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Subido el 28 de mayo de 2007 por EducaMadrid

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NASA Connect Video containing five segments as described below. NASA Connect Video that explains aerodynamic forces that affect aircraft performance and how these forces relate to each other. NASA Connect Video involving students in an activity to create

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Hi, my name is John Goodson and I work at Industrial Light & Magic and I'm a concept 00:00:00
model maker for Episode 1 of Phantom Minutes. I build things like this. The way that we 00:00:25
make things like this look so real, a lot of it goes back to math. A lot of it is about 00:00:30
proportions and scale of things and we have to pay attention to make sure that things 00:00:33
are symmetrical, things are round, things are the correct shapes and stuff and a lot 00:00:37
of that is based on math calculations and just paying attention to math details involved 00:00:41
in it. Queen Amanella Starship looks a lot like the SR-71 because it was inspired by 00:00:45
the SR-71. The SR-71 is a really sleek airplane with a lot of beautiful lines. It looks like 00:00:50
it can go really, really fast. So Queen Amidala's ship has to look equally fast. It does look 00:00:55
like it can go the speed of light. I hope you enjoyed this episode of NASA Connect. 00:00:59
I hope seeing this will help inspire you to pursue mathematics and science and may the 00:01:04
force of your imagination be with you. 00:01:08
NASA Jet Propulsion Laboratory, California Institute of Technology 00:01:25
NASA Jet Propulsion Laboratory, California Institute of Technology 00:01:55
Hi, I'm Van Hughes and welcome to NASA Connect, the show that connects you with the world of math, science, and NASA. 00:02:04
Well, right now, my band, The Noodles, is trying to get on the road to our next gig, but as you can see, we're having a little car trouble. 00:02:11
Man, these tools don't fit these bolts. There's no way we can finish this today. 00:02:17
I'm going to cancel another performance. I'll see you tomorrow. 00:02:22
Hey, Van, this old van has had it. See you later. 00:02:25
Guys? Guys? 00:02:29
Hey, Jennifer. Thanks for coming over. 00:02:35
Sure, no problem. What's up with your van? 00:02:37
Whenever we pack the van and we get onto the open road, the vibration is terrible and the van keeps stalling. 00:02:39
I replaced and tightened some loose bolts, but it just doesn't work. 00:02:46
It keeps struggling. The gas mileage is lousy. It barely even makes it up hills. 00:02:50
We're always the slowest thing on the highway. It overheats? It's a slug. 00:02:54
Well, you know what? It seems like you've got some problems here, definite problems, and I think I've got your first one down. 00:02:59
Right here, this is a metric wrench, and you're using that with U.S. standard bolts. 00:03:05
They're not going to fit. It's just not going to work. 00:03:08
All right, your second problem seems a little tougher. 00:03:11
This van, it just doesn't look too aerodynamic. 00:03:15
Well, I could get some proper wrenches from my dad, but, okay, how do I check my aerodynamic problem? 00:03:18
You know, I have some friends over at NASA Langley Research Center in Hampton, Virginia. 00:03:24
They know all about the science of aerodynamics and the measurement tools used in their research. 00:03:27
Well, great. Maybe they can help me find out what's exactly wrong with the van. 00:03:31
I bet they can. 00:03:34
Hey, you. Before we head over to NASA Langley, let's learn more about measurement and why it's so important to measure accurately. 00:03:35
That's right. We'll check out a museum that will give us some background history on measurement. 00:03:41
And speaking of measurement, we have this really cool checklist for you to follow throughout our show. 00:03:45
Every time our stage manager appears with a cue card, that's your cue to think about answers to the questions he gives you. 00:03:50
Got it? 00:03:56
Later, we'll go to NASA Langley in Hampton, Virginia, and NASA Dryden in California's Mojave Desert 00:03:57
to meet some people who use measurement tools as part of their jobs designing and testing airplanes. 00:04:03
And, so you can get even more involved in measurement, 00:04:08
you'll meet some students from Prince William County, Virginia, 00:04:11
who will show you how to use measurement to build your own wind tunnel. 00:04:14
You'll also meet students from Ann Beers Elementary School in Washington, D.C., 00:04:17
who are using FOILSIM, a wind tunnel simulation, 00:04:21
with NASA's Educational Technology Program Manager, Dr. Shelley Canlight. 00:04:24
Students will show you how they are using the Internet to learn more about the science of aerodynamics 00:04:28
and how you can use our website to conduct your own simulated wind tunnel investigation. 00:04:33
So, Jennifer, are you ready? 00:04:39
Man, I was born ready. 00:04:41
But be glad we're taking my car. 00:04:44
How did the U.S. Standard System of Measurement go? 00:04:54
How is the metric system devised? 00:04:57
How are the two systems different? 00:04:59
Let's begin our measurement journey by visiting the Peninsula Fine Arts Center in Newport News, Virginia. 00:05:02
People have been measuring things for thousands of years. 00:05:08
Hey, that's one thing we measure, time. 00:05:11
What are some of the other things we measure? 00:05:14
Temperature. 00:05:16
How high is it? 00:05:17
Volume. 00:05:19
How much space is in your garage? 00:05:20
Mass and weight. 00:05:24
How heavy is it? 00:05:25
Length. 00:05:27
How long is your street? 00:05:28
Get this. 00:05:31
The ancient Egyptians used their fingers, hands, and even arms to measure things. 00:05:32
There were no measuring tools like rulers back then. 00:05:36
The width of one finger was a digit and the width of four fingers was a palm. 00:05:39
Here's another ancient Egyptian measurement. 00:05:44
Open your hand and spread out your fingers just like this. 00:05:46
The distance from the tip of your thumb to the end of your little pinky was called a span. 00:05:49
The ancient Egyptians also created a measurement called the cubit. 00:05:54
If you bend your arm, the distance from the elbow to the tip of your middle finger was a cubit. 00:05:58
In the ancient world, the cubit was the most popular way to measure length. 00:06:03
So you see, all these units of measurement were based on something familiar to ancient people. 00:06:07
Body parts. 00:06:12
Of course, using your hand or elbow to measure a pyramid would take forever. 00:06:13
Not only that, it's not an accurate or exact measurement. 00:06:18
Here's why. 00:06:22
My friend Jimmy is taller than I am. 00:06:23
It takes four of my cubit arm lengths but only three of his to measure my butt. 00:06:25
How can we get the same measurement if our arms are different lengths? 00:06:29
Good point. 00:06:32
In ancient Egypt, it was up to the pharaoh to decide how to make measurements standard or the same for all situations. 00:06:34
So the standard cubit length was set by the length of the pharaoh's arm. 00:06:40
But even then, it could be pretty tough measuring a pyramid with a pharaoh under your arm. 00:06:45
As time went on, people created many ways to measure things. 00:06:50
Unfortunately, none of them were the same when it came to mathematics. 00:06:53
You see, scientists couldn't repeat each other's experiments 00:06:57
because there was not an agreed upon standard of measurement. 00:07:00
Today, our world operates according to two different systems of measurement. 00:07:03
Here's some expert help. 00:07:07
In the U.S. standard system, the inch, foot, yard, and mile 00:07:09
develop from traditional practices of measurement dating back to ancient times. 00:07:14
One disadvantage of the U.S. standard system 00:07:19
is the different size units often have no simple relationship to each other. 00:07:22
For instance, there are 12 inches in a foot, 00:07:27
3 feet in a yard, 00:07:31
1,760 yards, 00:07:34
or 5,280 feet in a mile. 00:07:37
Converting different units of measurement, like miles to inches, requires some math. 00:07:41
Here's an example. 00:07:46
It's about 431 miles from Los Angeles to San Francisco. 00:07:48
To convert these miles into inches, simply multiply the number of miles, 431, 00:07:52
by the number of feet in a mile, 5,280, 00:07:58
by the number of inches in a foot, 12. 00:08:02
431 miles converts to 27,308,169 inches. 00:08:05
Using the decimal system is a much easier way to measure and change units. 00:08:12
Because earlier systems of measuring units were so confusing, 00:08:18
the decimal system was devised. 00:08:22
This system is based on tens and multiples of tens. 00:08:25
Tenth numbers, or decimals, are easier to use 00:08:29
than the U.S. standard system, which is based on twelfths. 00:08:33
One advantage of the decimal system is the decimal point. 00:08:37
Depending upon where it is moved, 00:08:41
whole numbers can become fractions or multiples of tens. 00:08:44
Thanks, Dr. Morgan. 00:08:49
We now know why there is a metric system of measurement. 00:08:51
Yep, and the metric system is based on the meter. 00:08:54
The original meter was not the length of someone's finger or arm. 00:08:57
Instead, it represented one ten-millionth of the distance 00:09:01
from the North Pole to the equator. 00:09:05
Hey, the meter is the most widely used measurement system for scientific work. 00:09:08
Using the metric system, we can easily convert units with some mental math. 00:09:13
For example, we know Los Angeles is approximately 600 kilometers from San Francisco. 00:09:17
Now, if we want to know that same distance in meters, for example, 00:09:24
all we have to do is multiply by 1,000. 00:09:28
Why? Because there's 1,000 meters in 1 kilometer. 00:09:31
So you multiply 600 times 1,000 and you get... 00:09:35
600,000 meters. 00:09:39
600 kilometers is the same as 600,000 meters. 00:09:42
The Egyptians would have appreciated the meter stick. 00:09:46
It's better than a pharaoh's arm. 00:09:49
Okay, Jennifer, I now know the difference between the U.S. standard system 00:09:54
and why my wrench didn't fit the bolts, 00:09:58
but you seem to think that my van has an aerodynamic problem. 00:10:00
How can I measure that? 00:10:04
I'm glad you asked, Van. 00:10:06
Hey, guys, I have some friends over at NASA Langley Research Center in Hampton, Virginia. 00:10:08
We're going to meet some engineers, and they use tools and techniques 00:10:11
every day to measure aerodynamics. 00:10:14
Van, I'm going to call ahead and get us cleared for the research lab. 00:10:16
Is that all right? 00:10:20
Hi, is Mike there? 00:10:22
Explaining four forces which affect aircraft performance 00:10:28
and how they relate to each other. 00:10:30
Van, I want you to meet my friend. This is Mike Logan. 00:10:34
Hi. Hi, Van. 00:10:36
He works here at NASA Langley Research Center in Hampton, Virginia, 00:10:38
designing aircraft. 00:10:40
So, Van, Jennifer tells me you're having a problem with your vehicle. 00:10:42
Oh, I sure am. 00:10:44
I belong to a van called the Noodles, 00:10:46
and we bought a van to carry our equipment to our performances, 00:10:48
but it keeps breaking down. 00:10:50
Jennifer says it might be an aerodynamic problem. 00:10:52
Can you help? 00:10:54
Sure. We here at the NASA Langley Research Center 00:10:56
have been studying aerodynamics since 1917. 00:10:58
Every aircraft is designed 00:11:00
with a specific purpose in mind, 00:11:02
like carrying people or cargo. 00:11:04
No matter what the purpose is, 00:11:06
all aircraft designs must consider four basic forces. 00:11:08
Lift, weight, thrust, and drag. 00:11:10
Lift is the force that moves an airplane up 00:11:12
when the air flows across the wings. 00:11:14
Weight is the effect of gravity pulling an airplane down. 00:11:16
The force that pushes a plane forward 00:11:18
is called thrust. 00:11:20
It's usually created by a plane's engines or propellers. 00:11:22
The last force, drag, 00:11:24
slows an airplane down as air rubs against the plane's surfaces. 00:11:26
It's a lot like the friction created 00:11:28
when a tire skids across the road. 00:11:30
We measure these forces by creating scale models 00:11:32
of our designs and then testing them in wind tunnels. 00:11:34
At NASA Langley alone, 00:11:36
we test designs in over 20 different wind tunnels. 00:11:38
So, Van, exactly what happens 00:11:40
when you take your vehicle out? 00:11:42
Well, every time we load the equipment on top of the van, 00:11:44
it doesn't have enough power. 00:11:46
And every time we load our stuff inside the van, 00:11:48
it helps a little, but it's still a slug. 00:11:50
Aerodynamically speaking, 00:11:52
it sounds like you may be having a problem with drag, 00:11:54
which is causing your engine to overwork. 00:11:56
I think a wind tunnel test might help us 00:11:58
to understand your problem better. 00:12:00
I'll call a colleague of mine, Hector Soto, 00:12:02
who designs measurement tools used in wind tunnels 00:12:04
and arrange for the two of you to meet. 00:12:06
In the meantime, I'll go back to my office 00:12:08
and work on some possible solutions to your problem. 00:12:10
All right. Yes. 00:12:12
What is a wind tunnel? 00:12:18
How is a wind tunnel used as a measuring tool? 00:12:20
Why is the SR-71 00:12:22
an ideal research test plane? 00:12:24
Hi, Jennifer. Hi. 00:12:28
Hi, Van. 00:12:30
You might be having an aerodynamics problem with your vehicle. 00:12:32
We do. 00:12:34
Well, let me welcome you to my department, 00:12:36
the Advanced Measurements and Diagnostics Branch. 00:12:38
Here we make tools to measure the performance 00:12:40
of an aircraft in a wind tunnel. 00:12:42
Now, a wind tunnel, is that just like a big fan? 00:12:44
Well, let me explain what a wind tunnel is 00:12:46
and how we use it to measure aerodynamic forces 00:12:48
like draft. 00:12:50
A wind tunnel is a device consisting of an enclosed passage 00:12:52
to which air is driven by a fan. 00:12:54
The harbor wind tunnel is the test section 00:12:56
in which a scale model is supported 00:12:58
in a controlled air stream 00:13:00
that flows about the model, duplicating the air 00:13:02
of the stream of a full-scale aircraft. 00:13:04
We use different techniques to measure aerodynamic forces. 00:13:06
Things like flow visualization, 00:13:08
use smoke, 00:13:10
and a laser light sheet. 00:13:12
Sometimes we use oil or water 00:13:14
instead of air 00:13:17
and streams of dye to watch the vortices 00:13:19
and other unusual phenomena. 00:13:21
Surface deformations, 00:13:23
such as wind flexing, can affect drag. 00:13:25
Here at NASA Langley, 00:13:27
one instrument that we designed 00:13:29
projects a pattern laser light 00:13:31
onto a surface of a model being studied. 00:13:33
Later we compare photographs 00:13:35
and measure the differences in the pattern light. 00:13:37
These differences show changes 00:13:39
in the shape of the wind surface 00:13:41
that might be disrupting the airflow. 00:13:43
We call this turbulence. 00:13:45
Data are collected during the testing 00:13:47
and checked for accuracy. 00:13:49
Speaking of accuracy, 00:13:51
it is not until an aircraft is flight tested 00:13:53
in the real world 00:13:55
that design efficiency can be fully verified. 00:13:57
NASA does most of its flight testing 00:13:59
at NASA Dryden 00:14:01
and California Mojave Desert. 00:14:03
As an aeronautical engineer 00:14:05
at NASA Dryden Flight Research Center, 00:14:07
I'm interested in all the measurements 00:14:09
that are made during tests and flight research missions. 00:14:11
Blackbirds are the world's 00:14:13
fastest and highest flying jets. 00:14:15
They cruise along at speeds over 00:14:17
2,000 miles per hour at heights 00:14:19
over 24 kilometers or above 00:14:21
80,000 feet. 00:14:23
That's so high that when I look out the airplane's window 00:14:25
the sky seems to be darker 00:14:27
even during the daylight. 00:14:29
The SR-71's unique capabilities 00:14:31
make it an ideal platform 00:14:33
for aeronautical research and experiments 00:14:35
that are beyond the reach of any other jet. 00:14:37
All of these data, 00:14:39
reports from the pilots, 00:14:41
are compared with computer, wind tunnel, 00:14:43
and flight simulator information 00:14:45
so that engineers will understand exactly 00:14:47
what is happening with the design. 00:14:49
So Van, these are just a few of the ways 00:14:51
we measure aerodynamic forces. 00:14:53
Hey, I have a friend of mine, Drew Landerman, 00:14:55
that works at the Old Dominion University 00:14:57
full-scale wind tunnel. 00:14:59
Perhaps we could give him a call 00:15:01
and arrange to have your vehicle tested. 00:15:03
Let me explain. 00:15:05
Now while those guys go test the van, 00:15:07
I'm going to build a wind tunnel. 00:15:09
In this activity, we'll determine the effect 00:15:11
drag has on different shapes. 00:15:13
And later, I'll be back and help you analyze the data. 00:15:15
Welcome to the 00:15:17
Making Math Count Enrichment Camp 00:15:19
at Saunders Middle School 00:15:21
in Prince William County, Virginia. 00:15:23
NASA Connect asked us 00:15:25
to show you how to make and build 00:15:27
your own wind tunnel and use it to test 00:15:29
certain shapes for drag. 00:15:31
Drag is one of the four forces that aeronautic engineers 00:15:33
consider when they design airplanes. 00:15:35
The three forces are lift, weight, and thrust. 00:15:37
Under the guidance of our teachers, 00:15:39
Mr. Bill White, Ms. Melinda Spencer, 00:15:41
and Ms. Jindal Miller, we will go 00:15:43
through the steps you'll use in constructing your wind tunnel. 00:15:45
Before you begin, go to this 00:15:47
website to learn about wind tunnels. 00:15:49
This will give you a good understanding about the measurement 00:15:51
tool you're about to build. 00:15:53
After you've gotten your materials together, 00:15:55
we begin by measuring the fan. 00:15:57
Next, write the dimensions of the fan on the board. 00:15:59
Each student should fill out 00:16:01
the data sheet by determining the dimensions 00:16:03
for the eight trapezoid-shaped panels 00:16:05
of the upper and lower sections of the wind tunnel 00:16:07
and the four smaller rectangular panels 00:16:09
of the test chamber. 00:16:11
If the side of the fan is X, 00:16:13
then the height and bottom width of the trapezoid shapes 00:16:15
would be the same size and the top 00:16:17
would be one-third of X or X over three. 00:16:19
The dimensions of the test chamber 00:16:21
panels would be X over two for the height 00:16:23
and X over three for the top 00:16:25
and bottom. 00:16:27
After checking the accuracy of the calculations, 00:16:29
the teacher will divide the class into four teams. 00:16:31
Team 1, 2, and 3 will measure 00:16:35
and mark their panels. 00:16:37
The teacher will then cut the panels. 00:16:39
The test chamber will fit between the upper 00:16:41
and lower deflectors, so it is very important 00:16:43
that the measuring and cutting is accurate 00:16:45
so the parts will fit together and be airtight. 00:16:47
Team 1 will cut a window in one 00:16:49
of the panels and tape a piece of transparency 00:16:51
film over it from inside. 00:16:53
Team 2 will cut a window 00:16:55
in one of its panels and tape 00:16:57
a piece of transparency film over it 00:16:59
from the inside also. 00:17:01
Carefully tape the sections together making sure 00:17:03
that the windows are on the same side. 00:17:05
When the wind tunnel is assembled, 00:17:07
tape it to the box fan 00:17:09
so then the air blows out 00:17:11
of the bottom. Place the wind tunnel 00:17:13
and fan onto two chairs like this. 00:17:15
Make sure the chairs block 00:17:17
as little airflow as possible. 00:17:19
To make the drag force test gauge, 00:17:23
Team 4 cuts 00:17:25
a 10 centimeter by 10 centimeter 00:17:27
square card. Next, 00:17:29
punch a 1 millimeter hole 00:17:31
3 centimeters from 00:17:33
the top center of the card. 00:17:35
Remove the elastic from inside 00:17:37
the party hat and measure 00:17:39
a 15 centimeter long 00:17:41
piece. Do not stretch 00:17:43
elastic when measuring. 00:17:45
Double it over to form a loop. 00:17:47
Thread the two loose ends 00:17:49
through the hole 00:17:51
in the card and tape them in place. 00:17:53
Next, mark the 00:17:55
center of the card. 00:17:57
Beginning at the center point, draw 00:17:59
a solid line to the right edge. 00:18:01
Using 2 millimeter intervals, 00:18:03
draw 5 lines 00:18:05
above and below the center line 00:18:07
that was just drawn. 00:18:09
Using card stock, cut in an 00:18:11
equilateral triangle with 00:18:13
each side 2 centimeters in length. 00:18:15
Cut two small slits 00:18:17
in one side of the 00:18:19
triangle and place the elastic 00:18:21
through the slit centering the measurement 00:18:23
point 00:18:25
of the triangle on the center line. 00:18:27
All teams 1 and 00:18:29
4 are completing their assignment. 00:18:31
Use the templates to build 00:18:33
the 4 polyhedrons, 00:18:35
tetrahedron, pyramid, cube and cone. 00:18:37
Cut the shapes out, 00:18:39
then bend along the dotted lines. 00:18:41
Carefully tape the edges together to form 00:18:43
the shapes. Tape string to the designated 00:18:45
point on each shape. 00:18:47
When the shape is suspended in the wind tunnel, 00:18:49
it should be visible in the center 00:18:51
of the test chamber. Now you are 00:18:53
ready for testing. Before turning 00:18:55
on the fan, note the position 00:18:57
of the gauge. Start the fan on 00:18:59
low speed. Count how many lines 00:19:01
the gauge moves. Now increase 00:19:03
the fan speed to medium. 00:19:05
Count how many lines the gauge moves 00:19:07
from its rest position. Do the same 00:19:09
for high speed. The number of 00:19:11
lines the gauge moves indicates the 00:19:13
drag force exerted by the wind 00:19:15
on the object. Run tests on 00:19:17
the other polyhedrons. 00:19:19
Record your results on the student data sheet. 00:19:21
Now calculate the mean, 00:19:23
median and load for each polyhedron 00:19:25
at each speed. Using your 00:19:27
results, make a graph. This will 00:19:29
help you compare the drag force of each 00:19:31
of the shapes. When all the 00:19:33
data is collected and graphed, you are now ready 00:19:35
to analyze the results. 00:19:37
Data analysis 00:19:39
is one of the most important parts of an experiment. 00:19:41
You know, this would be a great time 00:19:43
for you to stop the video, use your 00:19:45
thinker and consider the following. 00:19:47
Which factor? 00:19:49
Shape, mass, 00:19:51
wind speed or drag is considered 00:19:53
the constant. That means 00:19:55
which of those factors stays the same 00:19:57
throughout the entire experiment? 00:19:59
And why is it important 00:20:01
for this factor to remain constant? 00:20:03
Look at your data. 00:20:05
What relationship can you 00:20:07
see between the shape of the object 00:20:09
and the drag that's created? 00:20:11
More questions like these and 00:20:13
their answers can be found in the educator's guide. 00:20:15
Teachers, you can download this 00:20:17
from our NASA Connect website. 00:20:19
Since we've been talking about wind tunnels, 00:20:21
let's head over to 00:20:23
Old Dominion University Full Scale Wind Tunnel 00:20:25
and see what Van's up to. 00:20:27
Hey, Drew. 00:20:29
Hello, Hector. Jennifer. Van. 00:20:31
This is Drew Langman. Hi, Drew. Hi, Jennifer. Hi, Van. 00:20:33
Nice to meet you. So, Drew, what do you have to prepare for us? 00:20:35
Well, first let me tell you a little bit about 00:20:37
our wind tunnel. It's run by 00:20:39
Old Dominion University in Norfolk, Virginia 00:20:41
and it's the second largest wind tunnel in the US. 00:20:43
This full scale tunnel was 00:20:45
originally designed to test an entire aircraft. 00:20:47
The fans at the end of the chute are 00:20:49
1,100 centimeters high. They can pull air 00:20:51
through this test chamber at 133 kilometers 00:20:53
per hour, or about 80 miles 00:20:55
per hour. This creates enough wind for 00:20:57
a small plane to achieve free flight testing within 00:20:59
this facility. Not only do we test 00:21:01
planes, but we also test NASCAR race cars. 00:21:03
In fact, Van, we could test your vehicle. 00:21:05
Well, it's not going to fly away, is it? 00:21:07
No, we'll tie it down and then we'll blow 00:21:09
smoke over it to see how the air flows over it 00:21:11
and how aerodynamically efficient it is. 00:21:13
Let's get your van, Van. 00:21:15
Hey, let's check it out. 00:21:17
While Van prepares for the big test, 00:21:19
let's find out how you can learn more about 00:21:21
measuring in a wind tunnel with a 00:21:23
special NASA connection to the web. 00:21:25
Here's Dr. Shelley Canright to tell you more. 00:21:27
Well, thanks, Jennifer. 00:21:31
I'm visiting a space science academy 00:21:33
which is being held at Ian Dearest Elementary 00:21:35
School in Washington, D.C. 00:21:37
This is a SEMA school. That stands for 00:21:39
Science, Engineering, Mathematics, 00:21:41
and Science Academy. It is an enrichment 00:21:43
program that runs on weekends and in the 00:21:45
summer and targets math, science, 00:21:47
technology. Its partner school is located 00:21:49
in Cleveland, Ohio, Orchard Elementary 00:21:51
School. In just a minute, we'll hear 00:21:53
from a couple of these science campers 00:21:55
as they demonstrate an interactive 00:21:57
simulation software product called 00:21:59
BoilSim. That's a special software 00:22:01
created just for students by the Learning 00:22:03
Technologies Project at NASA Glenn 00:22:05
Research Center in Cleveland, Ohio. 00:22:07
Now, if you look just behind me, 00:22:09
you'll see a flight demonstration wind tunnel 00:22:11
which some aeronautical engineering students 00:22:13
from the American Institute of Aeronautics 00:22:15
and Astronautics student branch at Iowa 00:22:17
State University have brought to share 00:22:19
with these younger students and to serve 00:22:21
as mentors to the camp. So you can see 00:22:23
the students here at Dearest are getting 00:22:25
the opportunity to try their hands on a 00:22:27
number of technology research tools. 00:22:29
Let's take a closer look 00:22:31
now at one of those technologies, 00:22:33
BoilSim. This is Allan 00:22:35
Simmons, a seventh grade student at 00:22:37
Glenn High. Using BoilSim, 00:22:39
we are able to use technologies 00:22:41
like a NASA researcher. 00:22:43
We can perform a series 00:22:45
of computer-based wind tunnel tests 00:22:47
on a wing using BoilSim. 00:22:49
With this simulation, 00:22:51
we can quickly change the position 00:22:53
and shape of the wing and modify 00:22:55
the airspeed, altitude 00:22:57
and angle of attack 00:22:59
and then BoilSim calculates 00:23:01
the lift for us. We are quickly 00:23:03
learning the factors that influence 00:23:05
lift on an airplane's wing. 00:23:07
Here is where we began 00:23:09
at the NASA Connect website. 00:23:11
We were able to get set 00:23:13
up by downloading and installing 00:23:15
our own copy of BoilSim 00:23:17
on our computer. 00:23:19
Anyone can download this simulation 00:23:21
and use it at school or at home. 00:23:23
Let me show you how 00:23:25
we use BoilSim. 00:23:27
We start out by learning 00:23:29
about the basic aerodynamic forces 00:23:31
that affect lift. 00:23:33
Then we test out our own wing 00:23:35
and learn how to generate lift. 00:23:37
You can see how much 00:23:39
lift we have generated 00:23:41
during this test right here. 00:23:43
After we've tested and learned about 00:23:45
a bunch of different variables 00:23:47
that affect lift, we got to work 00:23:49
designing our own wing based 00:23:51
on the requirements on the 00:23:53
NASA Connect website. 00:23:55
The last step is to create 00:23:57
graphs of our experimental 00:23:59
data and study them to see 00:24:01
what things we can learn. 00:24:03
Jennifer, I think you would agree that these campers 00:24:05
have given us some interesting highlights on how 00:24:07
they are using technology to conduct 00:24:09
experiments. A question for our 00:24:11
viewers to think about is what is 00:24:13
the relationship between scientific 00:24:15
inquiry and technology? 00:24:17
Let me add, Jennifer, that our 00:24:19
viewers are invited to try their hand 00:24:21
with BoilSim by visiting the NASA Connect 00:24:23
website. They will also find 00:24:25
links to Fid's Corner, where they will 00:24:27
design and test paper airplane models 00:24:29
to a site about how wind tunnels are being 00:24:31
used to improve NASCAR performance 00:24:33
and to information about NASA 00:24:35
Connect online chats. 00:24:37
There's also a career corner that features some of 00:24:39
our program partners talking about 00:24:41
their jobs. Well, I'm Shelley 00:24:43
Kenwright reporting from Ann Dears Elementary 00:24:45
School in Washington, D.C. Back 00:24:47
to you, Jennifer. 00:24:49
Hooray! 00:24:51
Thanks a lot, Shelley. 00:24:55
Well, a few moments ago, 00:24:57
Van was lifted into the full-scale wind 00:24:59
tunnel and prepped for the big test. 00:25:01
As you can hear, the tunnel is on. 00:25:03
Van! 00:25:05
Look at all that turbulence! 00:25:07
No wonder my van is such a slug. 00:25:09
With all this turbulence, this thing will never move. 00:25:15
You see, Van, all that equipment 00:25:17
on top of your vehicle is like driving a refrigerator 00:25:19
down the road. What you're creating 00:25:21
is a great wall of resistance to the airflow. 00:25:23
Okay, Hector, so tell us then, what 00:25:25
can we do to reduce this drag and 00:25:28
get Van to his gigs on time? 00:25:30
You can do it. Shape the equipment in a wedge shape 00:25:32
so that would reduce the drag and help your vehicle 00:25:34
slide through the air. 00:25:36
Hey, everybody! 00:25:38
Hey there, Mike. Hey, Mike, what you got there? 00:25:44
What's that in your hand? 00:25:46
Y'all come down and take a look. 00:25:48
Hey, Mike, what do you have here? 00:25:52
Well, 00:25:54
behold, the van of the future. 00:25:56
You're kidding. No. 00:25:58
Your van, like a refrigerator, is one of the worst aerodynamic 00:26:00
shapes that a designer can work with. 00:26:02
So I challenged myself. 00:26:04
Can I make a van fly? And here you go. 00:26:06
All righty. 00:26:08
By building a more aerodynamic shell 00:26:10
onto the front and adding a tail, a rudder and wings, 00:26:12
I built this model from a computer design. 00:26:14
I actually tested this design 00:26:16
in NASA Langley's basic aerodynamic research tunnel. 00:26:18
Really? How did it go? 00:26:20
Surprisingly, it flew very well. 00:26:22
Someday, you never know, 00:26:24
you may be traveling in your very own flying minivan. 00:26:26
Wow. That'd be great. 00:26:28
Never late again. 00:26:30
Well, that about wraps up this episode 00:26:32
of NASA Connect, but before we go, 00:26:34
we've got lots of people we need to thank, 00:26:36
especially the students from Prince William County Math Camp 00:26:38
and Anbiers Elementary. 00:26:40
Of course, we want to thank ODU, 00:26:42
Hampton University, the NASA researchers 00:26:44
and Dr. Shelley Canright. 00:26:46
If you would like a videotaped copy 00:26:48
of this NASA Connect show 00:26:50
and the educators' guide lesson plans, 00:26:52
contact CORE, the NASA Central 00:26:54
Operation of Resources for Educators. 00:26:56
All this information and more 00:26:58
is located on the NASA Connect website. 00:27:00
So, for Van and the rest 00:27:02
of the NASA Connect crew, I'm Jennifer Bullock. 00:27:04
Uh, you guys, 00:27:06
where did Van go? 00:27:08
Hello? 00:27:10
Hey, guys, 00:27:12
you want to go do a show? 00:27:14
Hey, how'd you get this thing running? 00:27:16
Well, uh, I measured it out. 00:27:18
What? 00:27:20
Hey, Van, I didn't know you were so handy 00:27:22
with the, uh, soccer wrench. 00:27:24
Well, wait, what do you mean there? 00:27:26
Metric, or is that standard? 00:27:28
Man, what are you talking about? 00:27:30
Oh, I'm sorry, Van. 00:27:32
I didn't know you were so handy with the, uh, 00:27:34
soccer wrench. 00:27:36
Well, wait, what do you mean there? 00:27:38
Metric, or is that standard? 00:27:40
Man, what are you talking about? 00:27:42
Well, I can't take all the credit for getting this van running right. 00:27:44
My friends at NASA helped me measure it all out, 00:27:46
and, uh, they showed me a way 00:27:48
that we might travel in the future. 00:27:50
ice crackling 00:27:52
ice crackling 00:27:55
ice cracking 00:27:58
ice crackling 00:28:03
Ice cracking 00:28:10
ladies and gentlemen, 00:28:15
the noodle! 00:28:18
ladies and gentlemen, 00:28:20
the noodle. 00:28:22
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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:
1517
Fecha:
28 de mayo de 2007 - 16:53
Visibilidad:
Público
Enlace Relacionado:
NASAs center for distance learning
Duración:
28′ 30″
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:
170.55 MBytes

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