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Glide Ratio Activity - 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 an activity exploring glide ratio and surface area.

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Wow! Let me tell you, that was a great trip visiting Hooten-Gibson at the Dare County 00:00:00
Airport in North Carolina. But you know, the variables of being outside in the wind and 00:00:07
the rain can really get to you, and I'm glad to be back here in the Connect studio. 00:00:11
Well, as Mike has said, it is today's students that will become NASA's future researchers. 00:00:15
So let's go visit Jones Magnet Middle School in Hampton, Virginia, where students are investigating 00:00:21
an aeronautical challenge involving surface area and glide ratio. Follow along, and when 00:00:26
we come back, we'll look at the data collected by these students, and then you, my friends, 00:00:32
will be challenged to make your own analysis and predictions based upon their results. 00:00:37
Hi, we're students from Jones Magnet Middle School in Hampton, Virginia. We were asked 00:00:41
to investigate the glide ratio for different model airplanes designed to determine which 00:00:50
design provides the best glide ratio. The glide ratio of a plane describes the forward 00:00:55
distance flown per drop in altitude and the absence of power and wind. For example, a 00:01:00
three-to-one ratio means that if you are one mile up, you better be within three miles 00:01:07
of the airport. Ms. Tominak and Ms. Farnwell, our science and math teachers, divided our 00:01:12
class into four teams. The blue team, the red team, the yellow team, and the white team. 00:01:17
Each team will fly a different design. To do our experiment, we used the following materials. 00:01:23
Copy your paper. We used different colors to identify each team. We also used glue, 00:01:30
a meter stick, and a tape measure. Each team was asked to select one design from the four 00:01:36
patterns provided to us by NASA Langley. The shapes included the egret, the flex, the basic 00:01:42
square, and the condor. Each team constructs a different model and calculates the total 00:01:49
area of the paper used in creating the model. Next, we figure how much of the total area 00:01:55
is actually devoted to the airplane's wing. Now, we're ready to run our flight test. For 00:02:01
our baseline test, we decide to launch the airplane at two and two-tenths meters from 00:02:08
the ground. This becomes the plane's flight altitude. Our four groups conduct ten test 00:02:14
flights from this flight altitude. We're careful to launch each flight test from the same altitude 00:02:21
and to be as consistent as possible in the force used to launch the airplane. We then 00:02:27
measure the distance the plane goes from launch point to where it first touches the ground. 00:02:33
We take our data, order it from shortest to longest distances, and then calculate the 00:02:39
median and the mean for the data. We are now ready to compute the glide ratios for the 00:02:45
shortest distance, the longest distance, the median, and the mean. Using the formula, horizontal 00:02:51
distance divided by the change in altitude, we're ready to answer the question, which 00:02:57
of the glide ratios that you have computed is the best one to use in describing your 00:03:02
plane's glide ratio. 00:03:07
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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:
310
Fecha:
28 de mayo de 2007 - 16:51
Visibilidad:
Público
Enlace Relacionado:
NASAs center for distance learning
Duración:
03′ 12″
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:
19.41 MBytes

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