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Drag Activity Part Two - Contenido educativo

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Subido el 28 de mayo de 2007 por EducaMadrid

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NASA Connect Segment involving students in a classroom activity. The video explores how surface area affects drag.

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Ready, Jennifer. Now let's find out how surface area affects drag. 00:00:00
Your teacher will give each group a copy of the disc patterns. 00:00:04
From the lesson guide, select and construct five discs. 00:00:07
Look at one of the discs. What do you think the area is? 00:00:11
Make a prediction and write it down. 00:00:15
Now, calculate the actual area. 00:00:17
What is the difference between your prediction and the actual area? 00:00:20
Are you close? 00:00:24
Repeat these steps for each disc. 00:00:26
Before beginning the experiment, construct the test track. 00:00:29
Choose any disc and place it on the front of the test vehicle like this. 00:00:33
Place the vehicles on the start line. 00:00:37
Make sure the string is nice and tight. 00:00:40
Predict the distance that the test vehicle will travel when the fan is turned on. 00:00:43
And write it down. 00:00:47
I predict it will travel about 42 centimeters. 00:00:49
I predict it will travel 50 centimeters. 00:00:52
Turn the fan on high for approximately 10 seconds. 00:00:55
This is only a suggested time. 00:00:58
Your time will depend on the fan speed and test vehicles. 00:01:00
Now, measure the distance that the test vehicle moves backward 00:01:04
and record it on the data sheet. 00:01:08
Calculate the difference between the predicted distance and the actual distance 00:01:10
and record your answer. 00:01:15
How did you do? 00:01:17
Now, test the other discs. 00:01:19
Now that we've gathered our data, let's create a graph 00:01:22
that shows the relationship between frontal surface area and distance. 00:01:25
Could I have one member of each group to come up and graph their data? 00:01:29
Great job, guys. 00:01:39
Let's look at the graph and answer some questions. 00:01:40
What kind of graph is it? 00:01:43
Do you see a correlation? 00:01:46
Do you see a correlation? 00:01:48
If so, what kind is it? 00:01:50
Which surface area produced the least amount of drag? 00:01:54
Now let's put it all together. 00:01:57
Look at the data from the first experiment you did. 00:01:59
Which shape had the least amount of drag? 00:02:02
This shape? 00:02:07
Now look at your data from the second experiment we did on surface area. 00:02:09
What did you find out about the surface area and drag? 00:02:13
Based on your results, 00:02:17
which of these four tetrahedrons should have the least amount of drag? 00:02:19
How can we test your predictions? 00:02:23
Put the shapes on the drag stand and see what happens. 00:02:26
Great, let's do it. 00:02:29
We'd like to thank the AIAA student mentors from North Carolina State University. 00:02:31
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Idioma/s:
en
Materias:
Matemáticas
Niveles educativos:
▼ Mostrar / ocultar niveles
      • Nivel Intermedio
Autor/es:
NASA LaRC Office of Education
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
296
Fecha:
28 de mayo de 2007 - 16:51
Visibilidad:
Público
Enlace Relacionado:
NASAs center for distance learning
Duración:
02′ 36″
Relación de aspecto:
4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
Resolución:
480x360 píxeles
Tamaño:
15.78 MBytes

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