Educational Product

Educators Grades 6-8

EG-2001-09-30-LARC

Geometry and Algebra:

The Future Flight Equation
A Lesson Guide with Activities in Mathematics, Science, and Technology

Test
airplanes

PGC
Geometry and Algebra: The Future Flight Equation is
available in electronic format through NASA
Spacelink - one of NASA’s electronic resources
specifically developed for the educational
community. This publication and other educational
products may be accessed at the following
address: http://spacelink.nasa.gov/products

A PDF version of the lesson guide for NASA

CONNECT can be found at the NASA CONNECT
web site: http://connect.larc.nasa.gov
 Geometry and Algebra:
The Future Flight Equation
A Lesson Guide with Activities in Mathematics, Science, and Technology

Program Overview Student Worksheets

Summary and Objectives . . . . . . . . . . . . . . . . . . . . . 5 Data Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Student Involvement . . . . . . . . . . . . . . . . . . . . . . . . . 5 Wing Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Cue Card Questions . . . . . . . . . . . . . . . . . . . . . . . . . 5 Experimental Data and Wing Charts . . . . . . . . . . 15
Hands-On Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Delta WIng Template . . . . . . . . . . . . . . . . . . . . . . . . 16
Instructional Technology Activity . . . . . . . . . . . . . 5 Oblique Wing/Stabilizer Template . . . . . . . . . . . . 17
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Straight Wing/Stabilizer Template. . . . . . . . . . . . . 18
Swept-Back Wing Template . . . . . . . . . . . . . . . . . . 19
Hands-On Activity Graph Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Fuselage Template. . . . . . . . . . . . . . . . . . . . . . . . . . . 21
National Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Cue Cards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Instructional Objectives . . . . . . . . . . . . . . . . . . . . . . 7
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Teacher Materials
Preparing for the Activity. . . . . . . . . . . . . . . . . . . . . . 8 Cue Card Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Student Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Teacher Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Instructional Technology Activity
Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Focus Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 National Standards . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Advance Preparation . . . . . . . . . . . . . . . . . . . . . . . . 8 Instructional Objectives . . . . . . . . . . . . . . . . . . . . . . 25
The Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Resources
Extensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Books, Pamphlets, and Periodicals. . . . . . . . . . . . . 26
Web Sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Acknowledgments: Special thanks to Summer 2001 Educators in Residence, Jennifer Pulley, Chris Giersch, Bill Williams,
and NCTM.

NASA CONNECT is a production of the NASA Langley Research Center, Hampton, VA. All Rights Reserved. Broadcast and off-air rights are unlimited and are
granted in perpetuity with the following stipulations: NASA CONNECT shall not be used for commercial purposes; used, in whole or in part, to endorse a
commercial product; stored, in whole or in part, in a commercial database; altered electronically, mechanically, or photographically without the expressed
and prior written permission of NASA. This publication is in the public domain and is not protected by copyright. Permission is not required for duplication.
 2001-2002 NASA CONNECT Series 5

Program Overview
SUMMARY AND OBJECTIVES

In Geometry and Algebra: The Future Flight Equation, Flight Equation. They will observe NASA engineers
students will learn how NASA engineers develop using geometry and algebra when they measure
experimental aircraft. They will learn about the and design models to be tested in wind tunnels. By
Hyper-X Research Vehicle, an experimental plane conducting hands-on and web activities, students
that uses scramjet engine technology to propel will make connections between NASA research and
itself to ten times the speed of sound. Students will the mathematics, science, and technology they learn
understand how the Hyper-X is part of the Future in their classrooms.

STUDENT INVOLVEMENT

Cue Card Questions standards. Students are designated as Aeronautical

Norbert, NASA CONNECT’s animated cohost, poses Engineers in Training (AET). They will analyze wing
questions throughout the broadcast. These geometry based on measurements and
questions direct the instruction and observations. Students will use geometry and
encourage students to think about the algebra to design, construct, and test an
concepts being presented. When viewing a experimental wing.
videotaped version of NASA CONNECT,
educators have the option to use Norbert’s Instructional Technology Activity
Pause, which gives students an opportunity PlaneMath, the instructional technology activity, is
to reflect and record their answers on the Cue aligned with the National Council of Teachers of
Cards (p. 22). Norbert appears with a remote to Mathematics (NCTM) standards, the National
indicate an appropriate time to pause the videotape Science Education (NSE) standards, the International
and discuss the answers to the questions. Technology Education Association (ITEA) standards,
and the National Educational Technology (NET)
Hands-On Activity standards. This online interactive activity lets
The hands-on activity is teacher-created and is students learn, design, and test experimental
aligned with the National Council of Teachers of aircraft. The students will learn about the forces of
Mathematics (NCTM) standards, the National flight, wing shape, propulsion, experimental design,
Science Education (NSE) standards, the International and several other topics. To access PlaneMath, go to
Technology Education Association (ITEA) standards, Dan’s Domain on NASA CONNECT’s web site at
and the National Educational Technology (NET) http://connect.larc.nasa.gov/dansdomain.html.

RESOURCES

Teacher and student resources (p. 26) support, http://connect.larc.nasa.gov, offers online
enhance, and extend the NASA CONNECT program. resources for teachers, students, and parents.
Books, periodicals, pamphlets, and web sites provide Teachers who would like to get the most from the
teachers and students with background information NASA CONNECT web site can visit the Lab Manager,
and extensions. In addition to the resources listed in located in Dan’s Domain,
this lesson guide, the NASA CONNECT web site, http://connect.larc.nasa.gov/dansdomain.html.

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Hands-On Activity
BACKGROUND

Aeronautical research usually begins with wings. They fly with jet engines, rocket engines,
computers, wind tunnels, and flight simulators, but piston engines, solar-electric engines, and even
eventually the theories must fly. That is when flight without engines. Some research planes are too
research begins, and aircraft are the primary tools of small for a pilot; some are as large as an airliner.
the trade. There are four stages in the development
of new aircraft: mission (purpose), design The first experimental planes designed exclusively
(aerodynamics, propulsion, stability, control), for research were the XS-1 and the D-558-1. They
computer modeling, and testing. were made in 1946 to enable scientists to study
flight near the speed of sound. Custom-made
Flight research involves doing precision maneuvers planes were the only way to accomplish this
in either specially built experimental aircraft or in an objective because supersonic wind tunnels were not
existing production aircraft that has been modified. accurate enough, and no other planes had flown
All research aircraft are able to perform scientific that fast. The supersonic era began when the XS-1
experiments because of the onboard instruments broke the “sound barrier” in 1947.
that record data about its systems, aerodynamics,
and the outside environment. In the 1950s the famous “X-Planes” continued to
take people to higher altitudes and greater speeds.
NASA pilots work closely with engineers to conduct They were the first aircraft to fly at Mach 2 and Mach
carefully constructed flight programs that gradually 3, and the studies performed with them influenced
probe an aircraft’s capability; edging toward the the designs of all supersonic planes.
speed, altitude, and structural limits that will define
the final performance of an aircraft. This procedure In the 1960s, the X-15 rocket plane became the first
furnishes answers that will verify, extend, and aircraft to fly into space. The projects done on this
perhaps correct the inputs from computer studies, aircraft benefited not only NASA’s Apollo Lunar
wind tunnel tests, and simulations. It is the last step Landing Program, but also the Space Shuttle, nearly
in the developmental process and leads the way for 15 years later.
designs that can be put into production. It also Since the 1970s, NASA flight research has become
delivers the final word on a most crucial question: more comprehensive with flights involving everything
How well does it fly? from Space Shuttles to ultralight aircraft. NASA now
Experimental research aircraft are tools of flies not only the fastest airplanes, but some of the
exploration, incorporating the newest ideas in every slowest as well. Flying machines continue to evolve
aspect of aerospace flight. For this reason they come with new wing designs, propulsion systems, and
in many shapes and sizes. They have short wings, flight controls. As always, a look at today’s
delta wings, swept wings, moveable wings, and no experimental research aircraft is a preview of the
future.

NATIONAL STANDARDS

Mathematics (NCTM) Standards • Develop and evaluate inferences that are based on
• Compute fluently and make reasonable estimates data
• Understand measurable attributes of objects and • Build new mathematical knowledge through
the units, systems, and processes of measurement problem solving
• Apply appropriate techniques, tools, and formulas • Apply and adapt a variety of appropriate strategies
to determine measurements to solve problems

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• Recognize, use, and learn about mathematics in • Physical Science

contexts outside of mathematics • Motions and forces
• Analyze characteristics and properties of two- and • Science and Technology
three-dimensional geometric shapes and develop Abilities of technological design
mathematical arguments about geometric
Understanding about science and technology
relationships
• Use visualization, spatial reasoning, and geometric
Technology (ITEA) Standards
modeling to solve problems
The Nature of Technology
• Understand and use metric systems of
measurement • Develop an understanding of the characteristics
and scope of technology
• Formulate questions that can be addressed with
data and collect, organize, and display relevant • Develop an understanding of the core concepts of
data to answer them technology
• Solve problems that arise in mathematics and in Design
other contexts • Develop an understanding of the attributes of
• Monitor and reflect on the process of design
mathematical problem solving • Develop an understanding of engineering design
• Make and investigate mathematical conjectures • Develop an understanding of the role of
• Select and use various types of reasoning and troubleshooting, research and development,
methods of proof invention and innovation, and experimentation in
problem solving
• Organize and consolidate mathematical thinking
through communication
• Recognize and use connections among Technology (NET) Standards
mathematical ideas • Technology tools to enhance learning, increase
• Understand how mathematical ideas interconnect learning, and promote creativity
and build on one another to produce a coherent • Use technology resources for solving problems and
whole making informed decisions
• Select and use appropriate tools and technology
Science (NSE) Standards resources to accomplish a variety of tasks and
solve problems
• Abilities necessary to do scientific inquiry
• Understanding about scientific inquiry

INSTRUCTIONAL OBJECTIVES

The student will

• use algebra to calculate wing area, wingspan, • design, construct, and test an experimental wing to
chord length, and aspect ratio. achieve maximum distance.
• use a portable glider catapult to analyze wing • incorporate collaborative problem-solving
geometry based on measurement (distance rating) strategies in a real-life application.
and observations (glide rating and speed rating).

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VOCABULARY

aspect ratio - wingspan length divided by the lift - a force that is perpendicular to the air flow
average chord length around the aircraft
chord - straight line distance joining the leading thrust - a force created by the engines that pushes
and trailing edge of an airfoil an aircraft through the air
fuselage - the part of the airplane to which the tail weight - the force of gravity acting on an object.
and wings are attached. The fuselage holds The weight force pulls an aircraft toward the Earth
passengers and cargo and is streamlined to produce and must be overcome by a combination of lift and
the least possible drag. thrust.
horizontal stabilizer - the horizontal part of the wingspan - distance from wing tip to wing tip
tail. The horizontal stabilizer helps to increase the
stability of the aircraft.

PREPARING FOR THE ACTIVITY

Student Materials (per 4-student group) Advance Preparation

20 straight pins calculator The teacher should construct a Portable Glider
4 small binder clips masking tape Catapult (PGC) for each student group.
Student Worksheets (p. 13 - 21)
10 meat trays (suggestion: 28 cm x 23 cm - size 12) A. Cut out a 28-cm by 40-cm piece of cardboard.
meter stick or measuring tape B. Place two wooden rulers or paint sticks on top of
4 scissors (optional: plastic knife, box cutter) the cardboard and attach them to the board
fine sand paper or emery board with small binder clips, as shown in Figure 1.
Thumbtacks
Teacher Materials
4 small binder clips 2 thumbtacks
rubber band (size 64) cardboard (28 cm x 40 cm)
2 wooden rulers or paint sticks Rubber band
26 cm

Time Rubber band

in launch
Discussion of the activity...........................................5 min position
Ruler

Ruler

Preparing aircraft........................................................25 min

Conducting the activity ...........................................60 min

Focus Questions
1. What are some common geometric shapes used
in wing design?
2. Why is the geometric shape of a wing important
in aircraft design? Launch position

3. What are some tools engineers need to design

aircraft?
4. Why is it essential for engineers to work in teams C. Cut a size 64 rubber band. Attach the rubber
when designing aircraft? band to each of the rulers with thumbtacks as
shown in Figure 1. Fold (double) the ends of the
rubber band once before pinning the thumbtack

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through it to prevent the rubber band from Triangle

tearing at the thumbtack. A = (1/2)bh
h
D. Construct a horizontal line 26 cm from the top. b = base, h = height
This line is called the launch position and b
indicates how far back you pull the rubber band.
b1
Trapezoid
The following area formulas will be used to calculate
A = (1/2)(b1 + b2)h
the wing area: h
b1 = base 1, b2 = base 2
Rectangle h = height
b2
w
A = lw
l = length, w = width Ellipse
b
l a A = πab
π = 3.14
a = semimajor axis
b = semiminor axis
THE ACTIVITY

Step 1: Introducing the Activity Step 2: Conducting the Activity - Part I: Preflight
A. Announce: NASA has designated the class as A. Have students calculate the wing area (in cm2)
Aeronautical Engineers in Training (AET). Your for each wing. Students have two options for
job is to test current wing designs based on calculating wing area: 1. the teacher may provide
distance traveled, glide rating, and speed rating. formulas found in the lesson guide (students
From your analysis of the data that you collect, may need to divide wings into shapes to
you will have the task of designing and testing calculate the area) 2. students can count the
an experimental wing to achieve maximum number of squares on the wing templates. If
distance traveled. students count the number of squares on the
B. Organize students into groups of four. wing templates, they will have to estimate the
number of squares around the edges of the
C. Distribute a Portable Glider Catapult to each
wings. Record the wing area on the data chart.
group along with the necessary materials.
B. Have students calculate the wingspan (in cm) for
D. Have students cut out the templates for the
each wing. The wingspan is the linear distance
fuselage, wings, and horizontal stabilizers.
from wing tip to wing tip. See Figure 2. Record
E. Have students place the templates on the meat the value on the data chart.
trays and trace around the templates. Each
group should make four different fuselages and
one set of wings for each fuselage. Students wingspan
should make a fifth fuselage to be used in
conjunction with their experimental wing (Part root chord
III of the activity). tip chord
To avoid wasting meat trays, we suggest students
follow the guideline: Figure 2
• One meat tray will yield two fuselages.
• One meat tray will yield one fuselage and three C. Have students measure the root chord, the width
horizontal stabilizers. of the wing at the line of intersection with the
• Use one meat tray for each of the wings. fuselage, for each wing. See Figure 2. Record the
value on the data chart.
F. Have students tape a piece of masking tape to
the nose of the fuselage to prevent it from breaking. D. Have students measure the tip chord, the width

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of the tip of the wing, for each wing. See Figure Students should adhere to the following
2. Record the value on the data chart. guidelines for corresponding wing shape and
Note: The measure of the tip chord for a Delta Wing horizontal stabilizer:
and an Oblique Wing is 0. Oblique wing . . . . . .Oblique horizontal stabilizer
Delta wing . . . . . . . . . . . . .No horizontal stabilizer
E. Have students calculate the average chord by Straight wing . . . . . .Straight horizontal stabilizer
using the formula: (root chord + tip chord) / 2. Swept-back wing . . . . . . . .Swept-back horizontal
Record the value on the data chart. stabilizer
F. Have students calculate the aspect ratio for each Have students construct each aircraft by placing
wing by using the formula: (wingspan) / the corresponding wing and horizontal stabilizer
(average chord). Record the value on the data into the fuselage. Have students secure each
chart. wing and horizontal stabilizer with straight pins.
G. Have students use masking tape to mark the See Figure 4.
launching point for each team. From the
launching point, have students put down a piece
of masking tape 12 meters long. Have students
measure and mark the tape at 1-meter intervals.
See Figure 3.

Oblique wing Straight wing

12 m

Swept-back wing Delta wing

• = straight pin
Figure 4

Note: Two straight pins for the wing and one straight
1m
pin for the horizontal stabilizer are sufficient to secure
the aircraft.
Desk
Caution: Remind students to use straight pins safely.
PGC
Book Step 3: Conducting the Activity - Part II: Test
Flight
A. In each group, one student should be in charge
of launching the aircraft, one student in charge
Figure 3
of stabilizing the Portable Glider Catapult, one
H. Have students place a desk or table at the student in charge of marking where the aircraft
launching line to elevate the PGC. Place a book hit the ground, and one student in charge of
with a height of approximately 5 cm under the recording the data. Have students take their
front portion of the PGC. stations.
I. Have students select a wing shape to test. Note: Have students rotate duties so that each student
can launch an aircraft.

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B. Have students (in cm) and record the value on the wing
conduct chart under “distance”.
practice runs to G. Have students make some flight observations
become familiar based on glide rating and speed rating. Use
with the aircraft the following scale to assign a glide rating
and PGC. Have and speed rating for the aircraft:
Figure 5
students attach
Glide Scale Speed Scale
a small binder clip to the aircraft to give it
5 - Excellent 5 - Extremely Fast
some weight. See Figure 5. The binder clip
4 - Very good 4 - Very Fast
can be adjusted either closer to the nose or
3 - Good 3 - Fast
closer to the tail anytime during the test
2 - Fair 2 - Slow
flights to ensure that the aircraft is achieving
1 - Poor 1 - Very slow
maximum flight.
C. Students should position the aircraft on the Record the glide rating and speed rating for
PGC as shown in Figure 6. The rubber band trial 1 under the observation section on the
must always be below the fuselage and data chart.
wings. Have students pull back the aircraft to H. Have students repeat Steps E - G for trials 2 - 5.
the launch position. Make sure the bottom of
I. Have students calculate the average distance
the fuselage is resting on the PGC before the
traveled, glide rating, and speed rating.
aircraft is launched. Have a student
Record all values on the wing chart.
announce:“Clear the flight deck for aircraft
catapult!” Have students launch aircraft. J. Have students use the delta wing aircraft for
the second test. Repeat Steps F, G, and I for
trials 1 - 5.
K. Have students use the straight wing aircraft
for the third test. Repeat Steps F, G, and I for
trials 1 - 5.
L. Have students use the swept-back wing
aircraft for the fourth test. Repeat Steps F, G,
and I for trials 1 - 5.
Step 4: Analysis
A. Based on the distance traveled, the glide rating,
and the speed rating, have students determine
which wing shape had the best overall rating.
B. Have students determine which wing flew
Launch position the farthest.
C. What conclusions can be drawn from the
Figure 6 wing’s aspect ratio and wing area with
1 respect to distance traveled?
D. Once students have conducted a few
practice runs, Announce:“Clear the flight Step 5: Conducting the Activity - Part III:
path, set up for testing.” Experimental Flight
E. Have students use the oblique wing aircraft A. Using the data collected from the test flights,
for the first test. Students will conduct five have each group design an experimental
trials for each wing shape. Have students wing on graph paper. The objective is to
perform trial 1 for the oblique wing aircraft. design a wing which will achieve a greater
F. Have students measure the distance traveled distance than the four test wings. The only
design constraint is that the experimental

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wing must fit into the fuselage. Extensions

B. Using scissors, have students cut out the 1. Invite an aeronautical engineer to participate
experimental wing template. in the activity with the students. After the
C. Have students put the experimental wing activity is conducted, have the aeronautical
template on a meat tray and trace around the engineer lead a discussion on aircraft design.
template. Cut out the template. 2. Have the students experiment with different
D. Have students calculate the wing area, wing materials in constructing the gliders. Compare
span, root chord, tip chord, and aspect ratio. and contrast the various materials used.
Record all values on the experimental data 3. Have students use geometry and algebra to
chart. construct more aerodynamic fuselages.
E. Have students construct the experimental
aircraft by placing the experimental wing into
the fuselage. Students may choose any
horizontal stabilizer. Have students secure
each aircraft with straight pins.
F. Have students attach a small binder clip to
the aircraft to give it some weight. Students
should position the aircraft on the PGC. Have
students pull back the aircraft to the launch
position (horizontal line of the PGC). Have
students announce:“Clear the flight deck for
aircraft catapult!” Have students launch the
aircraft.
G. Have students measure the distance the
experimental aircraft traveled. Record the
value on the experimental data chart.
H. Have students use the glide scale and speed
scale to determine the glide and speed
ratings. Record the values on the data chart.
I. Have students repeat steps F - H for trials 2 - 5.
J. Have students determine the average
distance, glide rating, and speed rating.
Step 6: Discussion
A. How did you use the data from the test
aircraft to create your experimental design?
B. Evaluate the success of your experimental
design. What factors support your findings?
C. Your design was based on achieving
maximum distance. How would your design
change if you considered other factors such
as fuel efficiency, cargo, or speed?
D. Why is the use of geometry and algebra
essential in the design of future aircraft?

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Student Worksheets
Name: Date:
Notes
Data Chart
Oblique Wing Wing Root Tip Average Aspect
Wing Area (cm2) Span (cm) Chord (cm) Chord (cm) Chord (cm) Ratio

Delta Wing Wing Root Tip Average Aspect

Wing Area (cm2) Span (cm) Chord (cm) Chord (cm) Chord (cm) Ratio

Straight Wing Wing Root Tip Average Aspect

Wing Area (cm2) Span (cm) Chord (cm) Chord (cm) Chord (cm) Ratio

Swept-Back Wing Wing Root Tip Average Aspect

Wing Area (cm2) Span (cm) Chord (cm) Chord (cm) Chord (cm) Ratio

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Name: Glide Scale

Date: Wing Chart
5 - Excellent
Measurement Observations Overall 4 - Very good
Oblique Wing
Distance Glide Rating Speed Rating Rating 3 - Good
2 - Fair
Trial 1 1 - Poor
Trial 2

Trial 3
Speed Scale
Trial 4

Trial 5 5 - Extremely fast

4 - Very fast
Average
3 - Fast
Measurement Observations Overall 2 - Slow
Delta Wing 1 - Very slow
Distance Glide Rating Speed Rating Rating

Trial 1

Trial 2 Notes
Trial 3

Trial 4

Trial 5
Average

Measurement Observations Overall

Straight Wing
Distance Glide Rating Speed Rating Rating

Trial 1

Trial 2

Trial 3

Trial 4

Trial 5
Average

Measurement Observations Overall

Swept-Back Wing Rating
Distance Glide Rating Speed Rating

Trial 1

Trial 2

Trial 3

Trial 4

Trial 5
Average

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 2001-2002 NASA CONNECT Series 15

Name: Date:

Experimental Data Chart

Experimental Wing Wing Root Tip Average Aspect
Wing Area (cm2) Span (cm) Chord (cm) Chord (cm) Chord (cm) Ratio

Experimental Wing Chart

Measurement Observations Overall
Experimental Wing
Distance Glide Rating Speed Rating Rating

Trial 1

Trial 2

Trial 3

Trial 4

Trial 5
Average

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Delta Wing

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Oblique Wing
Oblique Horizontal Stabilizer

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Swept-Back Horizontal Stabilizer

Straight Wing
Straight Horizontal Stabilizer

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Swept-Back Wing

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 2001-2002 NASA CONNECT Series 21

FUSELAGE TEMPLATE

ge
ela
s
Fu

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Name:
Date: Cue Cards
Scott Holland, Ph.D., Fluid Dynamics Team Leader,
Aerothermodynamics Branch, NASA Langley Research Center

What are the

steps in
designing an
1 aircraft?

How do the mission

requirements of an
aircraft determine its
2 shape?

Why are wind

tunnels important
in testing aircraft
3 designs?

Laurie Marshall, Aerospace Engineer, NASA Dryden Flight Research Center

How will the

Hyper-X
reach its test
1 altitude?

How do the
Hyper-X engineers
collect their research
2 information?

Why is algebra
important to
Hyper-X
3 research?

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 2001-2002 NASA CONNECT Series 23

Teacher Materials
Cue Card Answers
Scott Holland, Ph.D., Fluid Dynamics Team Leader,
Aerothermodynamics Branch, NASA Langley Research Center

What are the Possible answers: Mission, Design, Computer Modeling, Testing
steps in
designing an
1 aircraft?

How do the mission Possible answers: Some planes are short, some are long and slender, some fly
requirements of an slowly and some fly fast. They look and perform differently because they were
aircraft determine its designed to satisfy different missions.
2 shape?

Possible answers: Wind tunnel testing helps engineers determine

Why are wind
the best aircraft design and shows how the vehicle will fly.
tunnels important
in testing aircraft
3 designs?

Laurie Marshall, Aerospace Engineer, NASA Dryden Flight Research Center

How will the Possible answers: The B-52 jet takes the Hyper-X, which is attached to the rocket, up to a
Hyper-X preset altitude and speed and releases it. The rocket ignites and flies to an altitude
reach its test of almost 100,000 ft, traveling to Mach 7.
1 altitude?

How do the Possible answers: The Hyper-X generates over 600 measurements that are sent
Hyper-X engineers to the control room during the flight. These measurements allow the research
collect their research engineers to determine the success of the experiment during the flight.
2 information?

Why is algebra Possible answers: Algebra is the foundation to analyze all data that are measured.
Algebra is used throughout the design, flight testing, and postflight analysis phases
important to
of the experiment.
Hyper-X
3 research?

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24 2001-2002 NASA CONNECT Series

Instructional Technology Activity

DESCRIPTION

Info Use, in cooperation with NASA, presents Design Department to receive their first project.
PlaneMath, an online interactive activity that lets Here students will design and test an aircraft that
your students learn, design, and test experimental will fly from San Francisco to New York. Students will
aircraft. Your students will be hired as airplane take into consideration time in flight, total budget,
design engineers for PlaneMath Enterprises. As new and operating cost per flight.
employees, they will visit eight training
departments. The students will learn about the To access PlaneMath, go to Dan’s Domain on NASA
forces of flight, wing shape, propulsion, CONNECT’s website at http://connect.larc.
experimental design, and several other topics. After nasa.gov/dansdomain.html.
students complete their training, they will go to the

NATIONAL STANDARDS

Technology (ITEA) Standards Technology (NET) Standards

The Nature of Technology • use content-specific tools, software, and
• develop an understanding of the characteristics simulations (e.g., environmental probes, graphing
and scope of technology calculators, exploratory environments, web tools)
• develop an understanding of the core concepts of to support learning and research
technology • design, develop, publish, and present products
• develop an understanding of the relationships (e.g., web pages, video tapes) using technology
among technologies and the connections resources that demonstrate and communicate
curriculum concepts to audiences inside and
between technology and other fields of study
outside the classroom
Technology and Society
• select and use appropriate tools and technology
• develop an understanding of the role of society in resources to accomplish a variety of tasks and
the development and use of technology solve problems
• develop an understanding of the influence of
technology on history Science (NSE) Standards
Design • Abilities necessary to do scientific inquiry
• develop an understanding of the attributes of • Understanding about scientific inquiry
design
Physical Science
• develop an understanding of engineering design
• Motions and forces
• develop an understanding of the role of
Science and Technology
troubleshooting, research and development, and
invention • Abilities of technological design
• innovation and experimentation in problem • Understanding about science and technology
solving Science in Personal and Social Perspectives
Abilities of a Technological World • Science and technology in society
• develop abilities to apply the design process
• develop abilities to assess the impact of products
and systems

Geometry and Algebra: The Future Flight Equation EG-2001-09-30-LARC

 2001-2002 NASA CONNECT Series 25

Mathematics (NCTM) Standards

• Understand patterns, relations, and functions • Apply appropriate techniques, tools, and formulas
• Represent and analyze mathematical situations to determine measurements
and structures using algebraic symbols • Build new mathematical knowledge through
• Use visualization, spatial reasoning, and geometric problem solving
modeling to solve problems • Make and investigate mathematical conjectures
• Understand measurable attributes of objects and
the units, systems, and processes of measurement

INSTRUCTIONAL OBJECTIVES

Students will
• learn basic components of aircraft design. • design and test an aircraft given several
• understand mathematical concepts involved in the parameters.
aircraft design process.

EG-2001-09-30-LARC Geometry and Algebra: The Future Flight Equation

26 2001-2002 NASA CONNECT Series

Resources
BOOKS, PAMPHLETS, AND PERIODICALS

Abbott, Ira H., Van Doenhoff, Albert E. : Theory of Lombardo, David A. : Advanced Aircraft Systems, Tab
Wing Sections, Dover Publications, New York, 1980. Books, 1993.

Ashley, Holt: Engineering Analysis of Flight Vehicles, Niu, Michael Chen-Young: Airframe Structural Design:
Dover Publications, New York, 1992. Practical Design Information and Data on Aircraft
Structure, Technical Book Co., 1999.
Ashley, Holt, Landahl, Marten: Aerodynamics of Wings
and Bodies, Dover Publications, New York, 1985. Raymer, Daniel P.: Aircraft Design: A Conceptual
Approach, American Institute of Aeronautics, 1999.
Committee of High Speed Research, Aeronautics
and Space Engineering: US Supersonics Commercial Smith, Zeke: Understanding Aircraft Composite
Aircraft: Assessing NASA’s High Speed Research Construction: Basics of Materials and Techniques for
Program, National Academy Press, 1997. the Non-Engineer, Pathway Book Service, 1996.

Crouch, Tom D., Jakab, Peter L.: Visions of a Flying

Machine: The Wright Brothers and Process of
Inventions (Smithsonian History of Aviation Series),
Smithsonian Institution Press, 1997.

WEB SITES

Aeronautics / General Information Figure This!

http://quest.arc.nasa.gov/aero/planetary/ Offers Mathematics Challenges that middle school
atmospheric/Atmos5-8read.html students can do at home with their families to
http://educate.si.edu/resources/lessons/siyc/flight/ emphasize the importance of a high-quality
start.html mathematics education for all.

Aeronautical Interactive and Hands-On Activities http://www.figurethis.org

http://www.aero.hq.nasa.gov/edu/
Engineer Girl
http://kids.msfc.nasa.gov/Rockets/Airplanes/
http://www.massinteraction.org/html/nasa/redesign/ Part of the National Academy of Engineering’s
activities/index.html Celebration of Women in the Engineering project.The
http://www.lmasc.com/kids/index.htm project brings national attention to the opportunity
http://www.allstar.fiu.edu/aero/princ1.htm that engineering represents to people of all ages, but
http://www.nasm.edu/galleries/gal109/NEWHTF/ particularly to women and girls.
RESROOM/RESOURCE.HTM http://www.engineergirl.org
http://www.patprojects.org/glider/index.htm
GetTech
Interactive Airplane Design Activities
Through its web site and collateral materials,
http://www.planemath.com
GetTech helps prepare students in fun ways for
http://www.desktopaero.com/adw/adw.html
tomorrow’s great jobs.
Aeronautical Related Lesson Plans for Educators http://gettech.org
http://www.vasc.org/teacher.html
http://educate.si.edu/resources/lessons/siyc/flight/
start.html
http://www.vasc.org/erc/index.html

Geometry and Algebra: The Future Flight Equation EG-2001-09-30-LARC