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Proportionality - The X-Plane Generation - Contenido educativo

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Subido el 28 de mayo de 2007 por EducaMadrid

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NASA Connect Video containing seven segments as described below. NASA Connect segment explaining different energy sources. The video also explores how engineers use computation. NASA Connect segment explaining energy and motion. The video also explains how proportionality works and how models are tested. NASA Connect segment exploring a web activity involving the design of a scale model. The video involves students in this activity to build, test, and record data according to the web activity. NASA Connect segment explaining how models are tested to create more efficient designs. The video explores the new X-33 engine and explains what engineers learn from scale models. NASA Connect segment explaining the forces that affect the X-33 and how these forces relate to everyday objects. The video explores weight and aerodynamics and how to design vehicles to become more efficient. NASA Connect segment involving students in an activity exploring the design of a paper scale model of the X-33. The objectives of the activity involve measuring the linear dimensions of the model and comparing them, and computing a scale factor. NASA Connect segment explaining the X-Plane, scale model, and Venture Star. The video also explores a Thermal Protection System, or TPS and gives examples of this.

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Hi, I'm astronaut Eileen Collins. 00:00:00
You may remember me as the first woman to pilot and to be named a space shuttle commander. 00:00:16
You know, when I was a child, I dreamed about space. 00:00:21
I knew that I'd have to study math and science if I wanted to become an explorer myself. 00:00:24
On today's episode of NASA Connect, you will see how NASA engineers and scientists are 00:00:30
using math and science to build and test scale models of spacecraft. 00:00:35
You will also get to make your own model of a NASA spacecraft using your knowledge of 00:00:40
ratios and proportions. 00:00:44
So hang on as hosts Van Hughes and Jennifer Pulley connect you to the world of math, science 00:00:46
and technology on this episode of NASA Connect. 00:00:53
Whoa, whoa, take it easy, take it easy, are you alright? 00:01:23
No, this is terrible. 00:01:33
What's the matter Van, and why did you insist that I meet you here on a bicycle? 00:01:34
Come on, we've got no time to lose. 00:01:39
Wait a minute, where are you going, where are you going, Van, Van, get up. 00:01:41
Let me just see if I've got this straight. 00:01:45
You've come to Huntsville, Alabama to go to space camp, but decide you'll show up a few 00:01:47
days early to be in a 20 mile bike race? 00:01:51
No Jennifer, it's a 25 mile bike race. 00:01:54
I never knew that you race bikes. 00:01:57
I didn't either. 00:01:59
I mean, I never have. 00:02:00
I'm exhausted. 00:02:02
What was I thinking? 00:02:03
I'm sure to lose. 00:02:05
Well, can't you just withdraw? 00:02:09
If you like, you can go to the outdoor sports conference that I'm attending. 00:02:11
I'm sure you'll find the speakers in sports fascinating. 00:02:14
They'll even discuss bike racing. 00:02:17
I know, we'll train together next fall and sign up to race next year. 00:02:19
No, I feel obligated. 00:02:23
And besides, the entry fee is non-refundable. 00:02:25
Okay, so you are committed. 00:02:28
But why the negative attitude? 00:02:30
I mean, Van, you could win this race. 00:02:32
Yeah, right. 00:02:34
Based on the one mile test run I did this morning, I may be destined to enter the record 00:02:35
books as the worst bike racer ever. 00:02:40
Well, the one mile test run was a great idea. 00:02:43
And you know, I have friends at NASA Marshall Space Flight Center in Huntsville, Alabama. 00:02:46
They conduct tests on their vehicles before flying them. 00:02:50
And who knows? 00:02:53
I mean, maybe they can like... 00:02:54
Are you saying that I should get a rocket engine put on my bike? 00:02:55
Not exactly. 00:02:58
Relax. 00:02:59
Come on. 00:03:00
It's downhill most of the way. 00:03:01
Okay. 00:03:02
Let me get some energy, some food. 00:03:03
My energy is running really low. 00:03:04
All right. 00:03:06
Well, while you're doing that, why don't we meet back at the U.S. Space and Rocket Center 00:03:07
in, say, about an hour. 00:03:10
Got it. 00:03:11
And we'll go from there. 00:03:12
All right. 00:03:13
Meanwhile, let's head over to one of NASA's research partners, the University of Alabama 00:03:14
at Huntsville. 00:03:18
Dr. Clark Hawk, a professor at the university's Propulsion Research Center, is there waiting 00:03:19
to tell us more information on energy and motion. 00:03:25
Energy and motion are found in common everyday things we find around us. 00:03:30
Energy is a capacity for doing work. 00:03:34
Motion is a term we use to describe things moving from one place to another. 00:03:36
I can illustrate energy and its transformation using this ball. 00:03:40
I put work in by raising it up to this height above my head, and then it transforms into 00:03:43
energy of motion as I let go of it. 00:03:49
Now, we'll go over to our propulsion test facility and meet with engineering student 00:03:52
Melanie Genetka. 00:03:56
What we do here is test small-scale versions of rocket engines to see how the real ones 00:04:00
will behave in flight. 00:04:04
That's the whole idea behind proportionality, and doing it this way makes space transportation 00:04:06
safer, more affordable, and more reliable. 00:04:11
By taking his bike on a test run, Van was able to see how his bike would perform in 00:04:14
an actual race. 00:04:18
Proportionality is the use of ratios. 00:04:20
In other words, this engine is about 2,000 times smaller than the real thing. 00:04:22
Van's test run was 25 times shorter than the distance he'll travel in the race. 00:04:27
Proportionality is used for everything. 00:04:32
That includes art, cooking, and architecture. 00:04:34
When we are designing and constructing state-of-the-art, multimillion-dollar stadiums, 00:04:40
there are several steps you must take even before ground can be broken. 00:04:44
One of those steps is to build the stadium, but on a much smaller scale. 00:04:48
We call this proportionality. 00:04:52
It's the use of ratios like 1 to 100 and scales in order to meet challenges. 00:04:54
It's nothing new. 00:04:58
Basically, the Egyptians used this to help build the Great Pyramids, 00:05:00
and the Romans to help construct the Colosseum. 00:05:03
Today, proportionality is used everywhere. 00:05:06
NASA even uses this to help construct future spacecraft. 00:05:09
This is a scale model of the Raymond James Stadium, home of the Tampa Bay Buccaneers. 00:05:12
Every inch here equals 100 feet, so 1,200 inches of the real thing. 00:05:17
A lot of this goes back to math class. 00:05:23
It's all about proportions and scaling things. 00:05:26
We pay close attention to the relationship between sizes. 00:05:29
Music 00:05:32
Now we're displaying two energy sources. 00:05:41
How would a test engineer use computation? 00:05:44
Force is the capacity to do work or cause a physical change. 00:05:48
Now that was the force of gravity at work. 00:05:52
The work that we're doing here deals with propulsion. 00:05:55
We're developing ways to overcome the force of Earth's gravity. 00:05:58
Energy is the power available for us to use. 00:06:02
We get our energy by fueling our bodies with healthy foods. 00:06:05
When we ride a bike, our human body is the machine that propels it. 00:06:08
Rockets carry their own propellants as an energy source. 00:06:12
The propellants are burned in the engine, which provides the force needed to reach Earth orbit. 00:06:16
Last but not least is calculating or computation. 00:06:20
Simply put, that's working with numbers to make them work for us. 00:06:24
We use computation before, during, and after these rocket tests. 00:06:28
All of these concepts can be and are put to use in our everyday lives to solve all sorts of problems. 00:06:33
Like how to get ready for a bike race. 00:06:38
Music 00:06:42
Hey Dunn. 00:06:44
Hey Robin. 00:06:45
Thanks for meeting us. 00:06:46
This is my friend Van. 00:06:47
Hi. 00:06:48
Hey Van. 00:06:49
How are you doing? 00:06:50
Good. 00:06:51
Welcome both of you to the NASA Marshall Space Flight Center and to our historic test area. 00:06:52
Van, we understand that you're involved in a bike race. 00:06:57
And in any race, it's important to understand where you've been before you figure out where you're going. 00:07:00
Some pretty historic boosters were tested right here in these test areas. 00:07:05
The measurements taken here on the ground were used to calculate how the real thing would operate in flight. 00:07:09
And what they did was some truly amazing things. 00:07:15
It wasn't that long ago that when people talked about something that they thought was impossible to do, 00:07:18
they'd say you've got as good a chance of doing that as going to the moon. 00:07:23
I bet NASA doesn't hear that one too much anymore. 00:07:33
Yeah, this is really cool, but how can it all be related to my problem with the bike race? 00:07:36
Well, Van, let's take a look at what NASA's doing on its next generation X-plane, 00:07:40
which in part is being tested right in this area. 00:07:44
This is an X-plane. 00:07:47
Van, an X-plane is an experimental aircraft built specifically for research purposes. 00:07:50
This is one of the latest X-planes. It's called the X-33. 00:07:55
This is a 1-to-50 scale model of the X-33, which itself is a scale model of what we're ultimately after, 00:07:58
which is a single stage-to-orbit reusable launch vehicle that Lockheed Martin refers to as VentureStar. 00:08:04
What is a thermal protection system, or TPS? 00:08:18
Name two examples of thermal protection. 00:08:22
The X-33 demonstrator will fly and test out the technologies needed to make going into space more common 00:08:25
while making it more affordable and more reliable. 00:08:31
It takes off vertically like a rocket and lands horizontally like an airplane. 00:08:34
The X-33 is designed with advanced hardware that will dramatically increase launch vehicle reliability. 00:08:38
The vehicle is designed to reach altitudes of 60 miles and travel at velocities up to 13 times the speed of sound. 00:08:44
Well, what do you mean by velocities? 00:08:50
Velocity is simply the speed at which something is moving. 00:08:53
Try hitting the atmosphere when you're moving at super velocities, 00:08:56
and the friction of air molecules with a spacecraft becomes like sandpaper to a match. 00:08:59
A thermal protection system, or TPS, keeps a spacecraft from burning up 00:09:06
when it comes back into the atmosphere on the journey home. 00:09:10
Okay, so the X-33 has to be protected from the heat, 00:09:13
but can TPS be used to shield something from the cold, 00:09:16
like maybe a special outfit for me to wear so I won't freeze during this winter bike race? 00:09:20
Yes, some are being used in down-to-earth applications 00:09:24
that keep homes and people protected from temperature extremes, both hot and cold. 00:09:27
Portions of the X-33 TPS systems were tested on a high-performance jet at the NASA Dry Flight Research Center 00:09:32
and also in special wind tunnel tests at the NASA Langley Research Center 00:09:38
and at the NASA Ames Research Center. 00:09:42
I guess I did a small-scale test with my one-mile bike ride. 00:09:44
That's right. Your one-mile test run was a much more manageable size 00:09:48
to test your bike's technologies than the 25-mile race. 00:09:52
Because of your testing, you'll be able to change things on the bike and retest more easily. 00:09:55
Now, although the tests were conducted on two different types of vehicles, 00:10:00
your bike and the X-33, they basically serve the same purpose. 00:10:03
They use math and science concepts to overcome challenges. 00:10:08
Okay, Vince, so tell me, what did you learn from your test run? 00:10:11
That I was exhausted. The bike is so heavy, it was really hard to pedal up the hills. 00:10:15
That's because it took an excessive amount of energy to propel the vehicle. 00:10:19
If you multiply the energy that it took to go one mile times the 25 you'll need in the race, 00:10:23
you can see there's a problem. 00:10:28
I see what you're saying. Hey, let's figure it out mathematically. 00:10:30
Okay, how can a one-mile bike ride tell us what a 25-mile bike race will require? 00:10:34
Enter the world-famous ratio. 00:10:41
A ratio is a way of comparing the size of two numbers. 00:10:44
Let's compare Van's one-mile test run to the 25-mile bike race he will enter. 00:10:48
Now, ratios can be written in numerous ways. 00:10:57
Like that. 00:11:03
Or even like that. 00:11:06
Now, all of these ratios are read the exact same way. 00:11:07
They're all read 1 to 25. 00:11:10
Notice, ratios can also be written as a fraction. Got it? 00:11:13
So, for every one of whatever it took for Van's test ride, 00:11:17
it will take 25 times that in order to complete the race. 00:11:22
For example, let's say Van has to pedal on average 1,500 revolutions to go that one mile. 00:11:27
Can you estimate how many revolutions he can expect to pedal in order to complete the race? 00:11:34
One way to solve this problem is to use the fraction ratio and set it up like this. 00:11:40
One mile to 25 miles equals 1,500 revolutions to... what? 00:11:45
I mean, what number can you put here so that this second fraction equals 1 to 25? 00:11:52
It's easy. If you multiply 25 times 1,500 revolutions, that equals... 00:12:02
37,500 revolutions. 00:12:12
In order for Van to complete the 25-mile bike race, he will have to pedal approximately 00:12:15
37,500 revolutions. 00:12:22
Better him than me. 00:12:25
Now, of course, there are other ways to solve this ratio. 00:12:27
What method did you use? 00:12:30
How can you improve the performance of a bicycle? 00:12:40
Explain two forces that affect both X-33s and a bike's performance, 00:12:44
and could you tell us how they relate to each other? 00:12:49
Okay, so we've collected the baseline information from Van's one-mile test run, 00:12:52
and I think we can all agree that some improvements need to be made. 00:12:57
Now, obviously, we can't change the size of the bike, but, I mean, 00:13:00
can't we improve some of the bike's technologies or something? 00:13:04
Yeah, make it lighter so it's easier to pedal, maybe. 00:13:07
Right, you can decrease the force that will take the pedal by decreasing the weight of the bike. 00:13:09
One way that you can do it is to replace the frame with one that is made of a new, lighter, 00:13:14
stronger composite material instead of this heavy steel. 00:13:19
That's something we have to do with the X-33. 00:13:23
We've already learned from our subscale testing that both for the X-33 and the larger Venture Star, 00:13:25
we're going to need to use composite materials in order for both of them to reach space. 00:13:31
You know, it seems to me that part of Van's struggle was the bike's poor aerodynamics. 00:13:35
That's another common challenge the X-33 and your bike share, 00:13:40
moving through the air easily and with less resistance. 00:13:44
A lot of this has to do with the geometry, so the shape of the vehicle is critical. 00:13:47
The X-33 has a wedge-shaped design. 00:13:51
I suggest you look for ways to make the bike more aerodynamic. 00:13:54
Otherwise, you're just fighting the force of drag. 00:13:58
Drag is simply the resistance of an object caused by the air, in this case, through which it is moving. 00:14:01
Yeah, since X-33 is a flying machine, we also need to generate lift. 00:14:06
That's the force that supports objects as they move through the air. 00:14:10
Well, you can't test that with a test run like mine. 00:14:13
No, but we can simulate it on the computer, or we can run small-scale models in the wind tunnel. 00:14:16
Oh, okay. 00:14:22
So we can make the bike less resistant to air and gravity, but what else can we do? 00:14:24
One thing you can do is you can make the power source more efficient. 00:14:30
Now, on the bike, you're the engine. 00:14:33
Are you sure you're using the gears correctly? 00:14:36
No, I don't even know how they work. 00:14:38
I normally just keep it in third. 00:14:40
Well, you know what? Let me show you how they work. 00:14:42
It's really easy, and it'll make you a lot more efficient. 00:14:44
Well, Van, those gears are there for a reason. 00:14:46
See, when you are riding or racing bikes, you want to use your energy as efficiently as possible. 00:14:49
To do this, you need to use your gears correctly. 00:14:55
They will help you pedal at the same rate throughout the race and help conserve your energy. 00:14:58
For instance, when biking uphill, use a low gear, and when biking downhill or on a flat road, use a higher gear. 00:15:03
Like the gears on your bike, the X-33 will also make the most efficient use of the environment it's traveling through 00:15:11
by using two revolutionary linear aerospike engines. 00:15:17
That's so cool. 00:15:20
Hey, let's head to Cookville, Tennessee. 00:15:22
There, we're going to meet some students who are making their own models of the X-33. 00:15:24
Welcome to Prescott Central Middle School in Littleville, Tennessee. 00:15:29
NASA Connect asked us to show you the student activity for this program. 00:15:34
Under the guidance of our teachers, Marlon Weaver, Alicia Ray, and Ronnie Maness, 00:15:39
we will go through the steps you will use to build the paper scale model of the X-33 Advanced Technology Demonstrator. 00:15:45
In this activity, we will also measure linear dimensions of the model, 00:15:52
compare these dimensions to the actual dimensions of the X-33, and compute a scale factor. 00:15:56
To help you understand about proportionality in X-planes, go to the NASA Connect website. 00:16:02
Mr. Weaver reviewed what the lines and labels on the folding pattern mean, 00:16:09
identified the faux lines, cut lines, tabs, and alignment dots. 00:16:13
He also talked to us about the parts of the X-33 vehicle. 00:16:18
Before we begin, here are the materials you will need for the activity. 00:16:22
Cardstock or heavy paper, pencils, scissors, rulers, glue, and calculators. 00:16:26
After you've gotten your materials together, we will begin the activity by constructing the X-33 model. 00:16:35
Cutting, folding, and assembling the model will take at least one full class period, or about 45 minutes. 00:16:42
Begin cutting out the model X-33 pattern found on Sheet 1. 00:16:49
It's important that the cutting and folding of your X-33 is accurate, 00:16:54
so that the parts will fit together and fold into an aerodynamic model. 00:16:58
Crease along all the dashed lines, making sure that faux lines and other markings are on the inside. 00:17:03
For neater results, place a ruler along the faux line and hold it down tightly. 00:17:09
Then slide your finger under the paper and lift it up against the ruler. 00:17:14
Cut the four slots for canted and vertical fins, being careful not to cut the faux lines. 00:17:19
Glue the back side of tab A at the edge which says Glue A Here. 00:17:25
Repeat for tabs B and C. 00:17:30
Fold up the nose and tuck the flaps into the front of the X-33 and push it in until it stays. 00:17:33
Now you're ready to cut out the canted fins found on Pattern Sheet 2. 00:17:40
Fold each fin in half along the middle and fold back the tabs. 00:17:44
Put the glue on the top side of the tabs instead of the bottom before inserting them in the slots. 00:17:48
You can close the back of your model now, but don't glue it yet. 00:17:54
Cut out the body flaps and attach them under the back of the X-33. 00:17:58
Last, cut out the engine, glue it, and attach it to the back of the model. 00:18:03
Glue your model closed and now you are ready for measurements. 00:18:07
Find the measurements of the full-size X-33 drawings in your classroom copies 00:18:11
and record them in column B of your Find the Scale Factor worksheet. 00:18:15
Each student should fill out the data sheet by determining the corresponding exterior dimensions 00:18:20
of the scale model of their X-33 and recording them in column C. 00:18:26
Write the ratio of the measurements in column D, making sure that the units are the same. 00:18:31
Using the results, you can now calculate the scale factor, 00:18:36
which is the measurement of the full-size object divided by the measurement of the model. 00:18:40
When all the data is calculated and entered in column E, 00:18:45
you are ready to find the average scale factor by adding the scale factors in column E and dividing by 3. 00:18:49
Record your result in the blank. 00:18:55
Now that we understand the concept of proportionality, 00:18:58
we are going to test whether the model is a true scale model. 00:19:01
Great job, guys! 00:19:10
Hey, let's analyze the data by reviewing the results of the activity 00:19:12
and responding to the following questions. 00:19:16
What can you learn from building a model that would be difficult to learn otherwise? 00:19:20
How can a model be misleading? 00:19:26
Pretend the scale factor is 140. 00:19:30
Now let's apply this scale factor to a simple problem. 00:19:33
Decorate the side of your paper model with the word NASA, like this. 00:19:37
Using the scale factor of 140, how tall would the letters be on the X-33? 00:19:42
Are they bigger than you? 00:19:48
Let's visit NASA's Stennis Space Center in Mississippi. 00:19:50
There, NASA scientists are testing engines to make the X-33 more efficient. 00:19:54
The difference between the linear aerospike engine and conventional engines is the shape of the nozzle. 00:20:01
Conventional engines have a nozzle that's shaped like a bell, 00:20:07
and the hot combusted gases expand along the inner surface of this bell. 00:20:10
However, with the aerospike engine, the nozzle is in the shape of a V, called a ramp, 00:20:15
and the hot combusted gases expand along this outer surface. 00:20:21
This unusual design allows for a more efficient performance from the engine 00:20:25
and a more optimal vehicle design. 00:20:31
Once all the information is gathered from the various tests, it comes time to put the data to use. 00:20:34
How do engineers use their models to test their ideas? 00:20:46
What can you learn from a scale model? 00:20:51
Jennifer and Ben, welcome to the Skunk Works in Palmdale, California. 00:20:54
This is the location where we build the X-33 vehicle. 00:20:58
You can see some of the parts of the X-33 behind me. 00:21:01
That's the vertical stabilizer. 00:21:04
Those parts are mounted in the back of the vehicle to keep it steady during its flight. 00:21:06
You can see it mounted here on this scale model. 00:21:11
This model is used to evaluate the aerodynamics performance in a wind tunnel, 00:21:14
so it is built in exact proportions to the actual vehicle. 00:21:19
Now, the vehicle is under construction right here. 00:21:23
This is the X-33, and it is also a proportionate vehicle. 00:21:26
It is proportional to a much larger vehicle called VentureStar. 00:21:30
Now, we've learned a lot from proportioning this vehicle to VentureStar. 00:21:34
We've already changed the design of VentureStar based on what we've learned in the proportioning exercise on X-33. 00:21:39
Well, we sure have seen and heard a lot about how proportionality is used in science. 00:21:46
Now, bringing it to your computer desktop is NASA's Educational Technology Program Manager, Dr. Shelley Canright. 00:21:52
NASA researchers are constantly testing new technologies and designs for X-planes 00:21:59
using everything from scale models to full-size flying machines that carry people. 00:22:06
These researchers evaluate their designs by using a basic formula of building, testing, and recording their results. 00:22:11
I'd like to introduce a class of eighth grade students from Talladega County Central High School in Talladega, Alabama. 00:22:18
They are undertaking their own investigation into scaling and proportionality 00:22:24
using a unique model design challenge posted at the NASA Connect website. 00:22:28
Let's see what they're doing. 00:22:33
Welcome to Talladega County Central High School, Talladega, Alabama. 00:22:35
We have been asked by NASA to answer these questions. 00:22:40
Can you take a design that works on one scale and use it for an effective design at another scale? 00:22:44
Do you have to change the design when you change the scale? 00:22:50
To find out, we went to Norvitz Lab and visited the NASA Langley Research Center Kids' Corner Model Shop website. 00:22:54
We reviewed the activity intro, collected our materials, and went to work building the eGrid, a paper airplane model. 00:23:02
We used the model shop extra activity to build the eGrid-2X. 00:23:10
We had to come up with ways to scale up the design plan, 00:23:16
determine the best materials to use to build the model airplanes, test flight, and record the results. 00:23:20
We learned that changing the scale of a working design is possible, 00:23:27
making the model bigger reveals some design problems which were fun to solve. 00:23:31
We're even planning to increase the size of the model three times to see what happens. 00:23:35
We're also able to find information about aerospace grids and to see how NASA uses models in their research. 00:23:40
Jennifer, as the students from Talladega, Alabama have learned, 00:23:48
design and testing with scale models brings its own set of unique challenges and questions. 00:23:51
From Norvitz Lab, viewers can try their hand at being a design engineer. 00:23:56
I encourage our viewers to visit Norvitz Lab at the NASA Connect website 00:24:01
and to test their skills at building the eGrid-2X and other paper airplane models 00:24:05
that are available from a specially created online aeronautics model shop. 00:24:09
Thank you so much for your help. 00:24:15
It was our pleasure, Van. Sure hope it helps. 00:24:17
And good luck in the race. 00:24:19
Oh, thank you very much. 00:24:21
Thank you guys so much for helping. 00:24:22
Jennifer, out of the way. I've got work to do. 00:24:23
Oh, my gosh. I better catch up with Van and see what he's up to before he gets into trouble. 00:24:25
Van, Van, Van. 00:24:29
Wait, wait. 00:24:31
Wow, Van, you went out and bought a bike for this race? 00:24:33
I did not. 00:24:36
I transformed the old bike into a lean, mean, efficient racing machine. 00:24:38
Okay, Van. 00:24:45
All right, well, tell me what you've done to your old bike. This is incredible. 00:24:47
All right. I replaced the old frame with something lighter, but it's still strong. 00:24:50
Okay. 00:24:54
I actually figured out how to work these gears, which is a great thing. 00:24:55
Yeah, you're not using the third gear? 00:24:58
Of course not. I'm using them all the time. 00:25:00
Great. 00:25:01
I made the entire bike more aerodynamic by getting rid of these big clunky bags and using something smaller. 00:25:02
I'm not carrying around these shirts. 00:25:07
Yeah, what was the point? 00:25:09
All right, so that's what you've done to the bike. What have you done to yourself? 00:25:11
Well, I got an outfit you can see today to make me more aerodynamic. 00:25:14
Cool. 00:25:19
Also, this morning I ate a very good breakfast, fueling the vehicle. 00:25:20
I did a five-mile bike run. 00:25:25
It went very well. 00:25:29
It's proportionally a fifth of the real race. 00:25:31
Gosh, you sure have learned a lot. 00:25:33
I have. 00:25:34
That's great. 00:25:35
All right, well, show me some more, like the gears and show me, you know, what else you've done. 00:25:36
Sorry, I can't. 00:25:39
I have to get back to the grind. 00:25:40
I've got to perfect my bike. 00:25:42
Okay, all right, I'll let you be. 00:25:44
Well, you know what? 00:25:45
Good luck on this race. 00:25:46
Thank you. 00:25:47
Break a leg. 00:25:48
Sorry, man. 00:25:49
That's okay. 00:25:50
Bye. 00:25:51
Thanks. 00:25:52
Way to go, man. 00:26:02
Well, that about finishes up this episode of NASA Connect. 00:26:03
But before we go, we'd like to thank Marshall Space Flight Center, all the NASA researchers, 00:26:05
Lockheed Martin, Peter Frederick, Dr. Shelley Canright, University of Alabama at Huntsville, 00:26:10
and all the middle school students and teachers that helped make this episode possible. 00:26:15
Hey, why don't you pick up a pen or a mouse and write us at NASA Connect. 00:26:18
Van and I would love to hear your comments, ideas, and suggestions, so here's our address. 00:26:22
NASA Connect, NASA Langley Research Center, Mail Stop 400, Hampton, Virginia, 23681. 00:26:28
Or pick up your mouse and email us at connect at edu dot larc dot nasa dot gov. 00:26:35
Hey, teachers, if you would like a videotape copy of this NASA Connect show and the Educator's Guide lesson plans, 00:26:44
well, then contact CORE, the NASA Central Operation of Resources for Educators. 00:26:52
All this information and more is located on the NASA Connect website. 00:26:58
Van, you were great. 00:27:07
I'm so proud of you. 00:27:08
Great, Jennifer, is such a lofty term. 00:27:09
We cycling champions prefer to be known as simply exceptional athletes with a taste for nothing short of victory. 00:27:12
Perhaps we should study proportionality as it relates to modesty, Van. 00:27:19
Come on, Speedy, let's get you to space camp. 00:27:24
Okay. 00:27:27
Where you've been before you know where you're going. 00:27:28
Something like that. 00:27:31
To complete the 27-mile bike race. 00:27:32
27, where did that come from? 00:27:35
Also 53 percent smaller than a normal reusable launch vehicle. 00:27:38
Let's do this again. 00:27:44
All right. 00:27:45
So tell me what you've done. 00:27:46
All right. 00:27:48
And what they did were some truly out of this world things. 00:27:52
Can you tell the difference? 00:27:57
Yes. 00:27:59
Yes? 00:28:00
Oh. 00:28:01
Ratios can be written numerous ra- 00:28:02
Well, the bike heavy was so- 00:28:07
The bike heavy was so free. 00:28:11
Like one to 100 in scale. 00:28:13
Everybody's having a good time. 00:28:19
Action. 00:28:22
Action. 00:28:26
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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:
416
Fecha:
28 de mayo de 2007 - 16:52
Visibilidad:
Público
Enlace Relacionado:
NASAs center for distance learning
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:
170.61 MBytes

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