280
types.

69
00:04:44,480 --> 00:05:05,600
Using these averages, we will apply Jones' formula to find the friction coefficient.

70
00:05:05,600 --> 00:05:09,840
That formula is friction coefficient equals height divided by length.

71
00:05:09,840 --> 00:05:12,080
Now we are ready to answer our question.

72
00:05:12,080 --> 00:05:17,560
What effect does surface condition have on the friction coefficient between two surfaces?

73
00:05:17,560 --> 00:05:22,600
Well, this is our experiment and we leave you with a challenge.

74
00:05:22,600 --> 00:05:27,480
What other variables can you think of to test in this experiment?

75
00:05:27,480 --> 00:05:30,120
Okay gang, you have received your challenge.

76
00:05:30,120 --> 00:05:34,960
Complete your own runway traction experiment and then do further tests on different surface

77
00:05:34,960 --> 00:05:36,300
conditions.

78
00:05:36,300 --> 00:05:40,680
As we bring this program to a close, let me remind you to check out the CONNECT website

79
00:05:40,680 --> 00:05:45,560
for responses from a variety of experts to questions posted throughout this program and

80
00:05:45,560 --> 00:05:49,280
also to participate in an online friction experiment.

81
00:05:49,280 --> 00:05:52,480
Let me slide things to Van now for some closing comments.

82
00:05:52,480 --> 00:05:57,440
This is Shelly Canright for CONNECT, connecting you with real science and with real scientists

83
00:05:57,440 --> 00:05:59,160
in near real time.

84
00:05:59,160 --> 00:06:01,160
Take it away, Van.

85
00:06:01,160 --> 00:06:02,160
Thanks Shelly.

86
00:06:02,160 --> 00:06:04,800
I hope you all have a plain understanding of plain weather.

87
00:06:04,800 --> 00:06:06,080
I know I sure do.

88
00:06:06,080 --> 00:06:07,960
Join us for other CONNECT programs.

89
00:06:08,160 --> 00:06:12,080
Simply access our CONNECT website for information and program availability.

90
00:06:12,080 --> 00:06:14,360
So until next time, stay connected.