Aeronautics

Exploiing Flight

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Exploie the woilu of gliueis anu planes. What
gives a gliuei its lift. Can wing uesign help you fly
highei, fastei, faithei...

Stuuents can builu theii own gliuei fiom a
template anu play with the wing uesign to achieve
the optimum lift.

Challenge: Which wing shape piopels the plane
the faithest uistance, the highest altituue, oi
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Objectives The students will:
Build a glider.
Learn how to change the flight characteristics of a glider.
Conduct an experiment to answer a question.
Standards and Skills Science
Science as Inquiry
Physical Science
Science and Technology
Mathematics
Measurement
Problem Solving
Science Process Skills
Making Models
Investigating
Predicting
Educational Brief
National Aeronautics and
Space Administration
X-Gliders: Exploring Flight Research
with Experimental Gliders
Background Information
A look at the research aircraft flown by NASA and its predecessor, the
National Advisory Committee for Aeronautics (NACA), since the 1940s
reveals an evolution of wing designs. In fact, each of the first series of
NACA experimental research aircraft (X-planes) used different wing
and tail configurations to tackle the problems of supersonic flight.
These early jet aircraft had straight wings (X-1), wings that angled (swept)
toward the tail (X-2), triangular (delta) wings (XF-92), and wings that
could be moved in flight to change the angle of backward sweep (X-5).
Each design added to our knowledge of high-speed flight.
The original X-planes (1947-1952).
Educational Product
Educators &
Students
Grades K-4
EB-1999-03-002-DFRC
X-Gliders EB-1999-03-002-DFRC 2
More recently, aircraft designs have incorporated wings that sweep
forward (X-29), and even wings that sweep forward and backward at the
same time (AD-1 oblique wing aircraft). The X-29 and X-31 also made
use of small wing-like control surfaces called canards which are located
ahead of the main wings. The X-36, which was flown during the late
1990s, used canards and swept-back wings but had no vertical tail. (For
additional background information see the Aircraft as Research Tools
page at the end of this Educational Brief.)
The templates supplied with this activity allow educators and students to
build and experiment with all of these basic wing/tail/canard configura-
tions. Eight different plastic foam X-gliders can be built using these
templates (see illustrations, left), but the total number of variations is only
limited by the imagination of the designer.
Materials for building airplanes must be lightweight, strong, and readily
available. These qualities make plastic foam a good material for the
construction of flying models. Introduce the X-Glider Activity by discuss-
ing with the students some reasons for using plastic foam in the construc-
tion of a model glider. Most real airplanes are made from another
lightweight, strong, and readily available material called aluminum.
X-Glider Materials
Plastic foam food tray, about 28 cm X 23 cm (Size 12)
Cellophane tape
Paper clips
Binder clips
Ball point pen
Plastic knife or scissors
Toothpicks
Goggles (eye protection)
Emery boards or sandpaper
canards
elliptical wing
delta wing
twin fuselage
swept-back
wing
straight wing
swept-back
wing
swept-forward
wing
oblique wing
X-29 (1984-1992) AD-1(1979-1982)
X-Gliders EB-1999-03-002-DFRC 3
Activity 1. Provide the student with a word list for parts of the glider: fuselage,
wing, rudder, horizontal stabilizer, canard (see template keys).
2. Distribute plastic foam trays and copies of each X-glider template.
3. Ask the student to write the name of each airplane part on the
template.
4. Tape the glider template to the food tray.
5. Cut out the airplane parts using the templates. Plastic foam can be
cut using scissors, a razor knife, or a serrated plastic knife. It can
also be cut using a sharp pencil or round toothpick to punch a series
of holes approximately 2mm apart around the outside edge of the
part. The part can then be pushed out from the tray. Educators of K-2
students may want to cut out the glider parts ahead of time.
6. If there are any rough edges around a part, they can be smoothed
using sandpaper or an emery board.
7. Carefully cut a slot in the fuselage. Slide other parts into it to finish
the glider (refer to the X-glider silhouettes for the basic designs;
another fuselage is needed to make the twin fuselage glider).
Extensions 1. An airplanes weight must be properly balanced for it to fly safely.
The same "weight and balance" principles apply to models. The
students can determine the proper weight and balance by attaching a
paper clip or binder clip to the fuselage. Students should vary the
position of the clip with each flight until the glider flies the greatest
distance in a straight line. Additional clips might be needed to
improve the gliders flight performance.
2. Weight and balance is also determined by the position of the wings,
canards, and other surfaces along the fuselage. Have the students
move the wings, stabilizers, and canards to different positions in the
fuselage to determine the settings that make the glider fly best.
3. Have students measure and record the distance of each flight, and
compare the results with each change in the gliders weight and
balance.
Wing
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template 1 key
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Canard or
Horizontal Stabilizer
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X-Gliders EB-1999-03-002-DFRC 4
Aeronautical research usually begins with computers,
wind tunnels, and flight simulators, but eventually the
theories must fly. This is when flight research begins,
and aircraft are the primary tools of the trade.
Flight research involves doing precision maneuvers in
either a specially built experimental aircraft or an ex-
isting production airplane that has been modified. For
example, the AD-1 was a unique airplane made only
for flight research, while the NASA F-18 High Alpha
Reaseach Vehicle (HARV) was a standard fighter air-
craft that was transformed into a one-of-a-kind aircraft
as it was fitted with new propulsion systems, flight con-
trols, and scientific equipment. All research aircraft are
able to perform scientific experiments because of the
onboard instruments that record data about its systems,
aerodynamics, and the outside environment.
NASA pilots work closely with engineers to conduct a
meticulous flight program that gradually probes an
aircrafts capabilities: edging toward the speed, altitude,
and structural limits that will define the final perfor-
mance of an aircraft or concept. This procedure fur-
nishes answers that will verify, extend, and perhaps
correct the inputs from computer studies, wind tunnel
tests, and simulation. It is the last step in the develop-
ment process and leads the way for designs that can
be put into production. It also delivers the final word
on a most crucial question: How well does it fly?
The X-5 for instance, showed that an aircraft can be
flown with variable-sweep wings, a concept that was
later used in the many airplanes, such as the F-111,
F-14, and B-1. However, the X-3 demonstrated that
while some of the concepts in its design were success-
ful (short wings), the combination of short wings, small
tail, and long fuselage did not fly well; aircraft design-
ers took note, and avoided the X-3s problems on sub-
sequent short-winged aircraft.
Experimental research aircraft are tools of exploration,
incorporating the newest ideas in every aspect of aero-
space flight, so for this reason they come in many
shapes and sizes. Some have short wings, delta wings,
swept wings, movable wings, and no wings. They fly
with jet engines, rocket engines, piston engines, solar-
electric engines, and even no engines. Some research
planes are too small to carry a pilot, while others are
as big as airliners. And no matter how radical they seem
at first, they contribute to what is eventually consid-
ered conventional.
The first experimental planes designed exclusively for
research were the XS-1 and the D-558-1. They were
made in 1946 to enable scientists and pilots to study
flight near the speed of sound. Custom-made airplanes
were the only means to accomplish this research be-
cause supersonic wind tunnels at the time were not
accurate enough, and no other airplanes had flown
that fast. The supersonic era began when the XS-1 broke
the sound barrier in 1947.
In the 1950s the famous X-Planes continued to take
people to higher altitudes and greater speeds. They were
the first aircraft to fly Mach 2 and Mach 3, and the
studies done with them influenced the designs of all
supersonic planes.
In the early 1960s, the X-15 rocket plane became the
first aircraft to fly into space. It was one of many aero-
nautics projects that supported NASAs Apollo Lunar
Landing Program, but the X-15 was so advanced that it
also benefited the Space Shuttle nearly 15 years later.
Since the 1970s, NASA flight research has become
more comprehensive, with flights involving everything
from Space Shuttles to ultralights. NASA now flies not
only the fastest airplanes, but some of the slowest. Fly-
ing machines continue to evolve with new wing de-
signs, propulsion systems, and flight controls. As al-
ways, a look at todays experimental research aircraft
is a preview of the future.
Aircraft as Research Tools
Please take a moment to evaluate this product at
http://ehb2.gsfc.nasa.gov/edcats/educational_brief
Your evaluation and suggestions are vital to continually
improving NASA educational materials. Thank you.
SPACELINK
Spacelink is the official home of electronic versions of NASAs
education products. NASA educator guides, educational
briefs, lithographs, and other materials are cross-referenced
throughout Spacelink with related topics and events. Spacelink
is also host to the NASA Television Education File schedule,
and links to other NASA educational web sites.
SPACELINK HOME PAGE:
http://spacelink.nasa.gov
X-Gliders EB-1999-03-002-DFRC 5
X-Glider Template 1
X-Gliders EB-1999-03-002-DFRC 6
X-Glider Template 2
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Aeronautics: An Educators Guide EG-2002-02-105-HQ
60
DELTA WING GLIDER
The students will:
Learn how to change the flight characteristics of a glider.
Conduct an experiment to answer a question.
Objective
Standards and Skills
Science
Science as Inquiry
Physical Science
Science and Technology
Mathematics
Measurement
Problem Solving
Science Process Skills
Making Models
Investigating
Predicting
Background There are many types of vehicles used to transport people and
objects from place to place on Earth. How are these vehicles
guided to a destination? Turning the steering wheel changes a car's
direction. The rudder is used to control the direction of a boat. A
bicycle is controlled by turning the handle bars and shifting the
rider's weight. For most land and sea vehicles, directional control
is accomplished by moving the front end right or left. Movement
in this one axis of rotation or direction is called yaw.
Flying an airplane requires control of three axes of rotation or
movement. The nose of the plane can be moved right and left
(yaw), rotated up and down (pitch) and the fuselage can be rolled
left and right (roll). A pilot uses the control wheel or stick inside
the airplane to move control surfaces on the wings and tail of the
plane. These control surfaces turn the airplane by varying the
pitch
roll
yaw
Aeronautics: An Educators Guide EG-2002-02-105-HQ
61
Preparation
forces of lift.
Airplanes with conventional wings use ailerons to control roll, a
rudder to control yaw, and elevators to control pitch. Airplanes
with delta or triangular shape wings have a rudder, but only one
control surface (elevon) to control pitch and roll. An elevon serves
the same function as an elevator and an aileron.
Elevons are moveable control surfaces located on the trailing edge
of the wings. Working in unison (both up or both down) they
function as elevators. Working differentially (one up and one
down), they function as ailerons. The Space Shuttle uses elevons
for control in the air close to the Earth as it descends from space.
Materials
Styrofoam food tray, about 28 cm X 23 cm (Size 12)
Cellophane tape
Paper clip
Ball point pen
Plastic knife or scissors
Toothpicks
Goggles (eye protection)
Emery boards or sandpaper
elevons (pitch & roll)
1. Show the class a Styrofoam food tray and ask them to identify
it. Ask the students to list other uses for Styrofoam. Responses
may include cups, fast food containers, egg cartons, packaging
material, and insulation.
2. Discuss with the students some reasons for using Styrofoam in
the construction of a model glider. Materials for building
airplanes must be lightweight, strong, and readily available.
These qualities make Styrofoam a good material for the
aileron
(roll)
rudder
(yaw)
elevator
(pitch)
aileron fuselage
Aeronautics: An Educators Guide EG-2002-02-105-HQ
62
pencil
plastic knife template
tape
styrofoam tray
rudder
elevon
elevon
construction of flying models. Real airplanes are made from
another lightweight, strong, and readily available material
called aluminum.
3. Styrofoam can be cut using scissors or a serrated plastic knife.
Students can also use a sharp pencil or round toothpick to
punch a series of holes approximately 2 mm apart around the
outside edge of the part. The part can then be pushed out from
the tray. Pre-cut the Styrofoam parts for younger students.
4. Provide the student with a word list for parts of the glider.
Fuselage (body of the glider), wing (provides lift), rudder (yaw
control), elevons (roll and pitch control).
Activity
nose
wing
tail
1. A student page contains a template used to cut out the
Styrofoam parts of the glider, and instructions for assembling
the parts. Educators of K-2 students may want to cut out the
gliders ahead of time.
2. Ask the student to write the name of each airplane part on the
template.
3. Tape the glider template to the Styrofoam meat tray.
4. Use a sharpened pencil or toothpick to punch holes around
the outline of the wing and fuselage. Make sure the hole goes
through the Styrofoam.
5. Remove the template and trace around the outline of the wing
and fuselage on the tray using a pencil or toothpick. Punch
out each part.
6. Smooth the edges of each part using sandpaper or an emery
board.
7. Mark both elevon hinges with a pencil. (Note: to make the
elevons hinge up and down, use a pen to lightly score the
hinge line on the Styrofoam wing. If a break occurs at the
hinge line, use clear tape to repair the break.)
8. Carefully cut a slot in the fuselage and slide the wing into it.
fuselage
Aeronautics: An Educators Guide EG-2002-02-105-HQ
63
9. After constructing the glider, the students determine the
"weight and balance" by attaching a paper clip or binder clip
to the fuselage. Students should vary the position of the
clip with each flight until the glider flies the greatest distance
in a straight line.
10. The flight test questions found on the Student Page can be
answered by conducting flight experiments. The students
change the position of the elevons and draw a diagram to
record the flight path of the glider. Test fly the glider and
record the results.
Discussion
1. Do all gliders fly alike? No. Small differences in construction
can change the flight characteristics of a model glider.
2. Why do we predict what will happen before a test? Predictions
help scientists decide what questions the experiment will
answer.
Extensions 1. Have students measure and record the distance of the longest
flight.
2. Have the students change the size or shape of the wing. Test
fly the redesigned glider and record any changes in the flight
characteristics.
paper clip
Assessment 1. Bend the control surfaces on a model glider and ask the
students to predict what flight path it will follow. Students can
walk the predicted flight path, and launch a glider to test the
prediction.
2. Group students together and have them submit a Team
Student Record Sheet that summarizes the experimental flight
test results.
Aeronautics: An Educators Guide EG-2002-02-105-HQ
64
Delta Wing Glider
Aeronautics: An Educators Guide EG-2002-02-105-HQ
65
Delta Wing Glider
Aeronautics: An Educators Guide EG-2002-02-105-HQ
66
Glider
Template
wing
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Aeronautics: An Educators Guide EG-2002-02-105-HQ
67
Test Question: Does changing the position of the elevons on a delta
wing glider change its flight path?
Directions: Bend the elevons into the positions listed below. Be sure to
predict the flight path before flying the glider. Test fly the glider and
record the results (up, down, left, right).
Student Test Pilot Record Sheet (What I Observed)
Position of elevons Predicted Flight Path Path of Test Flight
Right and left straight
Right and left up
Right and left down
Right down, left up
Right up, left down
Does moving the elevons change the way the glider flies?
What happens when both elevons are in the up position?
What happens when both elevons are in the down position?
Does changing the position of elevons on a delta wing glider change its flight path?
Delta Wing Glider
Aeronautics: An Educators Guide EG-2002-02-105-HQ
68
Drawtheflight path
Delta Wing Glider
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National Aeronautics and Space Administration

www.nasa.gov Designing a Crew Exploration Vehicle Student Section 1/3
DESIGNING A CREW EXPLORATION VEHICLE
Student Section Student Name _______________________________
Lesson Objective
To design and build a model of a Crew Exploration Vehicle (CEV).
During this lesson, you will
design a model CEV for future space exploration.
develop a conclusion based upon the results of this design.
compare your results to class results looking for patterns.
Problem
Can I design and build a Crew Exploration Vehicle (CEV) that will be a model for future space
exploration?
Observation
The space shuttle is the world's first reusable spacecraft and the first spacecraft in history that can
carry large satellites both to and from orbit. The space shuttle is designed for low-Earth orbit. It cannot
go to the moon or to Mars. Since we hope to send people to these places soon, we need to design a
new space vehicle.
NASA scientists and engineers are working on a space vehicle that can take astronauts to the moon,
Mars, and beyond. This spacecraft is called the Crew Exploration Vehicle (CEV). The CEV is a vehicle
to transport human crews beyond low-Earth orbit and back again. The CEV must be designed to serve
multiple functions and operate in a variety of environments.
Development of the CEV will take place in stages and will require many support systems. Support
systems will include launch vehicles, in-space transportation, navigation and communication, life
support, extravehicular activity (the ability to leave the spacecraft), and mission operations support.
Using recyclable materials, you will design and build a CEV model.
Use the first column of this KWL chart to organize your observations about spacecraft design.
Brainstorm with your group what you want to know about spacecraft design, then list in the second
column of this KWL chart.
KNOW WANT TO KNOW LEARNED


www.nasa.gov Designing a Crew Exploration Vehicle Student Section 2/3
Hypothesis
Based on your observations, answer the problem question with your best guess. (Can I design and
build a Crew Exploration Vehicle (CEV) that will be a model for future space exploration?) Your
hypothesis should be written as a statement.
My hypothesis: _____________________________________________________________________
Materials
Per group
an assortment of household recyclables such as paper plates, plastic containers, milk jugs or
cartons, craft sticks, etc.
assorted fasteners such as tapes, brads, staples, rubber bands
graph paper
scissors
markers
Safety
Review your classroom and lab safety rules.
Test Procedure
1. Design your CEV on graph paper. Be sure you include these items:
a place for the crew
fuel tank
rocket boosters
storage space for life support (air, water, food and waste)
storage place for cargo
power source (fuel cells)
landing system
other items if you can explain why
Make sure your drawing is complete:
label all parts
create a materials list
name the spacecraft
list all group members names
2. Explain your drawing to your teacher and classmates. You may make changes based upon their
suggestions.
3. Gather building materials. You may want to use paper towel rolls, yogurt cups, empty 2-liter
bottles, jar lids, wire, empty cereal boxes, etc.
4. Collect data by making notes on your design paper as you build. Indicate changes in your plans.
5. When your CEV is complete, write a short statement to convince NASA that your CEV is worthy
of future space exploration.
6. Make improvements to your model and draw conclusions by answering the Study Data
questions. Does your design support or refute your hypothesis?

www.nasa.gov Designing a Crew Exploration Vehicle Student Section 3/3
Study Data
1. Did your CEV design change as you built your model? How?
2. Why was your drawing helpful? How would your drawings and notes help other CEV builders?
3. Does this data support your hypothesis? Why or why not?
4. Compare all of the CEV models in your class to look for similarities and differences.
5. Based on what you did in this CEV design activity, what would your recommendations be to
NASA on designing a new CEV?
Conclusion
Update the LEARNED column in your KWL chart.
Restate your hypothesis and explain what happened during testing.
National Aeronautics and Space Administration

www.nasa.gov Designing a Crew Exploration Vehicle Educator Section 1/7
DESIGNING A CREW EXPLORATION VEHICLE
Activity topic selected from NASAs KSNN 21
st
Century Explorer newsbreak What will replace the space shuttle?
Educator Section
Grade Level: 3-5
Connections to Curriculum: Science
and Technology
Science Process Skills: observing,
predicting, inferring, comparing,
communicating
(Association for the Advancement of Science)
Teacher Preparation Time: 30 minutes
Lesson Duration: Two 45-minute periods
Prerequisite: none
National Education Standards
addressed in this activity include Science
(NSES) and Technology (ITEA). For an
alignment to standards in this activity, see
page 4.

Materials Required
household recyclables
fasteners
graph paper
scissors
markers
Educator use only:
ice-pick or sharp instrument
hot-glue gun

NASAs KSNN 21
st
Century Explorer
30-second newsbreak What will
replace the space shuttle?
Introduction
NASA is designing and testing models of a possible future
spacecraft that will take us back to the moon and to Mars.
This spacecraft is called the Crew Exploration Vehicle
(CEV). An expendable rocket will launch the CEV, though
many components of the CEV will be reusable.
Lesson Objective
To design and build a model of a Crew Exploration
Vehicle (CEV).
Problem
Can I design and build a Crew Exploration Vehicle (CEV)
that will be a model for future space exploration?
Learning Objectives
The students will
design a model CEV for future space exploration.
develop a conclusion based upon the results of this
design.
compare individual results to class results by
looking for patterns.
Materials
NASAs KSNN 21
st
Century Explorer 30-second
newsbreak, What will replace the space shuttle?
(Download the newsbreak at
http://ksnn.larc.nasa.gov.)
For educator (not recommended for student use)
ice-pick or other sharp instrument to poke holes in
the containers for the students
hot-glue gun to help attach/build the CEV parts
Per group (3 - 4 students per group)
an assortment of household recyclables such as
paper plates, plastic containers, milk jugs or cartons, craft sticks, etc.
assorted fasteners such as tapes, brads, staples, rubber bands
graph paper
scissors
markers

www.nasa.gov Designing a Crew Exploration Vehicle Educator Section 2/7
Per student
Designing a Crew Exploration Vehicle Student Section
Safety
Remind students about the importance of classroom and lab safety. Be sure recyclables are clean and
dry with no sharp edges. Only the teacher should use the hot glue gun or sharp instruments.
Pre-lesson Instructions
Students should work in groups of 3 4 students.
Lesson Development
To prepare for this activity, the following background information is recommended:
Read NASAs KSNN 21
st
Century Explorer Web Text Explanation titled What will replace the
space shuttle? at http://ksnn.larc.nasa.gov.
Read the following text taken from the Observation Section of the Designing a Crew Exploration
Vehicle Student Section.
Observation
The space shuttle is the world's first reusable spacecraft and the first spacecraft in history that
can carry large satellites both to and from orbit. The space shuttle is designed for low-Earth
orbit. It cannot go to the moon or to Mars. Since we hope to send people to these places
soon, we need to design a new space vehicle.
NASA scientists and engineers are working on a space vehicle that can take astronauts to the
moon, Mars, and beyond. This spacecraft is called the Crew Exploration Vehicle (CEV). The
CEV is a vehicle to transport human crews beyond low-Earth orbit and back again. The CEV
must be designed to serve multiple functions and operate in a variety of environments.
Development of the CEV will take place in stages and will require many support systems.
Support systems will include launch vehicles, in-space transportation, navigation and
communication, life support, extravehicular activity (the ability to leave the spacecraft), and
mission operations support.
Using recyclable materials, you will design and build a CEV model.
If needed, additional research can be done on the following science topics:
o rocket design such as fuel tanks, rocket boosters, landing systems, etc.
Instructional Procedure
Throughout this lesson, emphasize the steps involved in the scientific method. These steps are
identified in bold italic print throughout the Instructional Procedure Section.
1. Show NASAs KSNN 21
st
Century Explorer newsbreak What will replace the space shuttle?
to engage students and increase student knowledge about this topic.
2. Review the process of design with students. They will sketch, build, test, rebuild, and test again.
3. Review the problem with the students.
Problem: Can I design and build a Crew Exploration Vehicle (CEV) that will be a model for
future space exploration?
4. Have the students read the Observation Section in the Designing a Crew Exploration Vehicle
Student Section and discuss in their groups.

www.nasa.gov Designing a Crew Exploration Vehicle Educator Section 3/7
5. Encourage your students to discuss and make observations about this topic by completing the
first two columns in the KWL (KNOW/WANT TO KNOW/LEARNED) chart on the Designing a
Crew Exploration Vehicle Student Section. Use the KWL chart to help students organize prior
knowledge, identify interests, and make real-world connections. As students suggest information
for the KNOW column, ask them to share How they have come to know this information.
6. Ask your students if they have predictions relating to this activity and the problem question.
Help them refine their predictions into a hypothesis. In their Student Section, they should
restate the problem question as a statement based upon their observations and predictions.
Encourage students to share their hypothesis with their group.
7. Students will test their hypothesis following this procedure.
(The following steps are taken from the Student Section. Educator specific comments are in italics.)
1. Design your CEV on graph paper. Be sure you include these items:
a place for the crew
fuel tank
rocket boosters
storage space for life support (air, water, food and waste)
storage place for cargo
power source (fuel cells)
landing system
other items if you can explain why
Make sure your drawing is complete:
label all parts
create a materials list
name the spacecraft
list all group members names
2. Explain your drawing to your teacher and classmates. You may make changes based
upon their suggestions.
Allow time for students to improve designs based upon suggestions.
-- SUGGESTED PLACE TO STOP ACTIVITY. RESUME AT NEXT CLASS PERIOD. --
3. Gather building materials. You may want to use paper towel rolls, yogurt cups, empty 2-
liter bottles, jar lids, wire, empty cereal boxes, etc.
Students may bring in recyclable materials they choose from home.
NOTE: Educator may want to have a sharp instrument (ice-pick) to poke holes in the
containers for the students. A hot-glue gun may also be helpful to attach/build the CEV
parts.
4. Collect data by making notes on your design paper as you build. Indicate changes in
your plans.
Encourage students to add notes during the design process. Ask them to compare the
final product to their first drawing. How has the design changed?
5. When your CEV is complete, write a short statement to convince NASA that your CEV is
worthy of future space exploration.

www.nasa.gov Designing a Crew Exploration Vehicle Educator Section 4/7
6. Make improvements to your model and draw conclusions by answering the Study Data
questions. Does your design support or refute your hypothesis?
Have the students answer the Study Data questions on the Designing a Crew
Exploration Vehicle Student Section.
Conclusion
Discuss the answers to the Designing a Crew Exploration Vehicle Student Section questions.
Have the students update the LEARNED column in their KWL chart.
Ask students to compare their designs. What patterns can be found?
Ask students what they wonder now? Encourage students to design their own experiments.
Assessment
Assess student knowledge through questioning.
Observe and assess student performance throughout the activity using the attached Scientific
Investigation Rubric.
Activity Alignment to National Education Standards
National Science Education Standards (NSES):
Content Standard A: Science as Inquiry
Abilities necessary to do scientific inquiry (K-8)
Understandings about scientific inquiry (K-8)
Content Standard E: Science and Technology
Abilities of technological design (K-8)
International Technology Education Association (ITEA):
Design
Standard 8: Students will develop an understanding of the attributes of design.
Standard 9: Students will develop an understanding of engineering design.
Standard 10: Students will develop an understanding of the role of troubleshooting,
research and development, invention and innovation, and experimentation in problem
solving.
Abilities for a Technological World
Standard 11: Students will develop the abilities to apply the design process.
Curriculum Explorations
To extend the concepts in this activity, the following explorations can be conducted:
Language Arts
Ask students to explain their design process. How would students change their designs if they
could begin again?

www.nasa.gov Designing a Crew Exploration Vehicle Educator Section 5/7
National Council of Teachers of English Standards (NCTE):
Students conduct research on issues and interests by generating ideas and
questions, and by posing problems. They gather, evaluate, and synthesize data
from a variety of sources (e.g., print and non-print texts, artifacts, people) to
communicate their discoveries in ways that suit their purpose and audience.
Engineering and Design
If you could have used other materials, how would you have designed your CEV?
Launch and entry stages are harsh on astronauts due to forces more than 3 times the Earths
gravity. How could you design a vehicle to help astronauts withstand these forces?
National Science Education Standards (NSES):
Content Standard E: Science and Technology
Abilities of technological design (K-8)
International Technology Education Association (ITEA):
Design
Standard 10: Students will develop an understanding of the role of troubleshooting,
research and development, invention and innovation, and experimentation in
problem solving.
Sources and Career Links
Thanks to subject matter experts Dr. Chirold Epp, Roger Crouch and Marc Timm for their contributions
to KSNN and Noticiencias NASA on the development of this education material.
Dr. Chirold Epp is a physicist at the NASA Johnson Space Center and is working with the program to
return humans to the moon. He is currently leading the development of technologies required to land
humans safely and accurately on the lunar surface. To find out more about NASA's return to the moon
see: http://www.nasa.gov/exploration.
Roger Crouch is a NASA astronaut, and you can find out more about him at
http://www.jsc.nasa.gov/Bios/PS/crouch.html.
Marc Timm works in the Constellation Systems Division at NASA HQ Exploration Systems Mission
Directorate (ESMD). This division is responsible for developing the Crew Exploration Vehicle (CEV) and
related exploration architecture elements. Find out more at
http://microgravity.grc.nasa.gov/constellations.
Lesson development by the NASA Johnson Space Center Human Health and Performance Education
Outreach team.
Scientific Investigation Rubric
Experiment: DESIGNING A CREW EXPLORATION VEHICLE
Student Name __________________________________ Date ___________________
Performance Indicator 0 1 2 3 4
The student developed a clear and
complete hypothesis.

The student followed all lab safety
rules and directions.

The student followed the scientific
method.

The student recorded all data on the
data sheet and drew a conclusion
based on the data.

The student asked engaging questions
related to the study.

The student understood some
engineering problems associated with
CEV design.

Point Total
Grading Scale:
A = 22 - 24 points
B = 19 - 21 points
C = 16 - 18 points
D = 13 - 15 points
F = 0 - 12 points
Point total from above: _________ / (24 possible)
Grade for this investigation _________________

www.nasa.gov Designing a Crew Exploration Vehicle Educator Section 6/7








































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91
Rocket Activity
High-Power
Paper Rockets
Objective
Construct and launch high-power paper
rockets, evaluate their ights, and modify their
design to improve ight performance.
Description
Students construct large paper rockets and
test y them using the high-power paper
rocket launcher. Following their rockets
ight, students rethink their rocket designs,
modify them, and y them again to determine
if their changes have affected the rockets
performance. Students conclude the activity by
writing a post-ight mission report.
Materials
High-Power Paper Rocket Launcher (see
activity)
Bicycle pump with pressure gauge or
small electric compressor
Paper 8 1/2 X 11 (white or color)
Cellophane tape
Ruler
Protractor
Scissors
1/2 PVC pipe 24 long
Student sheets
National Science Content Standards
Unifying Concepts and Processes
Evidence, models, and explanation
Change, constancy, and measurement
Science as Inquiry
Abilities necessary to do scientic
inquiry
Physical Science
Position and motion of objects
Motions and forces
Science and Technology
Abilities of technological design
National Mathematics Content Standards
Number and Operations
Geometry
Measurement
Data Analysis and Probability
National Mathematics Process Standards
Problem Solving
Reasoning and Proof
Communication
Connections
Representations
Management
Make sure that the rocket body tubes students
roll are slightly loose. They should slide freely
along the construction form tube. If not, it will
be difcult to slide the completed rockets over
the launch rod. Also make sure that students
attach their nose cones securely to the body
tubes.
92
Two sheets of paper are sufcient for
making a rocket. If colored paper is used,
students can trade scraps with each other to
have different colored nose cones and ns.
Background
High-power paper rockets are merely a large
version of the paper rockets constructed in
the 3, 2, 1, Puff! activity presented earlier.
The main difference is in how the rockets are
launched. These rockets are propelled by the
air rocket launcher constructed in the previous
activity. A much more powerful blast of air
is achievable than with lung power through
a straw. The launcher is like an air-powered
cannon. However, the rocket surrounds the
launch rod (similar to a cannon barrel). High-
pressure air lls the rocket. If the rocket were
rmly attached to the rod, the nose cone and
the forward end of the rocket would blow apart.
Instead, the rocket begins sliding along the rod
as it continues to ll with air. Immediately after
clearing the end of the rod, air inside the rocket
expands backward out the lower end. The
action-reaction effect (Newtons third law) adds
thrust to the already moving rocket.
If the rocket is well-designed and
constructed, ights of more than 100 meters
are possible. The primary determining factor
for performance is drag or friction with the air.
Rockets with very big oppy ns have a great
amount of drag, and ights are usually short.
Very squat nose cones also increase drag. The
idea is to design a rocket that is streamlined so
that it slices cleanly through the air. Through
repeated ights, students discover that small
and very straight ns are preferred along with
long nose cones.
Tip Make sure students launch their rockets
at the same angle and use the same pressure
each time (experiment control).
Procedure Constructing the Rocket
1. Begin construction by rolling a cylinder of
paper around the 1/2 PVC pipe. The paper
can be rolled the long or short direction to
make a tube 11 1/2 long or 8 1/2 long.
Tape the seam.
2. Demonstrate how the nose cones are
formed. Cut the half circle and curl its
corners to form the cone shape. The round
edge forms the base of the cone. The
straight edge folds in the middle to form the
apex as the sides overlap. Tape the seam.
3. Place the nose cone over the paper body
tube (keep the PVC pipe inside for support).
Fit the cone to the outside dimension of the
body tube. Trim off the excess paper and
tape the cone securely.
4. Cut rocket ns and tape them to the lower
end of the body tube. The rocket is ready for
launch.
5. Have students launch their rockets two or
more times. Before the second launch,
students should do something to modify their
rockets to improve their ight performance.
After their ights, they should record their
observations on the mission report.
Discussion
How can air rockets be modied to improve
their ight performance?
There are several possible adjustments to the
air rocket design. How loose or tight the tube
is in relation to the launch rod affects air ow.
The size and shapes of the ns affect air drag.
Having ns mounted straight on the body of
the rocket also affects drag. The length of the
cone, squat or slender, affects how the rocket
slices through the air.
Is it OK to change the ns and the nose cone
at the same time?
Yes. However, it will not be possible to
attribute improvements in ight performance
to the changes that made a difference. Think
of the design/redesign process as a controlled
experiment where only one variable is
changed at a time.
93
Assessment
Review student mission reports and their
conclusions.
Have students write a paper explaining the
principles of rocket ight as they apply to
their paper rockets.
Extensions
Have students draw one to three imaginative
air rocket designs and speculate on how they
would perform in ight. Have them build one
of their designs and test it.
Investigate n placement on air rockets. Have
students construct a new rocket but place
the ns in different locations such as near the
nose cone. Have them test the rockets and
discuss their performance.
Have students personalize their rockets with
colored markers.
How well will a rocket designed
like this y?
Making a Basic High-Power Air Rocket
94
B
A
B
C
C
Curl a nose cone from a
semicircle. Tape the seam.
Tape the seam
of the tube.
Trim the cone to fit
the tube. Tape it to
the tube.
Tape fins to
the other end
of the tube.
Ready for
LAUNCH!
2.
3.
4.
5.
1.
Roll a tube of paper.
Use the pipe for
support.
A
95
Air Rocket Mission Report
Final Rocket Design
Name: _________________________
Test Flight 1 Summary:
Body Tube Length: __________ cm
Nose Cone Length:__________ cm
Number of Fins:_____________
Area of 1 Fin: ______________ square cm
How far did the rocket travel? ____________________
Describe the flight of the rocket. (Did it fly straight,
wobble, drop quickly to the ground, etc?)
Test Flight 2 Summary:
Body Tube Length: __________ cm
Nose Cone Length:__________ cm
Number of Fins:_____________
Area of 1 Fin: ______________ square cm
What did you do to improve the rocket?
Predict how far the rocket will fly. _________________
Describe the flight of the rocket.
How far did the rocket travel? ____________________
Did your improvements work? Why or why not?
96
Rocket Fin Design
Design your fin on
the first graph.
Estimate its area by
counting the number
of whole squares it
covers. Look at the
squares partially
covered. Estimate
how many whole
squares they are
equal to. Add the
two numbers
together.
Area =
__________
square cm
Redesign your fin.
Area =
__________
square cm
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56
Rocket Activity
Rocket Races
Objective
Students investigate Newtons third law of
motion by designing and constructing rocket-
powered racing cars.
Description
Individual students construct racing cars from
Styrofoam food trays and power them with the
thrust of an inated balloon. In three racing
trials, the racers shoot along a straight course,
and the distance the racers travel is measured.
Between trials, students redesign their racers
to improve their performance and solve any
mechanical problems that crop up. At the
conclusion of the activity, students submit a
detailed report on their racer design and how it
performed in the trials.
Materials
Styrofoam food trays (ask for donations
from local supermarkets)
Small plastic stirrer straws (round cross
section) - 2 per racer
Flexi-straws - 3 per racer
4- or 5-inch round balloon
Masking tape
Sharp pencil
Scissors (optional)
Ruler
Meter stick or metric measuring tape for
laying out race course
Sandpaper (optional)
National Science Content Standards
Unifying Concepts and Processes
Change, constancy, and measurement
Science as Inquiry
Abilities necessary to do scientic
inquiry
Physical Science
Position and motion of objects
Motions and forces
Science and Technology
Abilities of technological design
National Mathematics Content Standards
Number and Operations
Geometry
Measurement
Data Analysis and Probability
National Mathematics Process Standards
Problem Solving
Reasoning and Proof
Communication
Connections
Representations
Management
Each student will need a Styrofoam food tray.
Request donations from your local supermarket.
Ask for thicker trays (about 3/16 thick). Yellow
trays used for poultry work well. Wafe-bottom
trays are acceptable. Although the trays
can be cut using scissors, save the scissors
57
for trimming. It is much easier to score the
Styrofoam with a sharp pencil and then break
away the pieces. Score lines can be continuous
or the tip of the pencil can be punched into the
Styrofoam to make a dotted line. Demonstrate
the scoring process to your students. After
the pieces are broken out, the edges are
smoothed. Wheels can be smoothed by rolling
them on a hard surface while applying pressure.
Sandpaper can also be used for smoothing.
Lay out a race course in a large
open space or hallway. The space can be
carpeted, but textured carpets interfere with
the movements of the racers. Stretch out a
10 meter-long line of masking tape and mark
10-centimeter intervals. If you have a 10 meter
tape measure, just tape it to the oor.
Double check the taping of the balloon
to the straw. The balloon should be completely
sealed, or it will be difcult to inate, and some
of its thrust will be lost through the leaks. Pre-
inating the balloon will loosen it and make it
easier to inate through the straw.
Guide students through the redesign
process to improve their racers. If their
racers are not running well, ask them what
they think the problem is. Then, ask them
what they can do about it. Typical problems
include having wheels too tight to the sides
of the cars (friction), wheels or axles mounted
crooked (racer curves off course), and axles not
mounted in center of wheel or wheels not round
(like clown car wheels).
Background
The rocket racer is an excellent demonstration
of Newtons third law of motion. Air is
compressed inside a balloon that is expanded.
When the nossle is released, the balloon returns
to its original uninated size by propelling the
air out its nozzle. The straw mounted to the
balloon extends the nozzle beyond the rear end
of the car. The action force of the expelling air
produces a reaction force that pushes the racer
in the opposite direction. The racers wheels
reduce friction with the oor, and the racer
takes off down the race course.
Although the rocket racer seems simple,
there are many challenging complexities in
its operation. In principle (Newtons second
law of motion), the less mass the car has, the
greater its acceleration will be. Generally, heavy
rocket racers do less well than lighter racers.
However, very small racers are limited by other
factors. Vehicles with short wheel bases tend
to circle or partially lift off the oor. Balance
becomes a problem. The mass of the balloon
may cause the car to tilt nose down to the oor,
causing a poor start.
The engineering design of the racer is
very important. Many designs are possible,
including wide, narrow, and I-beam shaped
bodies and three, four, or even six wheels.
Demonstrate the action-reaction principle by inserting
a pin through the straw and into a pencil eraser. Inate
the balloon, and it will pinwheel around the pencil as
air rushes out. Compare this to the straight thrust
produced by the balloon in the rocket cars.
Students will have to review the trade-offs of
their design. For example, an extra-long body
may provide a straighter path, but the car might
travel a shorter distance as a result.
Procedure
1. Explain the activity to the students. Provide
them with the How To Build A Rocket Racer
Sheet. Go over the construction steps and
demonstrate how to snap out parts, mount
the wheels, and attach the straw to the
balloon.
58
2. Stress that the racer shown in the
instructions is a basic racer. Many designs
are possible. Have them think up their own
designs.
3. Review the Rocket Racer Data Sheet and
make sure students know how to ll out the
graphs and what data they should collect.
4. Distribute materials and lay out the racer
course.
5. When student racers are ready, have one or
two students at a time inate their balloons
and pinch off the end of the straw to keep
the air inside. Have them place their racers
just behind the starting line and release the
straws. Regardless of how much curving a
racer does, the measured distance is how far
along the straight line of the race course the
car reached.
6. Post distance records to motivate students to
modify their racers to set new records.
7. After each racer runs three times, have
students complete their data sheets and
sketch their nal design on the design sheets.
Discussion
Would it be a good idea for automobiles to be
powered by rocket engines?
If there was only one rocket powered
automobile on the road, it would work ne.
However, imagine rush hour trafc loaded
with rocket cars. Each would blow exhaust
gas at the vehicles to the rear.
How are the wheels on a rocket racer similar
to and different from wheels on a regular
automobile?
Rocket racer wheels reduce friction with the
ground. They turn when the air coming from
the balloon exerts a thrust. Wheels for an
automobile also permit the car to roll across
the ground, but the thrust of an automobile
depends upon friction. The engine turns the
wheels, and friction with the rubber and the
pavement transmits the action force so that
the car rolls forward.
Assessment
Review student Rocket Racer Data Sheets
and Design Sheets.
Have students write an explanation of
Newtons third law of motion using their
rocket racers as examples.
Extensions
Hold Rocket Racer drag races. Lay out a
3-meter-long course. The fastest car is the
one that crosses the nish line rst. Calculate
racer average speed by timing start to nish
with a stopwatch (e.g., four seconds to go
three meters = 0.75 m/second or 2.7 km/h).
Have students try multiple balloons for
additional thrust. How will students design
cars that are balanced with the extra load?
Have students control the thrust of their
balloons by inating them to the same
diameter each time. How can students
ensure that the balloon is always the same?
Using the same materials, what other devices
can be created that demonstrate the action-
reaction principle of Newtons third law of
motion?
59
How to Build a Rocket Racer
1. Lay out your pattern on the Styrofoam tray.
You will need a racer body and wheels. Use
a pencil point to score the Styrofoam. Snap
out your pieces and smooth them. Make
sure your wheels are round! Use sandpaper
to round the wheels OR press them on a hard
surface and roll them.
2. Punch a small hole in
the center of each wheel
with the pencil. Push
the axle (stirrer) straw
through the hole of one
wheel so that it extends
1 cm on the other side.
Pinch a piece of masking
tape around the end of
the straw and smooth
it on to the wheel. Do
the same for the second
axle. Do not add wheels
to the other ends yet!
3. Cut two large straws to the size you want.
Tape them parallel to each other on the
bottom of the racer body at opposite ends.
Slide a wheel and axel through one of the
straws and mount a second wheel on the
other end of the axle.
4. Slide the second wheel and axle through the
remaining straw and mount the remaining
wheel at its opposite end.
5. Blow up the balloon and then let the air
out. Next, slip the straw into the balloon as
shown. Use masking tape to seal the balloon
nozzle to the straw. Squeeze the tape tightly
to seal all holes. Test the seal by blowing up
the balloon again through the straw.
6. Mount the balloon and straw to the racer
with masking tape as shown. Be sure the
end of the straw (rocket nozzle) extends off
the end of the racer body.
60
Wheel Patterns
Cut out the desired wheel size. Trace the wheel outline on the
Styrofoam. Punch the pencil point through the cross to mark
the center.
61
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N ational Aeronautics and
Space Adm inistration
Educational Product
Educators
& Students
Grades
5-12
EB-2000-08-130-HQ
Educational Brief
Space Shuttle Glider
Your Space Shuttle Glider is a scale model of the U.S. Space
Shuttle orbiter. The airplane-like orbiter usually remains in Earth
orbit for up to two weeks at a time. It normally carries a six- to
seven-person crew, which includes the mission commander, pilot,
and several mission and/or payload specialists who have special-
ized training associated with the payloads and experiments being
flown on that mission.
The Space Shuttle system can perform many types of missions.
Some missions may involve deployment, servicing, or retrieval of
payloads such as communication satellites or orbiting observato-
ries. Other missions may carry the pressurized spacelab module
and scientific instruments capable of making astronomical obser-
vations or studying Earths changing environment. The Space
Shuttle also transports International Space Station components for
assembly on orbit. At the end of a Shuttle mission, the orbiter is
piloted back to Earth and lands on an airstrip like an airplane. It is
then refurbished so that it can fly another mission.
The orbiter and its engines are just part of the Space Shuttle sys-
tem. The other parts (not modeled here) are the solid rocket
boosters (SRBs) used for launch and the external tank that con-
tains approximately two million items liquid propellant for the three
main Shuttle engines. Almost all of the parts are reusable with the
exception of the external tank that is jettisoned just before the
Shuttle achieves Earth orbit. The ability to reuse equipment sub-
stantially decreases the cost of space operations. During our
Earthbound years we relied on vehicles such as trucks, trains,
boats, and airplanes to provide for all of our transportation needs.
Now that we have expanded our destinations to include Earth
orbit, we can add the Space Shuttle to that list.
Assembly Instruc tions
Read carefully before assembly.
1. Cut out all parts using scissors.
2. Cut out V-shaped notches on Fuselage to create tabs along
outside edge. Fold tabs out.
3. Glue or tape three Nose Weights to underside of glider
nose. Use the fourth weight provided if needed for extra
trim after assembly.
4. Fold Fuselage along middle line.
5. Starting at the nose, glue or tape fuselage to Deck and Wing
Assembly. Match tabs on Fuselage exactly to those two
halves together using tabs provided.
6. To close the nose, glue or tape the two halves together
using tabs provided.
7. Fold Vertical Stabilizer Assembly. Fold out tabs A and B.
Except for tabs A and B, glue or tape Vertical Stabilizer
Assembly to make one solid piece.
8. Attach Vertical Stabilizer to Fuselage, matching tab A with
point A and tab B with point B.
Preflight Instruc tions
For the best results,
launch your glider with a
gentle level toss. Bend the
Body Flap for slightly greater
lift.
Vertical Stabilizer
Assembly
Fuselage
Deck and Wing
Assembly
NoseWeights
Spac e Shuttle Glider Challenges
Challenge #1Determine the scale of the glider
Needed: Space Shuttle Glider, metric ruler, and calculator
What To Do: Measure the length of your glider in centimeters. Divide
your answer into the length of the real Space Shuttle orbiter to determine
your gliders scale.
Space Shuttle orbiter length: 3,724 centimeters.
Challenge #2Glide ratio
Needed: Space Shuttle Glider and tape measure
What To Do: Gently launch the Space Shuttle Glider horizontally from a
measured height above the floor. Measure how far across the floor the
orbiter traveled from the launching point. Determine the glide ratio by
dividing how far it traveled by the distance it dropped to the floor.
Research the glide ratios of other aircraft such as commercial jets, small
private planes, and sail planes.
Challenge #3Fishing Line Guidance System
Needed: Space Shuttle Glider, paper clips, nylon fishing line, cellophane
tape, and book
What To Do: Spread open two paper clips so that they become "S" hooks.
Straighten out the lower end of the S for each hook and attach these
straightened ends to the back of the glider with tape. One clip should be
in the nose and the other in the tail. Tie one end of the fishing line around
the book and set the book on the floor. Stand several meters from the
book and hold the other end of the fishing line about one meter above the
floor. Hook the glider onto the fishing line and let it go. Try to get the
glider to land on the floor without running into the book.
LAUNCH
RE-ENTRY AIRSTRIP
LANDING
BOOSTER SEPARATION
EXTERNAL TANK
SEPARATION AND
ORBIT INSERTION
Space Shuttle
Glider
Assembly
Instructions
ON-ORBIT
OPERATIONS
United States
United States
United States
Vertical
Stabilizer
Assembly
F
o
l
d
Deck
and Wing
Assembly
Body Flap
Fuselage
Nose Weight
Glue this
Weight on
Last with
Marking
Showing
Fold Fold
F
o
ld
In
Cut Notches and Fold
Tabs to Outside
A
B
A
B
U
S
A
Dashed Notches are for
Reference Only. DO NOT CUT.
Vertical Stabilizer
Assembly
Fuselage
Deck and Wing
Assembly
Nose Weights
U n i t e d S t a t e s
Assembly Instruc tions (Read carefully before assembly.)
1. Cut out all parts using scissors.
2. Cut out V-shaped notches on Fuselage to create tabs along outside edge. Fold tabs out.
3. Glue or tape three Nose Weights to underside of glider nose. Use the fourth weight provided if need-
ed for extra trim after assembly.
4. Fold Fuselage along middle line.
5. Starting at the nose, glue or tape fuselage to Deck and Wing Assembly. Match tabs on Fuselage
exactly to those two halves together using tabs provided.
6. To close the nose, glue or tape the two halves together using tabs provided.
7. Fold Vertical Stabilizer Assembly. Fold out tabs A and B. Except for tabs A and B, glue or tape
Vertical Stabilizer Assembly to make one solid piece.
8. Attach Vertical Stabilizer to Fuselage, matching tab A with point A and tab B with point B.
Preflight Instruc tions
For the best results, launch your glider with a gentle level toss. Bend the Body Flap for slightly greater lift.
U
S
A
N ational Aeronautics and
Space Adm inistration
62
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