Aerospace Engineering

Vol. 15 No. 2
Aerospace Engineering:
Air and Space
A Flight
Adventure In
Every Classroom
Toll-free 800-835-0686 www.shop-pitsco.com
the december
future: 2010
environment
vol. 15 no. 2
CONTENTS
Cover Image courtesy of Krista Jones.
2 From the Editor
aerospace engineering: air and space
Charlie McLaughlin, DTE
3
Message From the Children’s Council President
the “ripple effect”
Cindy Jones
departments
7
features
4 Article
aerospace engineering: design
of spacecraft and aircraft
Vincent Childress
8 Activity
stem on a string with the aero
wing
Mike Fitzgerald, DTE
Design Squad Nation
touchdown hands-on challenge
Design and build a spacecraft with a shock absorber.
PBS’s Design Squad Nation
10 Books to Briefs
floating above the crowd
Laura J. Hummell
12 Teacher to Teacher
building rocket launchers
Allison C. Couillard
14 Resources
rockets: from drinking straw to flying machine
Paul Mathis and Jon T. Pieper
16 Career Connections
aerospace engineering
William Turner
19 Web Links
aerospace engineering
John D. Arango
Produced by the International Technology
and Engineering Educators Association
in conjunction with the
Children’s Council of ITEEA
20
Techno Tips
ideas for integrating technology education into everyday learning
Krista Jones
EDITORIAL
aerospace engineering: air and space
F
light in all of its forms has been a marvel to most of us. Whether we are watching
birds soar, feeling the rumble as the Space Shuttle launches into the atmosphere
toward space, or simply looking up as aircraft pass overhead, we are captivated by
this miraculous fusion of nature, design, and physics. Early accounts of bird watching to
discover the secrets of flight are filled with details of birds’ physiology and their abrupt
movements as they sailed across invisible highways of air. Many of these accounts relate
a sense of admiration for our feathered friends because of their ability to leave the earth
and soar overhead. A Babylonian king once had his likeness minted on coinage; he was
seated on the back of an eagle! Other people worshiped winged gods. Humans have also
expressed a sense of longing to follow birds into a sort of freedom that no one would
experience until gliders were flown in the 1800s.
The many attempts to emulate birds in flight by lashing crude wings to our arms often
ended with tragic results. The American Institute for Aeronautics and Astronautics (AIAA)
has developed a timeline that features the early history of efforts to achieve flight. Most of
the early attempts ended with the “fliers” breaking bones or dying from contact with the
ground after their winged systems yielded to gravity. Interestingly, the Chinese used kites
to carry people aloft to view the countryside and to watch out for their enemies.
It seems that the 1400s were a time of great interest in flight. We know from the many
codex developed by Maestro Leonardo da Vinci that he was a devout observer of birds
and their behavior. So much so that he used the wings from birds he trapped to design
mechanical wings that he envisioned would allow him to soar into the skies. da Vinci
quickly realized the intricacies of flight, and so too, that he might not achieve it in his
lifetime. Little did he know that it would take another 400 years before humans achieved
controlled flight.
It is almost comical to review the number of times during those 400 years that people
hurled themselves off of towers, castle walls, and nearby bridges, from cliffs, hillsides, and
mountains with the same results. It seems that the reward outweighed the risk. However,
with each unsuccessful leap, information was gathered to learn about the elusive nature
of flight. The “science” of flight was slowly being born. It wasn’t until the early 1800s that
nascent aeronautic scientists recognized that the forces of lift, propulsion, and control
were required to achieve flight. Secondly, it was observed in 1807 by George Cayley that
curved surfaces provided more lift than the flat surfaces that had been used in the past.
Rather than strap on ungainly wings and send an oh-so-willing-to-please assistant over the
wall, models were used to test new theories of flight. Cayley was at the forefront of these
efforts. By 1853, he convinced a stable boy to ride one of his smaller gliders. He lived to tell
the tale! Later, Cayley’s coachman, who was apparently an unwilling participant, rode a
full-size glider to another successful landing.
continued on page 13
2
Children’s Technology and Engineering
Publisher, Kendall N. Starkweather, DTE
Editor-in-Chief, Kathleen B. de la Paz
Field Editor, Charlie McLaughlin, DTE
Editor/Layout, Kathie F. Cluff
ITEEA Board of Directors
Gary Wynn, DTE, President
Ed Denton, DTE, Past President
Thomas P. Bell, DTE, President-Elect
Joanne Trombley, Director, Region I
Randy McGriff, Director, Region II
Mike Neden, DTE, Director, Region III
Steven Shumway, Director, Region IV
Greg Kane, Director, CSL
Richard Seymour, Director, CTTE
Andrew Klenke, Director, TECA
Marlene Scott, Director, CC of ITEEA
Kendall N. Starkweather, DTE, CAE, Executive Director
Editorial Board
Charlie McLaughlin, DTE, Chair, Rhode Island College
Sharon A. Brusic, Millersville University
Vincent Childress, North Carolina A&T State University
Bob Claymier, District Technology Center
Patrick N. Foster, Central Connecticut State University
Krista Jones, Bellevue Elementary School
Todd Kelley, Purdue University
Wendy Ku-Michitti, Simsbury High School
Roger Skophammer, Old Dominion University
Martha Smith, J. B. Watkins Elementary School
Bill VanLoo, Honey Creek Community School
Ginger Whiting,Virginia Children’s Engineering Council
CC of ITEEA Officers
Cindy Jones, President
Sharon Brusic, Secretary
Wendy Ku-Michitti, Treasurer
Roger Skophammer,Vice President - Communication
Bob Claymier,Vice President - Program
Children’s Technology and Engineering is published
four times a year (September, December, March, and
May) by the International Technology and Engineering
Educators Association. Subscriptions are included in
Children’s Council dues and all group membership dues.
Student members may choose Children’s Technology and
Engineering as part of their membership. Other ITEEA
members may subscribe to the journal for $35.00 per
year; $50.00 outside the U.S. Library and nonmember
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703-860-2100
Subscription Claims
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Address Changes
Send address changes to:
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ITEEA, 1914 Association Drive, Suite 201
Reston,VA 20191-1539
Email: kdelapaz@iteea.org
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All contributions for review should be sent to:
Charlie McLaughlin, Field Editor
Children’s Technology and Engineering
Rhode Island College
Technology Education Program, HBS Room 222
600 Mt. Pleasant Avenue
Providence, RI 02908
Telephone: 401-456-8793
Email: cmclaughlin@ric.edu
Submission guidelines can be found at: www.iteea.org/
Publications/submissionguidelines.htm.
Contents copyright © 2010 by the International
Technology and Engineering Educators Association,
703-860-2100.
December 2010
C
hildren’s
C
ouncil of
ITEEA
Message From the Children’s Council President
the “ripple effect”
T
he “Ripple Effect” is in motion for Children’s Engineering and Technology. I
am completing my seventh month as Children’s Council President. I have been
challenged to lead a wonderful organization. This is an incredible team with
an accomplished staff. It is my good fortune to work in such a dynamic, productive
group.
As you enjoy the following pages of this
journal, please consider how many benefit
from our valuable work and join us in the
movement. It is important to become
part of the “Ripple Effect” because
the ripples will only continue to grow.
Please join Minnesota Minnow and Flat
Stanley on March 24–26, 2011 at the ITEEA
Conference in Minneapolis, Minnesota
where the Ripples will continue to
resonate for the betterment of our
students and schools. We have wonderful
workshops planned—so invite a friend.
Flat Stanley and Minnesota Minnow
have continued their journeys. They
traveled to the “INSPIRE Institute for
P-12 Engineering Research and Learning
Conference,” hosted by Purdue University
in Astoria, Oregon in August where
Minnow was in all of his glory taking
a plunge in the Pacific Ocean. We also
traveled to Washington, DC, where
Stanley and Minnow received their
first ticket…they found out it is now
against the law to talk on a hand-held
phone while driving in Washington. They
realized that sometimes technology
can get you in trouble. They enjoyed
the National Technology Summit with
a focus on Children’s Engineering. They
by Cindy Jones
learned about Digital Fabrication from
Glen Bull of University of Virginia. It was
exciting to meet Karen Cator, the director
at the Office of Technology at the U.S.
Department of Education Office of the
Secretary.
We also attended the Air Force Birthday
Party in Richmond, Virginia. We met
some great folks, including Col. Jim White
and Col. Al Pianalto. Also on the agenda
was the Modeling and Simulation World
Conference in October in Hampton,
Virginia. While in Hampton we visited
NASA Langley to collaborate with their
wonderful engineers on a special project
for Children’s Engineering.
Flat Stanley
travels with
CC President,
Cindy Jones...
Cindy Jones teaches at Clover Hill Elementary
School in Virginia. She can be reached at cindy_
jones@ccpsnet.net.
Visiting NASA’s Langley facility
in Hampton, Virginia.
December 2010
Children’s Technology and Engineering
3
ARTICLE
aerospace engineering: design of spacecraft and aircraft
A
erospace engineering is a specialized field that includes the design of
spacecraft and aircraft. Aircraft navigate within earth’s atmosphere. Spacecraft
operate primarily in outer space, beyond the earth’s atmosphere. Air and
spacecraft are technologies that extend human potential to transport people and
goods. The aerospace engineer is the person who designs these vehicles, and he or she
must meet criteria for designs that help the vehicles overcome obstacles presented by
the environment.
It is the environment that presents
the most basic challenges faced by the
aerospace engineer when designing
aircraft or spacecraft. To achieve
successful atmospheric air travel, one
must understand how a wing works.
how a wing works
Aircraft move through the air. Bernoulli’s
Principle and Newton’s Third Law of
Motion are the main scientific principles
that explain the phenomena necessary
to accomplish both atmospheric, wing/
foil-based and outer space flight. Bernoulli
explained that, where a fluid is moving
at a high velocity, there will be low
pressure. Where a fluid is still or moving
at a relatively low velocity, pressure is
high. Airfoils, or wings, are designed to
capitalize on Bernoulli’s Principle. The
top of a wing is convex and more curved
outward from the wing’s cross sectional
horizontal center than is the bottom of
the wing. The bottom of a wing is more
flat than the top. As the wing moves
through the air due to propulsion, air
moves more rapidly across the top of
the wing than it does across the bottom
of the wing. Therefore, according to
Bernoulli’s Principle, there is more
pressure exerted on the bottom surface
of the wing than on the top surface of the
wing. Because the force is unbalanced,
the wing moves upward from the area of
low velocity and high pressure toward the
area of higher velocity and low pressure.
This is lift. Lift is based on Newton’s Third
Law of Motion: for
every action, there
is an equal and
opposite reaction.
how a
rocket
engine
works
Figure 1. How a wing works.
4
Wings will not
work in space in
the same way
that they work in
earth’s atmosphere.
Rockets of various
Children’s Technology and Engineering
by Vincent Childress
sizes are required for flight into space.
Currently, rocket engines are the most
common method of propulsion and
control for vehicles traveling in space.
Here is how a rocket engine works:
There is a tank or holding area for fuel
and oxidizer. For solid fuel rocket engines,
the two are mixed together to form the
solid fuel. For liquid fuel rocket engines,
a combustible fuel and liquid oxygen are
stored in separate tanks. The fuel and
oxygen are then mixed in a combustion
chamber and ignited. Because of the way
the chamber is designed, expanding hot
gases move out the nozzle of the engine
at a faster speed than do the gases at the
other end of the chamber. The rocket
engine then tends to move toward the
area of high pressure from an area of
lower pressure.
The aerospace engineer applies science
and mathematics to optimize designs
so that they are developed as efficiently
as possible and perform as specified to
meet mission requirements. The process
tends to work like this: a goal or need is
identified (for example, landing a human
on Mars), then the theoretical process is
analyzed.
define the problem
Obstacles that stand in the way are
identified. Then a multidisciplinary team
is assigned to begin to design ways to
overcome the obstacles. For example,
in order to travel to Mars, it is theorized
that a station in outer space is needed
December 2010
ARTICLE
as a staging facility. The International
Space Station is such a facility. Launching
a mission to Mars from the Space Station
will save fuel and ultimately improve
the ability of a spacecraft to travel at
adequate speed to Mars.
The aerospace engineer is a key member
of the multidisciplinary team, but he or
she needs team members from other
disciplines because the problems that
need to be solved require knowledge
from more than one discipline. In other
words, there is no way that one person or
one profession knows all that is needed
to create a workable solution. There
might be multiple teams, and each team
might focus on one smaller problem.
What vehicular body shape is needed to
efficiently and safely land on Mars? Mars’
atmosphere is thin, but it does have gases
that make up its atmosphere. When a
space vehicle moves rapidly through
gases, the friction causes heat. How will
equipment react in such an environment?
Requirements and specifications.
Part of what is required in defining the
problem is creating design requirements
and specifications. Likely requirements
for a Mars spacecraft are that the vehicle
must be lightweight, structurally strong,
and heat resistant. This is because it will
need to travel an incredibly long distance
Figure 2. How a rocket engine works.
December 2010
Figure 3. The International Space Station could provide a launch base or staging
platform for missions to Mars.
Photo courtesy of the National Aeronautics and Space Administration.
on limited or constrained quantities of
fuel and/or alternative energy sources;
have to withstand numerous forces acting
on the vehicle’s body; and withstand
the heat of friction upon entering Mars’
atmosphere.
develop designs
Next the team has to design the
spacecraft. The aerospace engineers on
the team will certainly lead the effort
to design a vehicle body that meets
the specifications required to land on
another planet.
Perhaps they
will decide that
the design of the
vehicle does not
require extreme
aerodynamics.
Mars’ atmosphere
is so thin that
other factors can
be accommodated
by body shape.
Perhaps the
propulsion system
Children’s Technology and Engineering
will be shaped in such a way that the
vehicle’s body needs to have a large
bulge in it where the propulsion system is
housed. There will be materials engineers
and scientists on the team who will help
to identify, adapt, or create materials
that are strong and heat resistant. The
aerospace engineers will work with these
team members to come up with a process
for making the material into the shape of
the vehicle.
During this part of the engineering design
process, the engineers apply scientific
principles and mathematics to optimize
their design solutions. For example, if
there is a specification that the Mars
vehicle must be constrained in size to
a specific volume, engineers can use
calculus to determine the best height,
width, and length to make the vehicle.
analyze design solutions
Next, the engineering team will analyze
its proposed design solutions. Aerospace
engineers will use computer simulations
to analyze the performance of the
5
ARTICLE
vehicle’s body shape. This analysis could
result in a decision to redesign the
shape. Proof of concept may also take
the form of producing a sample section
of the vehicle’s body and testing it in
a wind tunnel. A computer simulation
is a computer program that will help
an engineer understand the way that
something will behave without testing it
in the real world. It saves money, time,
and is safer than testing in real life. One
cannot simply buy this software from
a publisher. The development of the
software requires that the engineers
write codes and commands and enter
large quantities of information so
that the software will do a good job of
predicting how something will perform.
For the aerospace engineer, this requires
a solid knowledge of physics and
mathematics.
making decisions
Next, the engineering team must make
decisions. These are typically done
quantitatively by weighing certain factors.
For example, the overall cost of the body
might be high because of the use of the
most lightweight materials. If it is still
predicted that the vehicle will perform
within the mission requirements, even
with 1,000 pounds more weight, then
the team might decide to save money by
going with the heavier and more durable
material.
testing a prototype
With analyses completed and decisions
made about which alternatives to pursue,
a prototype might be produced and
tested. This is to determine the extent to
which the design meets the specifications
and requirements of the mission. For
this example, a working scale model or
a full-size working prototype might be
constructed. The prototype will then be
operated under conditions that are as
close as possible to those that the vehicle
will encounter on the mission to Mars.
engineer profile
There have been many milestones in
the long progression of advancement
Figure 4. Mars Pathfinder/Mars Sojourner deployed from its airbag landing system
and at the end of the off-loading ramp. Notice the airbag and ramp in the foreground.
Photo courtesy of the National Aeronautics and Space Administration.
in aerospace engineering. The Wright
brothers certainly stand out as pioneers
in the field of powered, controlled flight.
The Apollo missions put humans on the
Moon. The Space Shuttle program has
done more space work than anyone could
have imagined, and Mars may be the next
frontier. Behind the scenes are thousands
of other scientists, technicians, and
engineers who make the smaller details
of aerospace engineering succeed. After
two previous failed attempts at Mars
landings, the Mars Pathfinder Lander and
robotic rover succeeded at landing safely
on the surface of Mars and accomplishing
the Pathfinder mission.
Dr. Christine Hailey is an aerospace
engineer who served as Principal
Investigator for the National Center
for Engineering and Technology
Education. Her research interests are
in the broad areas of fluid mechanics
and engineering education. She is a
member of the Aerodynamic Decelerator
Systems Technical Committee for the
American Institute of Aeronautics and
Astronautics and was Chair of the Rocky
Mountain Section of American Society of
Engineering Education for the 2005-06
academic year. While at Sandia National
Laboratories, Hailey led design changes in
the Parachute Technology and Unsteady
Aerodynamics Department from Cold
War capabilities in nuclear weapons
technology to post-cold war capabilities
in numerous fluid/structure interactions
technologies, including automotive
airbags and proof-of-concept of the Mars
Pathfinder airbag system, a system that
worked and made the Pathfinder mission
a success (see Figure 4).
Vincent Childress is an associate professor
of Technology Education at North Carolina A&T
State University in Greensboro, North Carolina.
His email address is childres@ncat.edu.
6
Children’s Technology and Engineering
December 2010
Hands-On Challenge | Reproducible Sheet
TOUCHDOWN
YOUR CHALLENGE
Think like a NASA engineer! Design and build a spacecraft with a shock
absorber that will protect marshmallow astronauts when they land.
BRAINSTORM
How can you build a spacecraft that makes a soft, safe landing?
For more totally awesome
activities, games, and
videos, go to
pbskids.org/
designsquadnation.
• Which materials might work well to absorb shock?
• How will you make sure the spacecraft doesn’t tip over as it falls?
DESIGN AND BUILD
MATERIALS (per spacecraft)
• 1 piece of stiff paper or
cardboard (approximately
4 x 5 inches)
Sketch your ideas on paper. Choose your best design and start building!
1. Construct a shock-absorbing system.
2. Attach the shock absorber to the cardboard platform.
3. Add a cabin by taping the cup to the platform, then put your
marshmallows inside.
NOTE: The marshmallows should sit comfortably in an open cup—no
cramming, smushing, or lids allowed!
• 1 small paper cup
• 6 index cards (3 x 5 inches)
• 2 regular marshmallows
• 10 miniature marshmallows
• 3 rubber bands
• 8 plastic straws
• Scissors
• Clear tape
TEST AND REDESIGN
Drop your spacecraft from a height of one foot. What happens?
• Do the astronauts bounce out? What changes can you make
to the shock absorber?
• Does the spacecraft tip over? What can you do to keep it upright?
Keep testing and making improvements until you’re happy with
your design. Then, take it higher! Can your spacecraft land safely
from two feet? Four feet?
SHARE
Post sketches and photos of your spacecraft at pbskids.org/designsquadnation.
Major funding
Series funding
Additional funding
This NASA/Design Squad Nation challenge was originally produced through the support of the National Aeronautics and Space Administration (NASA). Design Squad Nation is produced by WGBH Boston. Major funding is
provided by the National Science Foundation. Series funding is provided by the National Aeronautics Space Administration (NASA), Northrop Grumman Foundation, and the Lemelson Foundation. Additional funding is provided
by Noyce Foundation, United Engineering Foundation (ASCE, ASME, AIChE, IEEE, AIME), Motorola Foundation, and the IEEE. This Design Squad Nation material is based upon work supported by the National Science Foundation
December 2010
Children’s Technology and Engineering
under Grant No. 0917495. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
© 2010 WGBH Educational Foundation. Design Squad Nation, AS BUILT ON TV, and associated logos are trademarks of WGBH. All rights reserved. All third party trademarks are the property of their respective owners.
Used with permission.
7
ACTIVITY
stem on a string with the aero wing
introduction
If you are looking for a quick way to
teach your students the basics of flight,
this lesson and test rig is for you! The
“wing on a string” activity is a simple
teacher-made frame that consists of PVC
pipe, fishing line, and rubber bands—all
readily available and cheap! The only
other materials/tools involved are a sheet
of paper, some pieces of a soda straw, a
paper hole punch, some tape, a stapler,
and a fan.
In this activity students will learn the
basics of flight. Begin the lesson by
introducing students to Bernoulli’s
Principle. Bernoulli’s Principle states
that a decrease in pressure occurs as the
speed of a fluid increases. For example,
when air moves over the top of an airfoil,
the curved top surface of the airfoil
causes air to move faster over the top
surface than the bottom surface. When
this occurs, the faster-moving air above
the wing has less pressure than the air
beneath the wing. The difference in
pressure on the wing (higher pressure
below the wing, lower pressure above
8
the wing) creates lift. The amount of lift
that an airfoil gains is also affected by
the angle of attack in relationship to the
speed of the air as it moves over an airfoil.
vocabulary development
• Bernoulli’s
Principle
• Gravity
• Air speed
• Angle of attack
• Air pressure
• Airfoil
by Mike Fitzgerald, DTE
4.
• Drag
5.
6.
• Thrust
tools and materials
• Clamp (to hold the PVC frame at
various vertical angles)
• PVC pipe
• Tape
• PVC elbows
• Tape measure
• String
• Protractor
• Scissors
• Box fan
7.
8.
teacher procedure
1.
2.
3.
Construct the wing-on-a-string frame.
Construct a sample airfoil.
Construct a sample airfoil to attach
Children’s Technology and Engineering
9.
to the device. Refer to the “Making a
Paper Airfoil” section.
Teach students the vocabulary and
concepts related to flight such as lift,
thrust, force, drag, gravity, and angle
of attack.
Discuss Bernoulli’s Principle.
Demonstrate Bernoulli’s Principle
with this link: http://adamone.
rchomepage.com/foil_sim.htm
and share through the animation
how the air pressure, thrust, drag,
gravity, and angle of attack affect the
amount of lift on an airfoil.
Use the “wing on a string” as an
instructional tool to demonstrate
the concepts related to Bernoulli’s
Principle.
Set up a box fan at a specified
distance away from the wing-on-astring frame. The author suggests
two feet. Adjust as necessary.
Allow students to experiment with
the “wing on a string” to get a feel
for how lift occurs. Change the angle
of attack so that the students may
December 2010
Activity
see how lift can be gained (or lost) by
simply changing the angle of attack
(yet keeping the airspeed and the
distance between the fan and the
wing-on-a-string frame as constants).
procedure for making a
paper airfoil
Fold a small sheet of paper in half.
Using a 3-hole punch, have the
students punch the paper along the
folded (leading edge) of the paper
airfoil.
3. Form the folded sheet of paper into
an airfoil shape by simply adjusting
the trailing edge slightly (the author
suggests 1/8” to start) and then
taping the seam carefully so that it
will hold the airfoil shape.
4. Push two small pieces of soda straw
through the holes and carefully (and
neatly) tape the straws to the wing.
5. Disassemble the wing-on-a-string
frame and run the strings through
the straws.
6. Reassemble the frame.
7. Test the airfoil with a box fan that
is set approximately two feet away
from the wing-on-a-string frame.
4.
5.
6.
1.
2.
activity
1.
2.
3.
7.
8.
9.
construct (one each) a slightly
different airfoil shape.
Provide the small groups of
students a wing-on-a-string
frame.
Provide each group of students
an electric box fan.
Have the students set the fan at
an appropriate distance away
from the frame (the author
suggests two feet) and adjust
the distance as necessary. Keep
the distance between the fan
and the frame constant for the
remainder of the testing.
Explain to the students
how and why test conditions are
important when data is intended to
be collected. Share with them how
variables can affect results and that
the only variable that they want in
this activity is to test the various
airfoil shapes they have constructed
at three different angles of attack.
Allow the students to test their
airfoils, collect data, and report the
results for each of the three airfoils.
Supply each small group with a
protractor and a tape measure.
Have the students test each airfoil
repeatedly and collect the results on
a data table like the one below.
Have the students share why one
shape worked best and why they
believe that airfoil was best, based
solely on the data they collected.
10.
The teacher will need to construct
enough wing-on-a-string frames
for the class prior to presenting the
lessons.
Present the
Data Collection Table
vocabulary
development and
Draw the Airfoil
a lesson on flight
(side view)
(such as suggested
in the teacher
Airfoil #1
procedure).
Airfoil #2
Ask teams of
three students to
Airfoil #3
December 2010
Children’s Technology and Engineering
follow-up and
assessment
1.
Ask the students to explain the
results from the data tables that they
created.
2. Ask the students to draw and label
the parts of an airfoil.
3. Have the students explain in their
own words (and with a diagram)
how Bernoulli’s Principle helps create
lift on an airfoil.
4. Have the students explain what
they think might happen should
the airspeed be increased (or
decreased).
continued on page 11
Amount of Lift Amount of Lift Amount of Lift
90 degrees
70 degrees
50 degrees
2”
8”
24”
–
–
–
–
–
–
9
BOOKS to BRIEFS
floating above the crowd
Priceman, M. (2005). Hot Air: The (Mostly) True Story of the First Hot-Air Balloon Ride.
New York, NY: Atheneum Books for Young Readers. ISBN 0-689-82642-7.
by Laura J. Hummell
summary
Hot-air
balloons are
considered one
of the oldest
successful
types of
lighter-thanair flight
technology,
dating back to the Montgolfier
Brothers’ invention in France in 1783.
Marjorie Priceman is the illustrator
of numerous Caldecott Honor books,
including Zin! Zin! Zin! A Violin by
Lloyd Moss and this month’s “Books
to Briefs” feature, Hot Air. In the
book, Hot Air, we go back in time
with the animals that experienced
the first hot-air balloon ride in the
Montgolfier Brothers’ magnificent
invention. This wonderfully illustrated
story demonstrates the amazing
history of lighter-than-air flight
through the eyes of the duck, sheep,
and rooster passengers as they soar
through the sky. Using entertaining
and fantastic descriptions, the
animals’ adventures are detailed
so that even the youngest readers
can learn and be amused during
this telling of the evolution of flight
technology. In addition to following
Laura J. Hummell teaches at California
University of Pennsylvania. Her email is
hummell@calu.edu.
10
the animals on their fantastic adventure,
readers can learn more about the hot-air
balloons that transformed lighter-than-air
transportation. On this amazing journey,
learn more about the brothers, their
balloons, the history, and their search for
and success in finding new ways to travel
through the air!
student introduction
Join a duck, sheep, rooster, and the
Montgolfier Brothers on an amazing
adventure exploring lighter-than-air flight
transportation! Create your own version
of a hot-air balloon.
teacher hints
Research: Although you want your
students to discover information about
hot-air balloons and lighter-than-air
flight transportation on their own, they
may need guidance to sites that fit their
reading and interest levels. There are also
many sites dedicated to thematic units
focused on hot-air balloons, crafts, and
more.
suggested sites
•
design brief
Suggested Grade Levels: K-2
Research hot-air balloons on the
computer and create your own hot-air
balloon.
• Using a computer with access to the
World Wide Web, research different
types of hot-air balloons.
• Choose a theme for your hot-air
balloon that represents you or your
interests.
• Create your own hot-air balloon
design on paper. Carefully draw
your hot-air balloon using symbols
that represent you, and color it in
accordingly.
• In small groups, build a hot-air
balloon using the materials your
teacher provides.
• Launch your balloon using a hair
dryer or other hot-air source that is
safe for use in the classroom.
Children’s Technology and Engineering
•
•
•
•
•
•
How Hot-Air Balloons Work – http://
science.howstuffworks.com/
transport/flight/modern/hot-airballoon.htm
Zoom! Activities from PBS: Hot Air
Balloon – http://pbskids.org/zoom/
activities/sci/hotairballoon.html
Hot-Air Balloon Facts – www.
hotairballoons.com/hot_air_
balloon_facts.asp
Hot-Air Balloon Crafts for Kids
(various age levels) – www.
hotairballoons.com/hot_air_
balloon_crafts.asp
42 Explore: Balloons –
http://42explore.com/balloon.htm
Build A Hot-Air Balloon – www.
kbears.com/sciences/science-fair/
sfhotairballoon.html
Fiddler’s Green Paper Models –
https://www.fiddlersgreen.net/
models/Aircraft/MontgolfierBalloon.html
December 2010
BOOKS to BRIEFS
hot-air balloon personal
designs
to resemble a more realistic hot-air
balloon.
Materials:
• Construction paper
• Markers
• Colored pencils
• Rulers
• Felt
• Cotton cloth
• Fabric markers
• Fabric glue
• Yarn
• Milk cartons (cleaned thoroughly)
or small cereal boxes
enrichment ideas
Students can create a paper drawing
of a hot-air balloon with symbols that
represent any important aspect of their
lives, using just paper, colored pencils,
crayons, and/or markers. They may also
get more elaborate and make their
designs using felt or fabric with yarn for
shroud lines and a small cardboard box to
represent the passenger basket in order
Activity Students who are engaged and
would like further activities could
design and build a scaled-down
replica of the Montgolfier Brothers’
hot-air balloon using various
materials, such as plastic grocery
bags, crepe paper, paint, markers,
yarn, milk cartons, shoe boxes, or other
cardboard boxes.
Research and Reading Extensions
Students who would like more
information or adventure stories about
hot-air ballooning can find it in the
following books:
• Belville, C. W. (1993). Flying in a hot
air balloon. Carolrhoda Photo Books.
ISBN-13: 978-0876147504.
• Rey, H.A. (1998). Curious George
and the hot air balloon. Perfection
•
Learning. ISBN-13: 978-0756921071.
Calhoun, M. (1984). Hot air Henry.
HarperCollins. ISBN-13: 9780688040680.
Students also can learn more by accessing
and reading books and encyclopedias in
the school library.
reference
Edwards, Claire. (1999). Hot air balloon
(Make your own). Parragon Plus.
ISBN-10: 0752530623, ISBN-13: 9780752530628.
Continued from page 9
next-step activity
Allow the students to apply what
they have learned! Have the students
construct their own model airplanes.
Choose a model that is more complex
than a simple paper airplane (using a
model kit such as Whitewings or a free
online model like the one that can be
downloaded from http://patsplanes.com/
linkedpages/glued.html).
Then conduct
a classroom
competition where
the students
build and test
the airplanes for
distance flown in a
straight line (and/
or time aloft) as
part of a classroom
competition!
Mike Fitzgerald, DTE is the Education Associate for Engineering and
Technology Education in the Delaware Department of Education in Dover,
Delaware. He can be reached at: mfitzgerald@doe.k12.de.us.
December 2010
Children’s Technology and Engineering
11
TEACHER to TEACHER
building rocket launchers
M
y teammate, Beth, had that familiar frightened look in her eyes. It’s the
expression that she gets when she knows I’ve got a new project for us to
do. The only greeting she gave me was, “What?”
by Allison C. Couillard
I let it all out in one quick sentence. “Youdon’thavetoworryWilliamwillhelpusanditwillbegreatforreviewingforcesandenergy.”
Again, “What?”
I slowed down and explained that our
hesitant to have 28 students wielding
point did any of the parents take over and
technology integrator, William, and I
PVC pipe cutters and strong adhesives,
do it for the children. As for the students,
had recently won a grant from our local
so we decided on constructing the
there was no bickering over who got to
chapter of the Air Force Association,
launchers with a volunteer group of
use the cutters, glue, or other tools. They
and we wanted to use it to build rocket
students and their parents after school.
took turns with all of the measuring,
launchers for our fifth grade students
About eight students and five parents
cutting, and assembly of the launchers. It
to use. As Beth’s eyebrows inched up, I
worked together to build the rocket
was a teacher’s dream to watch them all
quickly added that the rockets would be
launchers. The parents did an amazing
working together so harmoniously.
launched with compressed air...no fire of
job of teaching their sons and daughters
any kind involved. I grinned as her face
how to safely use the tools and build the
The following week, Beth and I had
relaxed. I knew she was in.
launchers as William and I gave directions
approximately 150 fifth graders working
and facilitated. I thought that the parents
in pairs to build rockets. Their mission
After an entertaining trip to Home
would be extremely nervous letting their
was to design and build two rockets from
Depot, William and I had the components
children use the sharp pipe cutters, but
card stock that were identical in all ways
necessary to make two rocket launchers.
they were both relaxed and patient. I was
except one: the fins. They could choose
“What if we had the students build
also concerned that the parents would try whether to test the effect of fin size or
the launchers?” he asked. I was a little
to do everything themselves, but at no
number of fins on the height of their
rockets’ flight. In order to determine
the altitude of each flight, the students
used a tool called an Altitrak to find
the angle of the rocket at apogee (its
highest point during flight) relative to the
ground. Finally, we taught the students
how to use a trig table to determine the
maximum altitude, and they completed
their design packets that included
questions about their conclusions as well
as different types of forces and energy
used during the launch and flight.
We turned our launch into a school-wide
event. Other classes, Pre-K through fourth
grade, along with school and county
administrators and the local media, came
out to watch the launch spectacle and
help the groups shout their countdowns.
12
Children’s Technology and Engineering
December 2010
TEACHER to TEACHER
The fifth graders had an absolute blast,
all while using key scientific terms
related to scientific investigation and
forces, motion, and energy. They also
reviewed math skills involving geometry
and measurement, and were thrilled to
find out they actually did a little bit of
high school trigonometry. Between the
skills practiced, the fun they had, and the
eagerness of the upcoming class to try
this themselves, our first annual rocket
launch was out of this world.
Allison C. Couillard is a 5th grade teacher
at Watkins Elementary School in Midlothian,
VA. She can be reached at Allison_Couillard@
ccpsnet.net.
Editorial Continued from page 2
These were heady times for those seeking
to understand the complexities of flight.
The community of fliers was small, and
they all seemed to be able to share
information without problems. But, the
achievement of successful and consistent
unpowered flight would not happen
until the arrival of the Lilienthal Brothers,
Otto and Gustav. The brothers made the
most significant contributions to flight,
pre-Wright Brothers, because they were
superbly trained and made copious
observations of every detail of their
gliders. Otto Lilienthal was trained as a
mathematician and engineer, which led to
his precise designs of the wings he used
to glide from hills around Berlin. He called
his activities “ManFlight.” His scientific
approach to flight was the model for
others who followed. It also helped that
he was an aerial “rock star” of the day.
His exploits were featured in magazines
around the world. He was almost as well
known in the United States as he was
in Europe. But within the community of
those who sought to achieve powered
flight, he was regarded as the first aviator.
December 2010
In America, two brothers in Dayton, Ohio
were also hard at work trying to crack the
code of powered flight.
“first flight.” The Wright Brothers were
able to assemble the missing pieces that
were necessary to achieve “first flight.”
They used information about what was
known, then tested it to insure that it
would reliably meet their needs. The
Wright Brothers assiduously created
models and instruments to test theories
they had about the phenomena that they
needed to overcome to achieve their
ultimate goal.
“…The spark of interest had begun
to smolder three years before [1896],
however, when, as Wilbur noted, “...the
death of Lilienthal ... brought the subject
to our attention and led us to make some
inquiry for books relating to flight.”
(www.centennialofflight.gov/wbh/1899_
kite2.htm)
In this issue, you will discover the
importance of aerospace engineering.
The articles and activities presented here
are among the best we’ve written to help
you and your students learn about various
forms of flight. We hope you will contact
us about ideas and materials that will
support these efforts.
History attributes the first powered,
controlled flight to the Wright Brothers
on December 17, 1903. But, it was their
dedication to invention and innovation
that should be recognized as being as
significant as the actual achievement of
Charlie McLaughlin, DTE is Coordinator
His methods of observation and careful
calculation were used by the Wright
Brothers and are noted as the beginnings
of wing aerodynamics. Unfortunately,
Lilienthal was killed in a freak accident
when a gust of wind collapsed his glider
and he crashed to the ground.
Children’s Technology and Engineering
for the Technology Education Program at Rhode
Island College and the Field Editor for CTE. He can
be reached at cmclaughlin@ric.edu.
13
RESOURCES
rockets: from drinking straw
to flying machine
rationale
Photo courtesy of Krista Jones.
Rockets are commonly found in fireworks,
ejection seats, launch vehicles for artificial
satellites, human spaceflight, aircraft, and
other vehicles that obtain thrust from a
rocket engine. The basic model-rocket fad
really “took off” during the 1960’s space
race, so the typical model-rocket science
fair project has been implemented in
classrooms across America for over five
decades. What could possibly be new to
explore from this project-based activity?
How about engineering concepts? Well,
there are resources available today to
utilize common household artifacts to
build simple model rockets that can be
used to explore important science and
engineering concepts. In this column,
Setting the launch angle.
14
we will explore how you can introduce
Newton’s laws of motion, build a model
straw rocket using the resources featured
here, and how to test engineering design
with the construction of the rocket.
background
During the later part of the 17th century,
the foundation for modern space
travel was laid out by the great English
scientist Sir Isaac Newton (1642-1727).
Newton stated three important scientific
principles that govern the motion of all
objects, whether on Earth or in space.
Knowing these principles, now called
Newton’s Laws of Motion, rocketeers
have been able to construct the modern
rockets of the 20th century such as the
Saturn V and the Space
Shuttle. The shortened
versions of Newton’s
Laws of Motion are:
• Objects at rest will
stay at rest, and
objects in motion
will stay in motion
in a straight line
unless acted upon
by an unbalanced
force. • Force is equal
to mass times
acceleration. F=MA
• For every action,
there is an
opposite and
equal reaction. An unbalanced force
must be exerted for a
rocket to lift off from
Children’s Technology and Engineering
by Paul Mathis
and Jon T. Pieper
a launch pad and to change speed or
direction (Newton’s first law). In the case
of the straw model rocket, a drop-rod
weight is used to provide the pneumatic
force that generates the push to move
the rocket. The amount of thrust or
force produced by the drop rod will be
determined by the mass of the rod. The
greater the mass, the larger the amount
of force created (Newton’s second law).
The force required to get the rocket off
the ground is determined by the thrust
generated (Newton’s third law). These
principles apply to any rocket, from a toy
water rocket to the launch of the space
shuttle. One of the interesting facts
about the history of rockets is that, while
rockets and rocket-powered devices have
been in use for more than two thousand
years, it has been only in the last three
hundred years that scientists have had
a scientific basis for understanding how
they work.
the resource
Although not propelled by fuel, the
Straw Rocket Package created by Pitsco
provides a simple way to address the
basic concepts of aeronautics and
rocketry. The package includes the Dr.
Zoon Straw Rocket Video as well as all
the materials needed to build the straw
rockets and straw rocket launcher that
will put student-designed rockets into the
air.
The Dr. Zoon Straw Rocket DVD is the
ideal introduction to get kids excited
December 2010
about simple concepts of flight. With his
red polka dot bow tie and blue lab coat,
Dr. Zoon talks about projectile motion,
the effects of changing forces, and other
key concepts to create a fun learning
experience for students. The video also
includes the step-by-step process for the
construction of the rockets and the steps
it takes to make the rocket airborne.
The Straw Rocket Class Pack includes
all the materials needed for students
to create their own rockets. The pack
includes precision straws for the body
of the rocket, clay to create a nose cone
that also doubles as plug for the end
straw, and card-stock-like material for
the creation of the fins. The Straw Rocket
Launcher uses pneumatic force that is
created by releasing a weighted drop
rod in a cylinder. The drop rod pushes
the air through the cylinder and out an
adjustable metal nozzle. The drop rod can
be dropped from different heights within
the clear cylinder to create different
amounts of force. With the combination
of the adjustable angle of the launch
nozzle, students can adjust these two
variables to maximize their flight time and
accuracy.
application activity
Students will first need to figure out what
they are going to test on their design.
Students can engineer their rockets by
varying each design by straw length, nose
cone shape, weight, or fin construction.
Once the students have completed design
and construction of the rocket, it is time
to launch and see how the different
forces and angles can create varying flight
paths. Have students record their data in
a Microsoft Excel document for the 30-,
45-, and 60-degree angles, mass of the
drop rod, and the distance the rocket
travels. First, have the students launch
from a 30-, 45-, and 60-degree angle and
the same drop-rod height to show how
December 2010
angles affect the distance of the
overall flight path. Next, have the
students repeat the process but
instead of a constant drop rod
height, keep the angle constant.
This will allow students to judge
how different forces and angles
affect the flight of their rockets and
just maybe make a connection to
the design of the rocket and the
results of the flight.
Photo courtesy of Jared Berrett.
RESOURCES
Once the primary testing is
completed, a competition could
be held. Create a target on the
ground approximately three feet
in diameter using a jump rope or
string (anything that looks like a
circle will do). Set the target 20 to
40 feet away from the launcher.
Using the data the students
collected earlier, have them attempt to
set the proper angle and drop-rod height
to get their rocket to land on the target.
Allow the students several practice
attempts before the final competition.
Due to the fact that each student’s fin and
nose cone are unique to his/her design,
the flight path of rockets will differ,
making it a challenge for the students to
use the proper angles and drop height to
land their rockets on the target.
resource information
Straw Rocket – Getting Started Package
Product ID: W35783
Included: Straw Rocket Launcher,
Dr. Zoon Straw Rocket Video (DVD),
and Straw Rocket Class Pack (straws,
modeling clay, and fin material). Each can
be purchased individually or as a package.
Individual information located below.
Price: $199.00
Straw Rocket Launcher
Product ID: W20426
Price: $169.00
Children’s Technology and Engineering
Dr. Zoon Straw Rocket Video (DVD)
Product ID: W35784
Price: $19.95
Straw Rocket Class Pack
Product ID: W35784
Price: $19.95
Extra Precision Straws (120-count)
Product ID: W35782
Price: $12.50
All of the above can be purchased from
shop.pitsco.com or other science teacher
supply companies found on the Internet.
Paul Mathis is a Ph.D. Graduate Student in
Technology Engineering Teacher Education at
Purdue University. Prior to that, he was a Science
and Engineering teacher for five years. He can be
reached at pmathis@purdue.edu.
Jon T. Pieper is an Engineering Technology
Teacher Education Graduate Student at Purdue
University. He can be reached at jpieper@
purdue.edu.
15
CAREER CONNECTIONS
aerospace engineering
C
aptain James T. Kirk, the central character in the popular TV show, Star Trek,
opened the program with these often-repeated words, “Space, The Final
Frontier! These are the voyages of the Starship Enterprise. Its five-year mission:
to explore strange new worlds...to seek out new life, and new civilizations...to boldly
go where no man has gone before!”
Science fiction and fictional space stories
are common themes whether you are
reading books, watching TV, enjoying
movies, or playing video games. This is a
time in history when the whole world’s
population knows about flight, so we
can almost forecast what the next big
achievement to reach another final
frontier will be. Aerospace engineers will
make these new achievements a reality.
Aerospace engineers create flying
vehicles of all kinds, using design
principles, production processes, and
engineering oversight. It takes teams of
engineers who use their knowledge of
physics and mathematics to make safe
flight possible—which is very different
from the dangers that its innovators
had to overcome alone. Today there
are specialized engineers for each of
the subsystems that comprise flight:
propulsion systems, guidance systems,
control systems, suspension systems,
structural systems, and support systems.
Adding passengers to aircraft introduced
the need for onboard environmental
systems and healthcare. The earliest
passenger flights were very rough by any
standard. Cabins were not pressurized,
and the cabins were not always heated.
To make matters worse, the airplane
could not fly over storms. They pitched
and bucked in turbulence, and passengers
were very airsick.
16
Teamwork and systems specialists
work to make aircraft and spacecraft
airborne, flying them in a controlled
way, and bringing them back to Earth as
planned. These engineers, collectively
known as aerospace engineers, study the
parameters of flying within the Earth’s
air-filled atmosphere and flying in the
vacuum of space. You can usually tell the
intended use of an airplane or spacecraft
by the direction it follows when leaving
the ground and whether there are rockets
attached to the structure of the vehicle.
Airplanes usually take off in a horizontal
trajectory, have big wings, and don’t
need rockets. Spacecraft take off with a
vertical trajectory, have rockets attached
to them, and have small wings, if any.
There are other flying vessels that are
quite different in nature, such as the
International Space Station and hot-air
balloons. Each and every form of flight
requires human support.
Aerospace engineering is divided into two
basic engineering disciplines: aeronautical
engineers and astronautical engineers.
To some extent, both of the flight fields
study, design, develop, build, test,
operate, and maintain vehicles that can
fly. These two engineering fields appear
to be so closely related that they can be
used interchangeably. However, these
two fields demand different knowledge,
mathematics, and physics to master
Children’s Technology and Engineering
by William Turner
each of the subsystems intrinsic to their
specialized form of flight.
aeronautical engineering
Aeronautical Engineers design
vehicles that operate in the air and
within the Earth’s atmosphere. These
engineers must have a solid background
in aerodynamics. “Aerodynamics is the
study of the motion of air and how it
reacts to objects passing through it,”
(Brown, R. & Litowitz, L., 2007). More
advanced aircraft can travel to a height of
several hundred miles above the Earth’s
surface. This technology is a planetsensitive field, where the designs that
work here on Earth cannot be expected
to work on other planets. Aeronautical
engineering practices couldn’t be used
on the International Space Station (ISS)
or the fictional Starship Enterprise, but
they allow us to fly across the country in a
matter of hours.
Airplanes use the Earth’s air to fly, and
without it they could not lift themselves
off the ground. Therefore, aeronautical
engineers concentrate on gases,
especially air, flowing around solid objects
of various shapes. They use mathematics,
classical mechanics—Newtonian
physics—to solve for calculations
determining gas dynamics and external
fluid mechanics in addition to position,
mass, and applied forces. Flying in air is
an awful lot like moving through water;
however, only lighter-than-air vessels
can control their density to float in the
air. The heavier-than-air vessels must
December 2010
CAREER CONNECTIONS
generate their own propulsion and lift
in order to fly. Small airplanes can fly up
to the troposphere; airliners can fly up in
the stratosphere; and some military jets
have even flown in the mesosphere. This
mastery of forces and physical science
is essential to designing airplanes. The
beginning salary of an aeronautical
engineer with a four-year degree starts at
about $55,000 per year. (www.payscale.
com/research/US/Job=Aeronautical_
Engineer/Salary)
Materials Scientists use their
knowledge, skill, and imagination to test
the parts of aircraft. Their job is to test
the limits of the individual pieces of a
plane. They electrify, heat, drill, explode,
and energize all of the many substances
that are used in airplane construction.
They are always in search of a better
building material. They allow aerospace
engineers to design airplanes with the
strongest and toughest materials known
to man. These materials experts have
studied the elements in subatomic,
atomic, and molecular forms. They have
strong backgrounds in mathematics,
physics, chemistry, and aerospace. A
career in materials science may be right
for you if you enjoy testing the limits of
your surroundings and have a passion for
knowing how things work. A materials
scientist with a Doctorate degree
enters the field at about $80,000 per
year. (www.payscale.com/research/US/
Job=Materials_Scientist/Salary)
Airline Pilots operate the airliners
that transport passengers and products
safely and reliably throughout the
world. The pilot is busy working in the
cockpit, flying the plane, as everyone is
relaxing in his or her seats in the cabin
during a commercial flight. New airline
pilots usually start as officers or flight
engineers. Most have earned a college
degree prior to becoming a pilot, and
December 2010
all must be licensed to fly the specific
type of plane they operate. Airline pilots
get their pilot’s license from the FAA.
Candidates must pass a written exam on
the principles of safe flight, navigation,
and FAA regulations. Then they are tested
on their ability to fly the type of airplane
for the specific type of license they are
requesting. There is a salary difference
among the different types of airline
pilots because of the different sizes of
commercial airliners and the types of
cargo they transport. Airline pilots can
earn anywhere from $32,000 to $130,000
per year. (www.bls.gov/oco/ocos107.
htm#training)
Flight Engineers operate and
monitor all of the aircraft systems
during prefight, in-flight, and postflight
operations. Today’s technologically
advanced airplanes are very intricate
and complicated marvels of engineering.
Consequently, due to the enormous
amount of technology on an airplane, a
second set of eyes and ears is needed to
fly modern airplanes. The flight engineer
rides in the cockpit and conveys all
of the parameters in and around the
airplane to the pilot. They monitor all of
the aircraft’s control systems and make
adjustments as needed to keep the
airplane flying safely. They watch all of
the instruments monitoring the airplane’s
internal, external, and environmental
conditions to help navigate the vessel to
its destination. Most flight engineers have
earned a four-year degree, but there are
some exceptional flight engineers with
two-year degrees working in the industry.
Flight engineers earn between $54,000
and $78,000 dollars on average. (www.
payscale.com/research/US/Job=Flight_
Engineer/Salary)
Flight Test Engineers create detailed
reports of how airplanes fly, hover, climb,
and land in all types of environmental
Children’s Technology and Engineering
conditions. Flight engineers generate
these technical reports for airplane
designers, manufacturers, and pilots.
They make sure that their counterparts in
the industry are “in the know” with their
knowledge of an airplane’s performance
and capabilities. These types of engineers
also ensure that modern airplane designs
meet or exceed the industry’s standards.
Flight engineers usually earn degrees
in electrical engineering, mechanical
engineering, or aerospace engineering
in order to be qualified for the job. Flight
engineers can start their career with a
Bachelor’s degree; however, at some
point they will need to upgrade to a
Master’s degree. The average salary for
a flight engineer is between $63,000 and
$75,000 dollars. (www.glassdoor.com/
Salary/Boeing-Commercial-AirplanesFlight-Test-Engineer-Salaries-E15904_D_
KO28,48.htm)
astronautical engineering
Astronautical Engineers design,
create, and build vehicles that fly in
outer space. Astronautical engineering,
also called rocket science, uses the
17
CAREER CONNECTIONS
mathematical axioms of astrophysics
and orbital mechanics when designing
spacecraft for the thermosphere and
beyond. Another great distinction
between airplanes and spacecraft is the
amount of vertical thrust each requires.
In order for a spacecraft to fly, the
designer must first figure out how to
generate enough thrust to reach the
escape velocity—overcoming the Earth’s
atmospheric resistance and gravitational
pull—so that the vehicle can reach space.
Only then can they apply their knowledge
of orbital mechanics to the spacecraft.
Therefore, astronautical engineers also
have to use classical mechanics, thermal
dynamics, and chemistry to get the
spacecraft into outer space. Then, once
they get the spacecraft into space, they
must devise methods of propulsion
and control in the vacuum of space.
Traditional internal combustion engines
don’t work in space, and wings are of
no use because there aren’t any gases.
Aeronautical engineers earn, on average,
anywhere between $60,000 and $90,000
a year. (www.payscale.com/research/US/
Job=Aeronautical_Engineer/Salary)
Flight Control Chief Engineering
Officers are responsible for the systems
integration of spacecraft missions.
They operate from the Mission Control
Center along with the other flight control
engineers and scientists. The information
they gather is used to make crucial
decisions about the space mission. The
chief engineer must check with all of
the individual systems scientists and
engineers that the spacecraft mission
uses during ground operations, ascension,
orbit, dock, space walks, and reentry.
Qualifications for this position are former
employment at a director of operations
level and a minimum of a bachelor’s
degree in one of the many scientific or
technical specialties used in space flight.
This position has a salary range between
18
$120,000 and $165,000 annually. (http://
jobview.usajobs.gov/GetJob.aspx?JobID=
88262187&JobTitle=Chief%2c+Chief+Engi
neer+Officer/).
Astronauts are involved in all aspects of
assembly and in-orbit operations of the
International Space Station. They need
to have studied and learned all of the
International Space Station’s Systems.
Applicants for the Astronaut Candidate
Program must meet the basic education
requirements for NASA engineering
and scientific positions. Candidates
must have at least a Bachelor’s degree
in an appropriate field of engineering,
biological science, physical science, or
mathematics. In addition, the successful
candidate’s education is followed by
three years of related professional
experience; however, advanced degrees
can be substituted for the professional
experience. Once someone is chosen
to start NASA’s astronaut training, they
must remain with NASA for at least five
years. Therefore, this is not a decision
that a candidate can take lightly—there is
a huge amount of commitment required.
Astronauts can expect a starting salary of
$50,000 a year, and if they are successful,
they can earn up to $110,000 a year.
(http://en.wikipedia.org/wiki/General_
Schedule#Base_Salary)
Senior Mission Managers manage
the aspects of a spacecraft and its
launch vehicle to ensure the seamless
integration, processing, and performance
of the overall system. These managers
concentrate their efforts on the
atmospheric systems of the spacecraft
as well as its orbiting systems. Mission
managers manage the teams that are
responsible for the perfect execution of
ascent, orbiting, docking, and reentry of
spacecraft along with the specific details
of their mission. This is a senior position
and requires a minimum of a Bachelor’s
Children’s Technology and Engineering
degree in a related engineering field
as well as practical experience. If you
are the type of person who thrives on
responsibility, this is a career to aspire
to. A senior mission manager with
past practical experience and at least a
Bachelor’s degree in engineering can earn
between $97,000 and $125,000 dollars per
year. (http://jobview.usajobs.gov)
Flight Controllers are specialized
engineers and scientists who monitor
and control space flight from the ground,
in the Mission Control Center. Unlike
Star Trek, this is where you could expect
to find the Chief Medical Doctor, Chief
Communications Officer, and the Chief
Scientific Officer; they are all in the
Mission Control Center. Flight controllers
work at computer consoles monitoring
their focused specialty. They use
telemetry to check on the health of the
astronauts, condition of the spacecraft,
and its navigation. If you like playing
video games and are motivated to learn
about one of the required engineering
or scientific fields like biology, physics,
electronics, astronomy, and mechanics,
then this would be a rewarding career.
Flight controllers earn between $70,000
and $90,000 annually. (www.simplyhired.
com/a/salary/search/q-nasa+scientist)
works cited
Brown, R. & Litowitz, L. (2007). Energy,
power, and transportation technology.
Tinley Park, IL: The GoodheartWillcox Company, Inc.
Bryan, C. D. B . (1979). The National Air
and Space Museum. New York, NY:
Harry N. Abrams, Inc.
William Turner is a Technology Education
Candidate at Rhode Island College. He can be
reached at wturner_1475@ric.edu.
December 2010
WEB LINKS
aerospace engineering
A
erospace engineering is one of the most fascinating careers in the engineering
discipline. The success of new forms of flight is due to developments in the field
that require imagination and a willingness to think outside the box. Without
creative individuals who design and build unique flying machines, most forms of flight
would not exist. The extraordinary evolution of flight can be counted as one of humanity’s
crowning achievements. The following websites will assist your students with developing an
understanding of: the concepts of flight, design parameters to achieve flight, and significant
historical events that have marked over a century of flight.
http://amazing-space.stsci.edu/ is filled
with web-based educational activities
designed primarily for use in a classroom
but still appropriate for the self-guided ‘Net
surfer. With a wide range of ideas that are
classroom-friendly and visually appealing,
the website offers: classroom activities,
graphic organizers, and online explorations
resources with educator guides, among
many others.
www.seeds2learn.com/airIndex.html has
helpful information on the science of flying.
Students learn about the force of lift, an
upward-acting force; drag, a retarding force
of the resistance to lift and to the friction of
the aircraft moving through the air; weight,
the downward effect that gravity has on the
aircraft; and thrust, the forward-acting force
provided by the propulsion system. The
website also encourages students to build
an age-level-appropriate aerodynamic, highperformance paper airplane to test the four
forces on an airplane.
www.desktop.aero/adw/html/index.html is
an interactive website that allows students
to explore the tools for aircraft design.
“The ADW program was developed as an
interactive museum exhibit that allows the
user to investigate the trade-offs involved
in the design of a commercial transport
aircraft.” By clicking on one of the images,
the user can change the wing design, tail
design, engines, fuselage cross-section,
December 2010
cruise settings, and the destination airport.
The final button computes the results and
determines whether or not the mission will
be successful.
www.virtualskies.arc.nasa.gov is an
interactive and educational website that
promotes students’ exploration of the
exciting worlds of aviation technology and
air traffic management. Students learn
to solve real-life air traffic management
problems. The virtual skies site is composed
of different modules such as: aeronautics,
navigation, weather, air-traffic management,
communications, etc. Students will
acquire and employ decision-making and
collaborative skills while applying math and
science principles.
www.futureflight.arc.nasa.gov/ promotes
students’ involvement in solving the air
transportation challenges of the future.
With this challenge, students will become
NASA researchers and will design the air
transportation system that will meet the
needs of future generations. The website is
user-friendly and full of information both for
the student and the teacher—guaranteed to
be fun, educational, and enlightening.
www.rotored.arc.nasa.gov/storyIndex.
html is an interactive storybook website
about Robin Whirlybird and her Rotorcraft
Adventures. Robin’s mother is a rotorcraft
test pilot who works for NASA and takes
Children’s Technology and Engineering
by John D. Arango
her daughter, Robin, to spend the day at
work with her and learn what is like to
be a rotorcraft test pilot. In addition, the
website has a timeline, coloring pages, and
other activities that make for a fun learning
experience.
www.nasa.gov/audience/forkids/kidsclub/
flash/index.html – NASA KIDS CLUB is a
flash-based website that showcases fun
and interactive educational materials.
Kids play games such as Buzz Lightyear
Returns From Space to “combine their
interest in science with math skills as they
complete the Load the Shuttle activity.” The
interactive games will encourage students
to use problem-solving skills to analyze
mathematical situations such as visualization
and geometric modeling “on the grid using
directional words and number of spaces
or ordered pairs of numbers” to solve
problems such as the Flight Path Activity.
www.pbskids.org/wayback/flight/ by PBS
Kids, is a website that discusses the history
of aviation and air travel and how it has
had a profound impact, both material and
social, on American life. The website will
help kids learn about the stories behind how
the Wright brothers “got their ideas off the
ground.” “The site also highlights other
firsts, like the first U.S. Air Mail pilots and
early stunt pilots or barnstormers like Bessie
Coleman, who was also the first African
American woman pilot.” Other Features are:
buzz, joke space, and people to know.
John Arango is an assistant professor at the
Henry Barnard Laboratory School on the Rhode
Island College campus. He can be contacted at
JArango@ric.edu.
19
TECHNO TIPS
ideas for integrating technology
education into everyday learning
U
nlike Superman, we mere mortals are not endowed with the power of flight—
but that hasn’t stopped us yet! From Kitty Hawk to the Space Shuttles and
beyond, our ever-evolving advances in aeronautic engineering have expanded
our horizons and allowed us to fly! Now, it’s time to give your students their wings. Try
the aerodynamic activities below and take them . . . Up, up, and away!
language arts
•
Read the book Magic School Bus
Takes Flight by Gail Herman and
Joanna Cole or watch the video
online at www.gamequarium.org/
cgi-bin/search/linfo.cgi?id=16163. This
exciting animated story introduces
your students to the basics of flight.
After the story, brainstorm the
different factors involved in flight—
size, shape, weight, speed, gravity,
drag (friction with the air). Then
give your students a sheet of paper
with the mission of engineering
and testing a shape that can fly.
Discuss observations. Eventually,
you can introduce a simple paper
•
Design and build straw rockets. Use
plastic drinking straws, modeling clay
for the nose cone, and card stock for
fins. Design variables can be: size of
straw (rocket body), weight (nose
cone size), fin size, shape, quantity
(rocket control). *Teacher Only
Note: The straw rockets actually fly
Straw Rocket Test Data
Flight Notes
How many meters did your rocket fly? _______ M
Launch Air Pressure ______PSI
Rocket Test 2
•
Flight Notes
How many meters did your rocket fly? _______ M
Launch Angle ________Degrees
Launch Air Pressure _____PSI
Rocket Test 3
Flight Notes
How many meters did your rocket fly? _______ M
Launch Angle ________Degrees
Launch Air Pressure ______PSI
What was your average distance?
Distance 1
_______ M
Distance 2
_______ M
Distance 3
+ _______ M
Meters
Th
Draw your Rocket Design Here.
20
3=
•
math
Name:
Launch Angle ________Degrees
science
airplane design. Encourage more
testing and modifications in shape,
size, and weight (paper clips).
You can even set up a distance or
target competition – http://library.
thinkquest.org/J002313F/ (paper
airplane designs).
Engineering Tech Notes
Rocket Test 1
by Krista Jones
Meters
better without any fins;
however, experimenting
with the fins is crucial to
understanding the effects
of drag and aerodynamic
design.
Track and record distance
and launch angle data
for each test. Record
at least three tests and
average the results.
Graph all test results and
discuss. Calculate the
class’s average distance.
Analyze the results. Can
they find connections
between launch angles and
distances?
Children’s Technology and Engineering
•
Learn more about How Things Fly
and Aerodynamic Design:
• Flight – www.brainpop.com/
technology/transportation/
flight/preview.weml and www.
nasm.si.edu/exhibitions/gal109/
NEWHTF/HTF050.HTM
• Aerodynamic Design – http://
teacher.scholastic.com/
activities/flight/wright/build.
htm; http://library.thinkquest.
org/J002313F/ (paper airplane
designs); and www.flightgear.
org (flight simulator).
Prove that Sir Isaac was right—
become a rocket scientist—for real!
Design, build, and launch solid fuel
rockets, seltzer, and pop-bottle/
water rockets. Experiment with
How a pop-bottle rocket works
•
variables such as fin size and shape,
nose cones, rocket weight, amounts
of “propellant” (H2O and air
pressure, H2O and seltzer)
Review Newton’s Laws of Motion
with LegosTM – www.youtube.com/
watch?v=NWE_aGqfUDs
December 2010
TECHNO TIPS
Solid fuel rockets
social studies
•
•
Pop-bottle rocket
•
How did Columbus use aerodynamics
to reach the New World—in a boat?
Have your students engineer sails
using card stock paper, foil, fabric,
plastic, etc. You can also refine your
focus to design shape, size, and
position by limiting your material to
only card stock. Tape your sails to
a drinking straw—your mast. Your
ships can be flat-bottomed cardstock skimmers, or shaped blocks of
Styrofoam. Using fans, “sail” your
skimmers on a table. OR…attach
two straws to the underside of a
tag board “hull” with a paperclip
vertically secured to the middle of
the “hull” for the mast mount. String
fishing line through each straw,
stretch across the room, and tie tight
so that the hull easily glides when
blown by the fan. Make two if you
want a sail race!
December 2010
Explore the history of flight using
a timeline – www.ueet.nasa.gov/
StudentSite/historyofflight.html;
www.vacations.com/history-of-flighta-visual-timeline and www.loc.gov/
exhibits/treasures/wb-timeline.html
Brainstorm how flight technology
has changed our world—socially and
environmentally. Students can then
•
create new future-flight designs and
discuss the impacts that their designs
could make.
What’s next? The era of the space
shuttle is coming to an end. Explore
the new, reusable spacecraft designs
currently in the works, and have your
students design their own! www.
nasa.gov/mission_pages/shuttle/
flyout/ and www.spacefuture.com/
vehicles/designs.shtml
* All activities can be modified according to grade level.
Krista Jones is a teacher of elementary technology education, Grades P-5, at Bellevue
Elementary School, Bellevue, Idaho. She can be reached via email at kjones@blaineschools.org.
Testing sail designs
Children’s Technology and Engineering
21
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