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Surface Conditions 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 how surface conditions influence the coefficient of friction between two surfaces.

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We have just seen the tip of the iceberg regarding the amazing research, researchers and research 00:00:00
tools. 00:00:06
It makes me wonder though what other new technologies are under development for reducing icing hazards. 00:00:07
But you know what, now is the time to put you to work. 00:00:12
Coming up is a high school student who has spent the summer at NASA Langley in a nine 00:00:16
week mentorship working closely with Tom Yeager. 00:00:20
John has prepared a special hands on, minds on activity which a group of students will 00:00:23
demonstrate. 00:00:28
Following the program, you are encouraged to replicate the same investigation. 00:00:29
I spent nine weeks in a NASA program for high school students called SHARP. 00:00:35
Under this program, I had the opportunity to work with Mr. Yeager. 00:00:39
I learned a great deal about the research being done on runway friction, tire designs 00:00:42
and new types of runway surfaces to minimize bad weather effects. 00:00:47
I have to admit, I was a little nervous at the beginning just because I wasn't sure if 00:00:50
I knew enough math and science to be able to grasp the research and to be able to help 00:00:54
out in the evaluation of the research data. 00:00:58
But I did okay. 00:01:01
I found that the math I had taken in middle school and high school gave me a good foundation 00:01:03
that I could build on. 00:01:06
With the help of two undergraduate students that I worked with during the summer, Brian 00:01:08
and Jonathan, I have a simple experiment that I would like you to try. 00:01:12
In this experiment, you will investigate how surface conditions influence the coefficient 00:01:16
of friction between two surfaces. 00:01:20
Your surfaces will include a ruler, sandpaper and objects found in the classroom. 00:01:22
Now, my friends and I did an experiment similar to the one you're about to do, but it was 00:01:26
a little more complicated and involved a little more math. 00:01:31
This experiment has been recreated on the Connect to Plane Weather website, so you might 00:01:33
try this with your friends or your family following the program. 00:01:37
Enough said. 00:01:41
Let's get started. 00:01:42
The math formula you will need in doing your experiment looks like this. 00:01:43
Friction coefficient equals height divided by length. 00:01:47
The following materials were collected for our experiment. 00:01:52
Three metric rulers, at least one of the rulers had to be plastic, a sheet of sandpaper 00:01:55
large enough to cover a ruler, and four objects to test, a rubber eraser, a large metal paper 00:01:59
clip, a plastic film canister top, and a small dice. 00:02:05
John helped us identify the dependent and independent variables for our experiment. 00:02:09
The independent variable, which is what we would be changing, is the ruler surface. 00:02:13
We used a plastic ruler to simulate a smooth runway surface and then a ruler covered with 00:02:17
sandpaper to simulate a rough runway surface. 00:02:22
The dependent variable for the experiment was the classroom object. 00:02:25
Before doing our test, we talked about how each object was alike and different. 00:02:31
We shared ideas on how the surface condition, which we would slide these objects across, 00:02:35
might affect the friction force of each object. 00:02:40
We hypothesized about the effect the surface change would have on the objects. 00:02:44
Here are our test procedures we followed. 00:02:48
One metric ruler we identified as the test base and labeled with the number one. 00:02:52
It would be used to measure the length. 00:02:56
A second ruler labeled with the two was held upright for the test. 00:02:58
We would measure the height from this ruler. 00:03:03
The third ruler labeled with three was plastic and would represent the runway. 00:03:06
One person handled the runway ruler, one person held the height ruler, a third person was 00:03:10
responsible for reading the height and base measurements, and the fourth person was responsible 00:03:15
for recording data. 00:03:21
Running our two surface tests, we were interested in collecting the height measurement for the 00:03:23
vertical ruler and the length measurement from the base ruler at the point when an object 00:03:28
began to slide down the runway ruler. 00:03:34
We tested each object three times on both a smooth and rough surface. 00:03:37
The smooth surface was the back side of our plastic ruler. 00:03:43
The rough surface was the sandpaper attached to the ruler. 00:03:47
Here is a diagram to show you how the experiment worked. 00:03:51
Each test object was placed at the end of a ruler and then one end of the ruler was 00:03:55
slowly raised. 00:04:00
We stopped raising the ruler when the object started to slide down the slope of the runway 00:04:02
and then took our measurements of height and length. 00:04:07
Now that we have finished our testing, we are ready to look closely at our data. 00:04:10
First we will calculate the height and length average for each object on each of the surface 00:04:14
types. 00:04:20
Using these averages, we will apply Jones' formula to find the friction coefficient. 00:04:44
That formula is friction coefficient equals height divided by length. 00:05:05
Now we are ready to answer our question. 00:05:09
What effect does surface condition have on the friction coefficient between two surfaces? 00:05:12
Well, this is our experiment and we leave you with a challenge. 00:05:17
What other variables can you think of to test in this experiment? 00:05:22
Okay gang, you have received your challenge. 00:05:27
Complete your own runway traction experiment and then do further tests on different surface 00:05:30
conditions. 00:05:34
As we bring this program to a close, let me remind you to check out the CONNECT website 00:05:36
for responses from a variety of experts to questions posted throughout this program and 00:05:40
also to participate in an online friction experiment. 00:05:45
Let me slide things to Van now for some closing comments. 00:05:49
This is Shelly Canright for CONNECT, connecting you with real science and with real scientists 00:05:52
in near real time. 00:05:57
Take it away, Van. 00:05:59
Thanks Shelly. 00:06:01
I hope you all have a plain understanding of plain weather. 00:06:02
I know I sure do. 00:06:04
Join us for other CONNECT programs. 00:06:06
Simply access our CONNECT website for information and program availability. 00:06:08
So until next time, stay connected. 00:06:12
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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:
293
Fecha:
28 de mayo de 2007 - 16:52
Visibilidad:
Público
Enlace Relacionado:
NASAs center for distance learning
Duración:
06′ 16″
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:
37.65 MBytes

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