ADTO # 82 - October 15, 1999
QuestChats require pre-registration. Unless otherwise noted, registration is at: http://quest.arc.nasa.gov/aero/chats/#chatting Join us for a special series of chats focusing on the HSCT! Tuesday, October 26, 1999, 10:30 AM Pacific Daylight Time: Charles Stangeland, intern machinist Charles Stangeland is an intern in the machine shop. He is currently working with his mentors to prepare for the High Speed Civil Transport (HSCT) wind tunnel test. They are making parts that the tunnel mechanics, facility, or model may need for the test. Read Charles Stangeland's profile and prior to joining this chat. http://quest.arc.nasa.gov/aero/team/stangeland.html And a heads up we'll be chatting with Grant Palmer and Orville and Wilbur Wright in November! Finally I am planning to Webcast the test of the Right Flyers in the Air Force Academy Wind Tunnel during the week of November 8,1999. We will have a chat room too. Right now I am planning the event for Tuesday the 9th at 1O AM but if I get emails asking for a later time I will delay the broadcast. Send email to firstname.lastname@example.org and vote for Tuesday, November 9 at 10 PST or 12PM PST or Friday, 12th at 2 PST. This is your chance to have input on the timing of a chat!;o)
[Editor's Note: We have a new set of pages with advice from teachers about using NASA Quest. I thought I'd share one with you to give you the flavor and I encourage you to read the rest at http://quest.arc.nasa.gov/common/lessons/ ]
LESSON PLAN FOR USING NASA QUEST
By Carla Sproull
PRIDE (Positive Real-world Interactions Develop Esteem): A One Semester Plan for Integrating the Disciplines and Technology with Career Education In order to facilitate the transition of our special needs students into the world of work, we have established project PRIDE that provides a myriad of opportunities for career exploration. This past year we utilized NASA Quest to broaden the range of careers explored by our students. The students were apprehensive at first, fearing the content would be too sophisticated for them. However, as they researched and learned about the workers, using field journals, team biographies, and NASA Quest chats, they became more at ease and enjoyed as well as learned from the NASA site. Project PRIDE was implemented in conjunction with our participation in the Wright Flyer Online project sponsored by NASA as an interactive Internet project (component of Aerospace Design Team Online) with classes across the nation. For the design project, students worked as a team to design and test a glider. To integrate career study and to incorporate the chat, journal and biography sections of NASA Quest, students researched and then applied for the various job positions necessary for designing, constructing, and testing gliders. Staff prepared for the project by browsing through the biographies at http://quest.arc.nasa.gov/ and making a list of applicable job titles for the students to select from. Students then were to select a job title that sounded interesting to them. After making the selection, students read biographies of people engaged in that job at NASA. They wrote a job description based on what they learned in the bio. These job descriptions became postings in the special classifieds published for the project. Students read the classifieds and decided what aspect of the designing and testing they wanted to be involved with. Students then composed a cover letter to apply for the job. The letter had to clearly identify the job they wanted and list personal traits and talents that made them a good choice for the position. Students used traits such as persistence, patience, creativity and artistic talent in their cover letters. Once students were assigned jobs, they were responsible for reading the online journals found at http://quest.arc.nasa.gov/aero/wright/team/fjournals. They used these journals as a model for developing their own journal chronicling their experiences in their job's role for the design project. As part of the culminating experience, students gave an oral presentation comparing and contrasting their experiences in the position for the project with their real life counterparts at NASA. Following these presentations, the class made a list of questions they would like to ask the NASA workers. Initially all the questions were recorded. Then students used a round robin cooperative learning strategy to assess the list of questions and select one question (determined to be best by the group) for each worker. We had planned to ask each of the questions during scheduled chats with the worker, but that only worked for a few of the questions. A miscommunication between staff team members caused a group to miss a chat comparing and contrasting their experiences in the position for the project with their real life counterparts at NASA. Following these presentations, the class made a list of questions they would like to ask the NASA workers. Initially all the questions were recorded. Then student used a round robin cooperative learning strategy to assess the list of questions and select one question (determined to be best by the group) for each worker. We had planned to ask each of the questions during scheduled chats with the worker, but that only worked for a few of the questions. A miscommunication between staff team members caused a group to miss a chat opportunity. The students decided to check through the archives of past chats to see if they could locate any answers. All but one answer was located in this way. For the final answer, the student e-mailed the worker. When the glider design project was entered in the school science fair, the students chose to display their field journal as well as their summaries of the NASA worker's journals, highlighting similarities and differences between the two for all who came to learn about their project. The journals helped boost the students' confidence, strengthening their science fair oral presentation. They won first place at the school fair and will be entering the project in the regional science fair held this fall.
[Editor's Note: Mina Cappuccio is an aerospace engineer and the lead researcher on the TCA5 wind tunnel test of the high speed civil transport. Read her biography at http://quest.arc.nasa.gov/aero/team/cappuccio.html ]
THE TEST IS FINISHED!
By Mina Cappuccio
September 15, 1999 After the smoke and laser test we finished up our force and moment data for the high mount canard. We completed those tests. Then we switched over back to the mid mount canard to finish up some runs that we had left unfinished before. That was the end of the test. We had some time left over so we decided to do some additional trailing edge flap study runs. We took all our optimum leading edge flaps and did some more trailing edge flap optimization runs to see if we could find any combination of flaps that was better than the one that was the best in previous runs. It turned out that we could not fine a better combination of flaps. We finished running Monday of this week at ten o'clock. Meanwhile the technicians who had been working on the laser smoke screen test had been meeting with the Facility Manager and convinced him that they could produce better results with water vapor. They replaced the smoke generator with a water vapor generator into which they put water. They injected 7 gallons of water's worth of vapor into the tunnel. They also moved some cameras around to help in tracking the vortices. They moved the camera up to the top window so that it was looking straight down on the model and it was on a pan and tilt unit so that they could pan the camera and zoom in on the vortex. We brought the tunnel up and it worked. It was much better than the smoke screen. It didn't pick up all the vortices that we expected to see. It picked up all the strong vortices and not the weak ones. What we saw was the void and the outer rings of the vortices. Since this technique was more successful we put the canard back on the model and did some running and we made some interesting deductions. All we could see were the strong vortices. We would pitch the model to different angles of attack. Some times we could visualize the vortices and sometimes it would disappear. This also happened when we moved the canard. This didn't make sense. The vortices should have been visible at most angles of attack. That was how we deduced that the water vapor was only showing us the strong vortices. We took some pictures and finished Monday. Then the mechanics and technicians began de-installing the model and packing up the parts. They will be shipped back to NASA Langley Research Center. Now we have to finish re-computing data and then distributing it to the researchers at Boeing and NASA Langley. Then I have to summarize the data for the High Speed Research Program, which ends in September. This won't be very difficult since I have good documentation for this test. I also have to summarize my previous test, which was a high-speed test of the High Speed Civil Transport in the Boeing supersonic wind tunnel in Seattle. Even though I am feeling a bit of a let down from the end of the test I have to keep going and get these reports done. Today I got to go home and play with Misty and Tigger at lunchtime. That was fun! They seem glad to see me more often.