Exploring the Extreme Educator Guide pdf - ER - NASA

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Compression Station: Show the studentshow to poke a hole in the middle of theindex card. Then put one end of the stringthrough the hole and tape it to the indexcard. About 5 inches of the string shouldbe hanging free. Tell them to turn on thefan. Then they will hold the index card 2to 3 inches away from the front of the fan.The string should hang free. Using themarker, the students will mark how highthe string is blown. Then the back fan willbe turned on. With both fans blowing, thestudents will again hold the index card andstring in front of the air stream and markthe height of the string. Record what youobserve.Combustion Station: Carefully light theSterno can. Using the tongs hold the flaskover the Sterno can for a few minutes.Observe what happens to the balloon.Record what you observe. Answer thequestions on the student record sheet onpage 42.Butcher PapercylinderIndexCardStringFans4. Prior to allowing the students to conducteach experiment, have them write theirpredictions for each activity. Set a timelimit of approximately 15 minutes andallow the students to move around theroom and conduct each experiment andanswer the questions.34High Performance Learning Activities in Mathematics, Science and TechnologyEG-2003-01-001-DFRC
Discussion Questions1. What did you observe at station 1 with thepaper and the fan? Did this match yourprediction? The paper that is held in frontis blown away from the fan. The paperheld in the back is sucked in towards thefan.2. What was your prediction for what wouldhappen if the air had been moving into thefront fan instead of being still? Whatactually happened? The air speedincreases when the air behind the fan isblown into the fan rather than being still.3. What happened to the balloon at station 3?Why do you think this happened? Whatwould happen if the air was enclosed in atube that didn’t expand instead of inside aballoon? The balloon inflated because theair inside was heated. Heated air expands.If this had taken place in a tube, the airwould have been forced out the end of thetube.4. All these stations demonstrate theprocesses that take place inside the variousparts of a jet engine. In what order do youthink they take place? Why? The properorder of the stations is intake,compression, and combustion. There is anadditional step of using a turbine to movethe air out of the engine. This was notdemonstrated. According to one NASAengineer, a shorthand way to rememberthe steps is “suck, squeeze, burn, andblow.”5. Describe to the class the process an engineuses to produce thrust. A jet engine’scompressor turns like the blades of a fan.This causes air to be drawn in from theoutside. When the air moves through thecompressor, which is a series of fans, it iscompressed or squeezed. After movingthrough the compressor, the air enters thecombustion chamber. In the combustionchamber jet fuel is ignited by the igniters,which are similar to spark plugs, whichheats the compressed air, forcing it toexpand. The rapidly expanding air isforced through a turbine, which causes itto turn and drive the compressor. Theturbine is connected to the compressor bya shaft. The air then flows out the tailpipe.High Performance Learning Activities in Mathematics, Science and TechnologyEG-2003-01-001-DFRC35
Page 1: National Aeronautics andSpace Admin
Page 5 and 6: Table of ContentsAcknowledgments...
Page 7 and 8: How To Use This GuideControlled fli
Page 9 and 10: F-15 ACTIVE (Advanced Control Techn
Page 11 and 12: moves as well as the flight control
Page 13: with reduced weight due to replacem
Page 16: CANARDS42.83 ft.CANARDS63.75 ft.18.
Page 19 and 20: ActivityMatric e sHigh Performance
Page 21 and 22: National Science Education Standard
Page 23 and 24: Grades K - 4High Performance Learni
Page 25 and 26: 3. Tell students that NASA engineer
Page 27 and 28: Drawing of F-15 ACTIVE(Teachers, co
Page 29 and 30: PreparationUse the pattern of the F
Page 31 and 32: Lesson 3: Changing the Center of Gr
Page 33 and 34: A1. 1 x 2 = 22. 2 x 6 = 123. 3 x 4
Page 35 and 36: Name: _____________________________
Page 37 and 38: Grades 5 - 8High Performance Learni
Page 39: Part 1Materials and Tools• Intake
Page 43 and 44: 9. Bend one corner from each sectio
Page 45 and 46: Intake Station DirectionsMake sure
Page 47 and 48: Combustion Station DirectionsMake s
Page 49 and 50: Combustion StationDescribe the expe
Page 52 and 53: Part 1Materials and Tools• One 8-
Page 54 and 55: Student Work Sheet (Part 2)Name: __
Page 56 and 57: Objective• Find the center of gra
Page 58 and 59: 5. Have the students calculate the
Page 60 and 61: Student Work Sheet Part 1Name:_____
Page 62 and 63: F-15 ACTIVE TEMPLATE56High Performa
Page 64 and 65: Part 1Materials and Tools• Graph
Page 66 and 67: Bar GraphDrag / Thrust in pounds120
Page 68 and 69: Part 2Materials and Tools• Graph
Page 70 and 71: G l o s s a r y64 High Performance
Page 72 and 73: Airspeed: The speed of an airplane
Page 74 and 75: Drag: Retarding force acting upon a
Page 76 and 77: Flight Envelope: The boundaries of
Page 78 and 79: Nozzles: The aft section of a jet e
Page 80 and 81: decreases, resulting in a decrease
Page 82 and 83: Taileron: A stabilator design where
Page 84 and 85: NASA RESOURCES FOR EDUCATORSNASA’
Page 86 and 87: VA and MD’s Eastern ShoresNASA Ed
Page 88: EDUCATOR REPLY CARDTo achieve Ameri

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