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Angles and Direction Experiment - 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 that investigates angles and direction. Video asks question pertaining to the research and data gathered in the experiment.

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Well, team, I think we did a pretty good job navigating in this road rally. 00:00:00
But right now, we want to see just how good you can navigate on your own. 00:00:05
We're going to send them on over to Northampton Middle School, 00:00:09
which is located on the eastern shore of Virginia, 00:00:12
where you're going to meet up with science teacher Barbara Haynes and her students 00:00:14
who are involved in a navigational challenge. 00:00:18
For me, I'm going to head on back to the NASA Connect studio. 00:00:20
I'm going to walk back there, send you to the eastern shore, 00:00:23
and then how about you park in the car? 00:00:26
Oh, well, sure. I think I might even check out a new location on my GPS. 00:00:28
Sounds good. All right. See you. 00:00:32
All righty. Bye. 00:00:34
Hi. We're students from Northampton Middle School, located in Matrapongo. 00:00:36
From the eastern shore of Virginia. 00:00:40
NASA Connect asked us to investigate angles and directions 00:00:44
by plotting a course on graph paper using a compass, rose, and ruler. 00:00:48
Our goal is to establish five outdoor pathways mapping direction and distance 00:00:51
with five separate teams using a compass, rose, and transit. 00:00:56
We hope our five different paths will converge at a single point. 00:01:00
Here are the materials for our experiment. 00:01:03
Five rolls of different color tape, five markers, tape, five compasses, 00:01:06
five large compass rose transparencies, 15 pencils to be used as field point markers, 00:01:11
15 pieces of paper marked with the letters A through J and five X's, 00:01:17
meter sticks, five paper towel rolls, thread, five scissors, 00:01:22
and before we go outside, we plot our course on graph paper. 00:01:27
We need to review some simple vocabulary terms to help us prepare for this activity. 00:01:31
The bearing is position or direction of an object or point based on a compass reading. 00:01:35
Navigation is the science of finding distance, direction, compass positions, 00:01:40
and time of travel to establish a course or determine a certain position on a map. 00:01:44
Triangulation is the mathematical and scientific determination of an unknown position 00:01:48
using distance or bearings from known positions. 00:01:53
A transit is a sighting device used in surveying to plot a course or establish levels or heights. 00:01:57
Having reviewed these terms, we are now ready to divide into five teams. 00:02:02
Team A, Team C, Team E, Team G, Team I. 00:02:06
We divide tasks among team members before navigating our course. 00:02:10
One person will call out the bearings and distance and takes care of field position marks. 00:02:14
One person handles the compass and compass rules. 00:02:18
The third person handles the transit sightings. 00:02:21
A fourth person handles the tape rule and measurement distance. 00:02:23
And a fifth person checks the transit sightings and distance measurements. 00:02:26
The first step in our activity is to create the transit. 00:02:30
We take the paper tube and cut four slits into the end. 00:02:34
Each slit should divide the diameter of the tube into quarters. 00:02:37
Now put the string into the slits. 00:02:41
This will create cross hairs, giving us greater accuracy as we look through the tube. 00:02:43
Next, the tube is attached to a meter stick. 00:02:48
We then mark three separate pieces of paper with three position letters for our group. 00:02:51
Group A marks ABX. 00:02:57
Group C marks CDX. 00:03:00
Group E marks EFX. 00:03:02
Group G marks GHX. 00:03:05
And Group I marks IJX. 00:03:07
These pieces of paper will mark the points on our course. 00:03:10
Now we're ready to go. 00:03:14
Here are the procedures. 00:03:16
Each group lines up exactly four meters apart with the letter designating our team on a line facing magnetic north. 00:03:18
We mark our starting point and hold the compass over the starting point to confirm magnetic north. 00:03:25
We also set the transit up at the starting point. 00:03:30
Using the compass rows as our guide, we turn the transit to the first bearing on our chart. 00:03:33
For your experiment, remember, north zero degrees must always be pointing to magnetic north on the rows, the appropriate direction. 00:03:37
We then use the transit as a sighting guide and direct the student with the tape rule to the appropriate direction. 00:03:44
It's okay to use hand signals to direct the person left or right. 00:03:49
Once we find our correct bearing, we measure out our distance and mark the point with a pencil and paper with the appropriate letter. 00:03:53
We then pick up the transit and move to point number two that we just determined. 00:03:59
We complete leg two according to the chart using the same procedure. 00:04:03
When all the groups finish, we check for navigation errors. 00:04:07
Did everyone arrive at the same point X? 00:04:10
Now that we have finished our field experiment, we are ready to apply this knowledge to questions involving flight paths, distance, and time. 00:04:12
All right. Joining me in the studio are some friendly faces involved with GPS. 00:04:21
But before we talk to our researchers, let's give you a chance at some navigating that will involve calculating flight paths, distance, and time. 00:04:25
Then, after this segment, our two researchers, Dick Huchin from NASA and Hugh Bergeron from the FAA, 00:04:32
will answer your email questions and take questions from some students attending a special anniversary event in Washington, D.C. as guests of the FAA. 00:04:38
Okay, now, look carefully at the data. 00:04:46
And using the information in the following diagram, work with your fellow students to answer the questions 00:04:48
as read aloud by Mr. Rodney Slater, Secretary, U.S. Department of Transportation. 00:04:53
What is the total distance in miles of an airplane flight that starts at point C, goes through point D, and ends at point X? 00:04:59
What is the total distance in kilometers? 00:05:10
Now, here's a hint. Use the formula to convert miles into kilometers. 00:05:13
How long would it take an airplane traveling at 300 miles per hour to fly from point C to point D? 00:05:29
From point D to point X, how long would the entire flight take? 00:05:38
How long would it take an airplane traveling at 300 miles per hour to fly from point C to point D? 00:05:45
From point D to point X, how long would the entire flight take? 00:05:51
How many miles are there in a direct flight from point C to point X? 00:06:16
Here's a hint. Use the Pythagorean theorem to find your answer. 00:06:22
For more information, visit www.fema.gov 00:06:45
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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:
320
Fecha:
28 de mayo de 2007 - 16:53
Visibilidad:
Público
Enlace Relacionado:
NASAs center for distance learning
Duración:
07′
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:
42.09 MBytes

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