Exploring the Extreme Educator Guide pdf - ER - NASA

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AcknowledgmentsThis publication was developed for the NationalAeronautics and Space Administration (Dryden FlightResearch Center) by PAT (Preservation of Aerospace Technology)Projects, Inc., with the assistance of teachers from the AntelopeValley in North Los Angeles County and Kern County ofCalifornia.Project Oversight and ManagementProject Oversight Marianne McCarthy, Ph.D.,Center Education Director, NASA DFRCProject Coordinator Michelle Davis,and Managing Editor Dryden Aerospace Education Specialist, NASA DFRCCover Design Ted Huetter,Education Multimedia Specialist, NASA DFRCSpecial thanks to Lee Duke, under whose guidance and tenure this product originated.F-15 ACTIVE WritersJudi Dana (K-4),Teacher, Tehachapi School DistrictMeri Kock (5-8),Teacher, Park View Intermediate SchoolMike Lewis (9-12),Teacher, Lancaster High SchoolBruce Peterson and Steve StowePilot Advisors, PAT Projects, Inc.Management and ProductionWayne Ottinger,Managing Director, PAT Projects, Inc.Kathy Johnston (Standards Matrix and Organization),Teacher, Pearblossom SchoolShari Gallagher-Johnson,Desktop Publishing and Graphic DesignivExploring the Extreme: An Educator’s GuideEG-2003-01-001-DFRC
How To Use This GuideControlled flight by humans was attempted early in the lastmillenium but only mastered for heavier-than-air vehiclesin the last century. Tremendous progress was achieved inthe twentieth century in aircraft performance and missioncapability through research in flight controls, aircraftstability, and propulsion. Modern technology was appliedto aeronautics in the last century as aggressively as in otherfields, such as medicine, communications, and geosciences.So many advances have been made, that today the demandsof performance and maneuverability for many advancedaircraft designs require extensive use of computers to aidthe pilot in controlling flight.With some simple inexpensive materials, you can mount anexciting and productive unit for children that incorporatesscience, mathematics, and technology education. Themany activities contained in this teaching guide emphasizehands-on involvement, prediction, data collection andinterpretation, teamwork, and problem solving. The guidealso contains background information about aeronauticalresearch that can help students learn how airplanes fly.Following the background sections are a series of activitiesthat demonstrate the basic science of aeronautics whileoffering challenging tasks in design. Each activity employsbasic and inexpensive materials. In each activity you willfind construction diagrams, material and tools lists, andinstructions. A brief background section within eachactivity elaborates on the concepts covered and points backto the introductory material in this guide. Also included isinformation about where the activity applies to science andmathematics standards, assessment ideas, and extensions.Because many of the activities and demonstrations apply tomore than one subject area, a matrix chart identifiesHigh Performance Learning Activities in Mathematics, Science and TechnologyEG-2003-01-001-DFRC1
Page 1: National Aeronautics andSpace Admin
Page 5: Table of ContentsAcknowledgments...
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 and 40: Part 1Materials and Tools• Intake
Page 41 and 42: Discussion Questions1. What did you
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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