Part+2+Vehicles

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Aeronautics

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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 ScienceScience as Inquiry

Physical Science

Science and Technology

Mathematics

Measurement

Problem Solving

Science Process SkillsMaking Models

Investigating

Predicting

Educational Brief

National Aeronautics andSpace 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


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X-Gliders EB-1999-03-002-DFRC2

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 theAircraft 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 readilyavailable. 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 MaterialsPlastic foam food tray, about 28 cm X 23 cm (Size 12)

Cellophane tape

Paper clipsBinder clips

Ball point pen

Plastic knife or scissors

Toothpicks

Goggles (eye protection)

Emery boards or sandpaper

canards

elliptical wing

delta wing

twin fuselage

swept-backwing

straight wing

swept-backwing

swept-forwardwing

oblique wing

X-29 (1984-1992)AD-1(1979-1982)


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Activity 1. Provide the student with a word list for parts of the glider:fuselage,

w ing, rudder, horizontal stabili zer, 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

Wing

Fuselage

template 1 key

Wing

Wing

Canardor

HorizontalStabilizer

Canard or

Horizontal Stabilizer

Horizontal

Stabilizer

template 2 key


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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 fo

research were the XS-1 and the D-558-1. They weremade 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 thestudies done with them influenced the designs of al

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 Luna

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 everythingfrom Space Shuttles to ultralights. NASA now flies no

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 athttp://ehb2.gsfc.nasa.gov/edcats/educational_briefYour evaluation and suggestions are vital to continuallyimproving 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-referencedthroughout 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.

SPACELINKHOMEPAGE:

http://spacelink.nasa.gov


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X-Glider Template 1


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X-Glider Template 2


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9/47Aeronautics: An Educators Guide EG-2002-02-105-HQ60

DELTAWINGGLIDER

The students will:

Learn how to change the flight characteristics of a glider.

Conduct an experiment to answer a question.

Objective

Standards and Skills ScienceScience as Inquiry

Physical Science


Mathematics

Measurement

Problem Solving

Science Process Skills

Making Models

Investigating

Predicting

Background There are many types of vehicles used to transport people andobjects 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


10/47Aeronautics: 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 elevatorand 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)

aileronfuselage



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 assemblingthe 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 thehinge line, use clear tape to repair the break.)

8. Carefully cut a slot in the fuselage and slide the wing into it.

fuselage



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 constructioncan 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 longestflight.

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 thestudents 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.



Delta Wing Glider



Glider

Templatewing

wing

elevon

ele

von

fusela

ge



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 andrecord the results (up, down, left, right).

Student Test Pilot Record Sheet (What I Observed)

Position of elevons Predicted Flight Path Path o f 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



Drawtheflight path

Delta Wing Glider


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19/47

National Aeronautics and Space Adminis tration

www.nasa.gov Designing a Crew Exploration Vehicle Student Section 1/3

DESIGNING A CREW EXPLORATION VEHICLE

Student Section Student Name_______________________________

Lesson ObjectiveTo 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.

ProblemCan I design and build a Crew Exploration Vehicle (CEV) that will be a model for future spaceexploration?

ObservationThe space shuttle is the world's first reusable spacecraft and the first spacecraft in history that cancarry large satellites both to and from orbit. The space shuttle is designed for low-Earth orbit. It cannotgo to the moon or to Mars. Since we hope to send people to these places soon, we need to design anew 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 vehicleto transport human crews beyond low-Earth orbit and back again. The CEV must be designed to servemultiple 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, lifesupport, 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 secondcolumn of this KWL chart.

KNOW WANT TO KNOW LEARNED


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HypothesisBased on your observations, answer the problem question with your best guess. (Can I design andbuild a Crew Exploration Vehicle (CEV) that will be a model for future space exploration?) Yourhypothesis should be written as a statement.

My hypothesis: _____________________________________________________________________

MaterialsPer group

an assortment of household recyclables such as paper plates, plastic containers, milk jugs orcartons, craft sticks, etc.

assorted fasteners such as tapes, brads, staples, rubber bands

graph paper

scissors

markers

SafetyReview 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 theirsuggestions.

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 databy 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 worthyof future space exploration.

6. Make improvements to your model and draw conclusions by answering the Study Dataquestions. Does your design support or refute your hypothesis?


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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 toNASA on designing a new CEV?

Conclusion

Update the LEARNED column in your KWL chart.

Restate your hypothesis and explain what happened during testing.


22/47

National Aeronautics and Space Adminis tration

www.nasa.gov Designing a Crew Exploration Vehicle Educator Section 1/7

DESIGNING A CREW EXPLORATION VEHICLEActivity topic selected from NASAs KSNN 21

stCentury Explorer newsbreak What will replace the space shuttle?

Educator SectionGrade Level:3-5

Connections to Curriculum: Scienceand 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 analignment to standards in this activity, seepage 4.

Materials Required

household recyclables

fasteners

graph paper

scissors

markers

Educator use only:

ice-pick or sharp instrument

hot-glue gun

NASAs KSNN 21stCentury Explorer30-second newsbreak What will

replace the space shuttle?

IntroductionNASA is designing and testing models of a possible futurespacecraft 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, thoughmany components of the CEV will be reusable.

Lesson ObjectiveTo design and build a model of a Crew ExplorationVehicle (CEV).

ProblemCan I design and build a Crew Exploration Vehicle (CEV)that will be a model for future space exploration?

Learning ObjectivesThe students will

design a model CEV for future space exploration.

develop a conclusion based upon the results of thisdesign.

compare individual results to class results bylooking for patterns.

Materials NASAs KSNN 21

stCentury Explorer 30-secondnewsbreak, What will replace the space shuttle?(Download the newsbreak athttp://ksnn.larc.nasa.gov.)

For educator (not recommended for student use)

ice-pick or other sharp instrument to poke holes inthe 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 aspaper plates, plastic containers, milk jugs or cartons, craft sticks, etc.

assorted fasteners such as tapes, brads, staples, rubber bands graph paper scissors

markers
http://ksnn.larc.nasa.gov/http://ksnn.larc.nasa.gov/


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Per student

Designing a Crew Exploration Vehicle Student Section

SafetyRemind students about the importance of classroom and lab safety. Be sure recyclables are clean anddry 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 DevelopmentTo prepare for this activity, the following background information is recommended:

Read NASAs KSNN 21stCentury Explorer Web Text Explanation titled What will replace thespace shuttle? at http://ksnn.larc.nasa.gov.

Read the following text taken from the Observation Section of the Designing a Crew ExplorationVehicle Student Section.

ObservationThe space shuttle is the world's first reusable spacecraft and the first spacecraft in history thatcan carry large satellites both to and from orbit. The space shuttle is designed for low-Earthorbit. It cannot go to the moon or to Mars. Since we hope to send people to these placessoon, we need to design a new space vehicle.

NASA scientists and engineers are working on a space vehicle that can take astronauts to themoon, Mars, and beyond. This spacecraft is called the Crew Exploration Vehicle (CEV). TheCEV is a vehicle to transport human crews beyond low-Earth orbit and back again. The CEVmust 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 andcommunication, life support, extravehicular activity (the ability to leave the spacecraft), andmission 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 ProcedureThroughout this lesson, emphasize the steps involved in the scientific method. These steps areidentified in bold italicprint throughout the Instructional Procedure Section.

1. Show NASAs KSNN 21stCentury 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 forfuture space exploration?

4. Have the students read the Observation Section in the Designing a Crew Exploration VehicleStudent Section and discuss in their groups.
http://ksnn.larc.nasa.gov/http://ksnn.larc.nasa.gov/


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5. Encourage your students to discuss and make observationsabout this topic by completing thefirst two columns in the KWL (KNOW/WANT TO KNOW/LEARNED) chart on the Designing aCrew Exploration Vehicle Student Section. Use the KWL chart to help students organize priorknowledge, identify interests, and make real-world connections. As students suggest informationfor 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 testtheir 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 basedupon 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 thecontainersfor the students. A hot-glue gun may also be helpful to attach/build the CEVparts.

4. Collect databy making notes on your design paper as you build. Indicate changes inyour plans.

Encourage students to add notes during the design process. Ask them to compare thefinal 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 isworthy of future space exploration.


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6. Make improvements to your model and draw conclusionsby answering the Study Dataquestions. Does your design support or refute your hypothesis?

Have the students answer the Study Data questions on the Designing a CrewExploration 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 ScientificInvestigation Rubric.

Activi ty Al ignment 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 problemsolving.

Abilities for a Technological World

Standard 11: Students will develop the abilities to apply the design process.

Curriculum ExplorationsTo 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 theycould begin again?


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National Council of Teachers of English Standards (NCTE):

Students conduct research on issues and interests by generating ideas andquestions, and by posing problems. They gather, evaluate, and synthesize datafrom a variety of sources (e.g., print and non-print texts, artifacts, people) tocommunicate their discoveries in ways that suit their purpose and audience.

Engineering and DesignIf 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 Earthsgravity. 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 inproblem solving.

Sources and Career Links

Thanks to subject matter experts Dr. Chirold Epp, Roger Crouch and Marc Timm for their contributionsto 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 toreturn humans to the moon. He is currently leading the development of technologies required to landhumans safely and accurately on the lunar surface. To find out more about NASA's return to the moonsee: http://www.nasa.gov/exploration.

Roger Crouch is a NASA astronaut, and you can find out more about him athttp://www.jsc.nasa.gov/Bios/PS/crouch.html .

Marc Timm works in the Constellation Systems Division at NASA HQ Exploration Systems MissionDirectorate (ESMD). This division is responsible for developing the Crew Exploration Vehicle (CEV) andrelated exploration architecture elements. Find out more athttp://microgravity.grc.nasa.gov/constellations .

Lesson development by the NASA Johnson Space Center Human Health and Performance EducationOutreach team.
http://www.nasa.gov/explorationhttp://www.jsc.nasa.gov/Bios/PS/crouch.htmlhttp://microgravity.grc.nasa.gov/constellations/http://microgravity.grc.nasa.gov/constellations/http://www.jsc.nasa.gov/Bios/PS/crouch.htmlhttp://www.nasa.gov/exploration


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Scientific Investigation Rubric

Experiment: DESIGNING A CREW EXPLORATION VEHICLE

Student Name __________________________________ Date ___________________

Performance Indicator 0 1 2 3 4

The student developed a clear andcomplete hypothesis.

The student followed all lab safetyrules and directions.

The student followed the scientificmethod.

The student recorded all data on thedata sheet and drew a conclusionbased on the data.

The student asked engaging questionsrelated to the study.

The student understood someengineering problems associated withCEV 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 _________________



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www.nasa.gov Designing a Crew Exploration Vehicle


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91

Rocket Activity

High-Power

Paper Rockets

ObjectiveConstruct and launch high-power paper

rockets, evaluate their flights, and modify their

design to improve flight performance.

DescriptionStudents construct large paper rockets and

test fly them using the high-power paper

rocket launcher. Following their rockets

flight, students rethink their rocket designs,

modify them, and fly them again to determine

if their changes have affected the rockets

performance. Students conclude the activity by

writing a post-flight mission report.

MaterialsHigh-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 scientific

inquiry

Physical Science

Position and motion of objects

Motions and forces


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

ManagementMake 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 difficult to slide the completed rockets over

the launch rod. Also make sure that students

attach their nose cones securely to the body

tubes.


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92

Two sheets of paper are sufficient for

making a rocket. If colored paper is used,

students can trade scraps with each other to

have different colored nose cones and fins.

BackgroundHigh-power paper rockets are merely a large

version of the paper rockets constructed inthe 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 fills the rocket. If the rocket were

firmly attached to the rod, the nose cone andthe forward end of the rocket would blow apart.

Instead, the rocket begins sliding along the rod

as it continues to fill 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, flights of more than 100 meters

are possible. The primary determining factor

for performance is drag or friction with the air.

Rockets with very big floppy fins have a great

amount of drag, and flights 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 flights, students discover that small

and very straight fins are preferred along with

long nose cones.

TipMake sure students launch their rockets

at the same angle and use the same pressure

each time (experiment control).

Procedure Constructing the Rocket1. 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 itscorners 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 fins and tape them to the lower

end of the body tube. The rocket is ready folaunch.

5. Have students launch their rockets two or

more times. Before the second launch,

students should do something to modify the

rockets to improve their flight performance.

After their flights, they should record their

observations on the mission report.

Discussion How can air rockets be modified to improve

their flight performance?

There are several possible adjustments to th

air rocket design. How loose or tight the tub

is in relation to the launch rod affects air flow

The size and shapes of the fins affect air drag

Having fins mounted straight on the body of

the rocket also affects drag. The length of th

cone, squat or slender, affects how the rocke

slices through the air.

Is it OK to change the fins and the nose cone

at the same time? Yes. However, it will not be possible to

attribute improvements in flight performance

to the changes that made a difference. Thin

of the design/redesign process as a controlle

experiment where only one variable is

changed at a time.


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93

Assessment Review student mission reports and their

conclusions.

Have students write a paper explaining the

principles of rocket flight as they apply to

their paper rockets.

Extensions Have students draw one to three imaginativeair rocket designs and speculate on how they

would perform in flight. Have them build one

of their designs and test it.

Investigate fin placement on air rockets. Have

students construct a new rocket but place

the fins 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 fly?


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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


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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?


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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

ObjectiveStudents investigate Newtons third law of

motion by designing and constructing rocket-

powered racing cars.

DescriptionIndividual students construct racing cars from

Styrofoam food trays and power them with the

thrust of an inflated 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.

MaterialsStyrofoam food trays (ask for donations

from local supermarkets)

Small plastic stirrer straws (round crosssection) - 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 scientific

inquiry

Physical Science

Position and motion of objects

Motions and forces


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

ManagementEach 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. Waffle-bottom

trays are acceptable. Although the trays

can be cut using scissors, save the scissors


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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 floor.

Double check the taping of the balloon

to the straw. The balloon should be completelysealed, or it will be difficult to inflate, and some

of its thrust will be lost through the leaks. Pre-

inflating the balloon will loosen it and make it

easier to inflate 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 mountedcrooked (racer curves off course), and axles not

mounted in center of wheel or wheels not round

(like clown car wheels).

BackgroundThe 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 uninflated size by propelling theair 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 floor, 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 floor. Balance

becomes a problem. The mass of the balloon

may cause the car to tilt nose down to the floor,

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. Inflate

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.

Procedure1. 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.


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40/47

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 hardsurface and roll them.

2. Punch a small hole inthe center of each wheel

with the pencil. Push

the axle (stirrer) straw

through the hole of one

wheel so that it extends1 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 theremaining straw and mount the remaining

wheel at its opposite end.

5.Blow up the balloon and then let the airout. 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 racerwith masking tape as shown. Be sure the

end of the straw (rocket nozzle) extends off

the end of the racer body.


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60

Wheel PatternsCut out the desired wheel size. Trace the wheel outline on the

Styrofoam. Punch the pencil point through the cross to mark

the center.


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61

TOPVIEW

FRONTVIEW

SIDEVIEW

omthe

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acer

DesignS

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Drawadiagramshowingyourbestdesign

ocketracer.

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graphs=1cm.

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N ational Aeronautics and

Space Adm inistration

Educational Product

Educators& Students

Grades5-12

EB-2000-08-130-HQ

Educational BriefSpace 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 rocke

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 ou

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.


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Assembly InstructionsRead 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 Instructions

For the best results,

launch your glider with a

gentle level toss. Bend the

Body Flap for slightly greater

lift.

Vertical StabilizerAssembly

Fuselage

Deck and WingAssembly

Nose Weights

Space 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, smal

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 AIRSTRIPLANDING

BOOSTER SEPARATION

EXTERNAL TANKSEPARATION ANDORBIT INSERTION

Space ShuttleGlider

AssemblyInstructions

ON-ORBITOPERATIONS


45/47

United States

United States

United States

VerticalStabilizerAssembly

Fold

Deckand WingAssembly

Body Flap

Fuselage

Nose Weight

Glue thisWeight onLast withMarkingShowing

FoldFold

Fold

In

Cut Notches and FoldTabs to Outside

A

A

B

USA

Dashed Notches are for

Reference Only. DO NOT CUT.

Vertical StabilizerAssembly

Fuselage

Deck and WingAssembly

Nose Weights

UnitedStates

Assembly Instructions (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 Instructions

For the best results, launch your glider with a gentle level toss. Bend the Body Flap for slightly greater lift.


46/47

USA

N ational Aeronautics and

Space Adm inistration


47/47

tRacer

DataSheet

____________

______

Na

me:

Racer

0

100

200

300

400

500

60

0

700

800

900

1,0

00cm

how

yourroc

ketracerran(straight,curved,circles,stuck,etc.).

racerperform

aswellasyouhoped?

Explainwhyorwhynot.

Racer

0

100

200

300

400

500

60

0

700

800

900

1,0

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youimproveyourrocketracer?

ow

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how

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ketracerran.

improvementswork?

Explainwhyorwhy

not.

Racer

0

100

200

300

400

500

600

700

800

900

1,0

00cm

youimproveyourrocketracer?

ow

faryourracerwillrun.____________cm

how

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ketracerran.

improvement

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Explainwhyorwhy

not.

Shadeint

hegraphshowinghowfaryourroc

ketracertraveledincentimeters.

Part+2+Vehicles

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