 |
Transcript for NASA Connect - Measurement, Ratios, and Graphing: Safety First
[00:00:24.519]
[3LW:]
[00:00:24.549]
[inaudible] and we at 3LW, which
stands for three little women,
[00:00:28.499]
we are recording our disk
today on MTV's Sierra Tour.
[00:00:32.759]
On today's NASA Connect you and
our NASA engineers are working hard
[00:00:37.489]
to make sure that airplane pilots,
air passengers remains safe at
[00:00:40.629]
[inaudible].
[00:00:41.369]
You will visit a virtual
facility designed to test ways
[00:00:44.409]
to solve potential air and
ground traffic problems
[00:00:46.849]
at our nation's airports.
[00:00:48.659]
You'll observe NASA engineers and
researchers using math, science
[00:00:52.319]
and technology to solve
the every day problems.
[00:00:54.689]
In your classroom see what it takes
to be an air traffic controller,
[00:00:58.319]
it's a very stressful job.
[00:00:59.729]
You will also use computer
technology to navigate
[00:01:03.269]
through several things as
other flight from San Francisco
[00:01:06.259]
to New York, so stay tuned
as Dan and Jennifer take you
[00:01:10.979]
on the another exciting
episode of NASA Connect.
[00:01:19.979]
[00:01:23.929]
[ Music ]
[00:01:24.929]
[00:01:32.709]
[Jennifer:] Hi!
[00:01:32.939]
We are heading to San
Francisco international airport.
[00:01:35.629]
[Airline Staff:] Great let me check
you both in and tag your bags
[00:01:39.049]
[inaudible] with you.
[00:01:40.649]
[00:01:42.319]
[Dan:] Hi!
[00:01:42.759]
Welcome to NASA Connect; the
show that connects you to math,
[00:01:45.589]
science, technology and NASA.
[00:01:47.919]
I'm Dan Gerro.
[00:01:48.999]
[Jennifer:] And I'm
Jennifer Pulley.
[00:01:50.339]
Now before we start the show
there are few things you
[00:01:52.799]
and your teacher need to know.
[00:01:54.349]
First teachers, make sure
you have the lesson guide
[00:01:56.789]
for today's program.
[00:01:57.949]
It can be downloaded from
our NASA Connect website,
[00:02:00.929]
in it you will find a great
map based hands on activity
[00:02:04.129]
and a description
[00:02:05.039]
of our instructional
technology components.
[00:02:07.529]
[Dan:] Kids, you want to
keep your eyes on Norbet
[00:02:09.769]
because every time it appears
with questions like this.
[00:02:12.839]
[inaudible] from the lesson
guidance your brain ready
[00:02:14.659]
to answer the questions
we give you.
[00:02:16.499]
[Jennifer:] All ancestors if
you are watching a tape version
[00:02:19.189]
of this program every
time you see Norbet
[00:02:21.279]
with the remote that's your
queue to pause the video tape
[00:02:24.379]
and discuss the cue card question.
[00:02:26.329]
[Dan:]For today's show Jennifer
and I are flying to California
[00:02:29.749]
to learn how the people
get airplanes,
[00:02:31.269]
[inaudible] airports, pilots
and NASA for the safety first?
[00:02:34.729]
[Jennifer:] That's right and you
know almost two million people like
[00:02:37.439]
us travel by airplane every day.
[00:02:39.849]
Air traveling insist to
the rest of the world
[00:02:42.129]
and usually we don't pay much
attention to how it works
[00:02:46.149]
or who makes it work,
like with millions
[00:02:47.659]
of people flying airplanes, pilots
and airports have to be saved.
[00:02:52.209]
Just who regulates the safety of
airplanes, pilots and airports.
[00:02:56.299]
[Dan:] The FAA, our Federal
Aviations Administration.
[00:02:59.539]
Their primary responsibility
is maintaining the safety
[00:03:02.209]
of public aviation.
[00:03:03.559]
The FAA develops air traffics
rules, operates airport towers
[00:03:07.069]
and air traffic control centers
[00:03:08.739]
and encourages new
aviations technology,
[00:03:11.069]
some of which is being
developed by NASA.
[00:03:12.799]
We will see some of
those technologies later.
[00:03:15.049]
[Jennifer:] You know right now
[00:03:17.689]
as we board the airport's control
tower has received a pilot's flight
[00:03:26.689]
[00:03:29.409]
plan and will soon be directing our
airplane as a taxi sort of runway.
[00:03:34.249]
[Dan:] Hey, there is
the control tower.
[00:03:36.299]
Right now in that tower people are
observing us and other airplanes
[00:03:39.779]
to make sure every thing
runs on safely on the ground.
[00:03:41.729]
[Jennifer:] Meanwhile
inside the plane we have our
[00:03:44.209]
seat-belts fastened.
[00:03:45.359]
Shh -- silence while the
flight attendant gives us
[00:03:49.309]
safety procedures.
[00:03:51.029]
[Dan:] Just like pilots
and the people
[00:03:52.399]
in airport tower have safety rules,
[00:03:54.219]
passengers like us
can make sure we are
[00:03:56.429]
at safest possible on the airplane.
[00:03:59.179]
For example --
[00:04:00.779]
[Flight Attendant:] Excuse
me sir, you gonna have
[00:04:02.479]
to turn off cell phone
and computer.
[00:04:04.559]
[Dan:] They can interfere with the
airplane's communications systems.
[00:04:08.239]
[Jennifer:] Well, now
we are at Airborne,
[00:04:14.469]
will be in tract on Radar.
[00:04:16.219]
Soon our airport tower hands us off
to an air traffic control center.
[00:04:20.079]
Here are twenty-one of these
centers in the United States
[00:04:22.639]
and each center controls a
specific area of air space.
[00:04:26.039]
[Boy:] What is air space?
[00:04:28.149]
[Dan:] The space where
aircraft fly.
[00:04:30.109]
[Dan:] This control centers
communicated with pilots
[00:04:32.159]
and safely direct all airplanes
to into their air space.
[00:04:35.199]
When you consider all the airplanes
[00:04:37.159]
that fly everyday,
that's a huge job.
[00:04:40.099]
[Jennifer:] During our
fly, we were passed
[00:04:41.929]
through about six
different air spaces.
[00:04:43.739]
And as we passed through
each one, we're monitored
[00:04:46.559]
by Air Traffic Control Centre.
[00:04:48.599]
[Dan:] Each center gives that
pilot information about weather,
[00:04:51.209]
air traffic around us, and it
helps us navigate to best route.
[00:04:55.739]
You know I hope that pilot
take us over Colorado.
[00:04:58.409]
I would love to see it from here.
[00:05:01.789]
Hey, moving next by NASA Connect
will give us our own private jet.
[00:05:05.859]
And then we could --
[00:05:06.869]
[Jennifer:] Right Dan.
[00:05:08.379]
Until then fly in
[00:05:10.129]
[inaudible].
[00:05:10.129]
You know no matter what
route we take our pilot
[00:05:15.939]
and the control center
[00:05:17.009]
on the ground are making sure
we are safe in the skies.
[00:05:19.719]
[Flight Attendant:] Do you
like something to drink?
[00:05:21.999]
[Dan:] Ah, yes, thanks,
water would be great.
[00:05:23.479]
[Flight Attendant:] Thank you.
[00:05:24.539]
[Dan:] Thank you.
[00:05:26.329]
Speaking a safety, we went earlier,
but the FAA is all research
[00:05:29.819]
for new technologies
and ways to maintain
[00:05:32.139]
and improve the safety
of air travel.
[00:05:34.259]
That's where NASA comes in.
[00:05:36.159]
Jennifer and I recently visited
the NASA Langley Research Center
[00:05:39.389]
at Hampton Virginia, to learn
[00:05:40.909]
about NASA's aviation safety
program in the math, science
[00:05:44.149]
and technology that used
in the everyday work.
[00:05:46.269]
[ Music ]
[00:05:46.819]
[3LW:] How the NASA contribute
to airplane safety in the future?
[00:05:52.879]
How do the NASA engineers use
math in the wind tunnel test?
[00:05:56.559]
What happens to an airplane when
the angle of tack becomes to great?
[00:06:00.979]
[John:] NASA's Aviation Safety
Program is designed to make sure
[00:06:04.009]
that airplane remaining
safe form of transportation
[00:06:07.169]
[inaudible] air travelers.
[00:06:08.309]
Many pilots and engineers
like me are studying new ways
[00:06:11.309]
to prevent accidents
that are occurring.
[00:06:13.109]
We are also looking at ways to
provide new ideas and technologies
[00:06:16.349]
to airplane manufactures
in airline,
[00:06:18.219]
so they can keep our sky safe.
[00:06:20.269]
[Dan:] Well, isn't
flying already safe?
[00:06:22.799]
[John:] Absolutely, Dan.
[00:06:24.109]
Flying is the safest
mode of transportation
[00:06:26.489]
and passenger's safety is the
most important requirement
[00:06:28.719]
for our travel.
[00:06:29.859]
But you see within the next ten
years it is expected that approx
[00:06:32.889]
to three million people
will be flying everyday.
[00:06:35.739]
That's about one million
more than today.
[00:06:38.139]
With these numbers more
airplanes will be flying
[00:06:40.179]
in our skies in many parts of
[00:06:42.099]
[inaudible] conditions.
[00:06:43.299]
NASA is looking to make sure
that even with that entries
[00:06:45.999]
of air traffic, airplanes
will remain a safe
[00:06:48.359]
and efficient way
for people to travel.
[00:06:50.489]
[Jennifer:] Well,
how do you do that?
[00:06:51.849]
[John:] One way is to make sure
[00:06:52.939]
that all airline pilots
have the necessary training
[00:06:55.349]
to maintain control
of their airplane
[00:06:56.999]
and safely maneuver them
during all flight conditions.
[00:06:59.709]
It's my job to predict how our
airplanes can be controlled
[00:07:02.639]
in these different conditions.
[00:07:04.309]
[Dan:] How can you predict
when airplane will do?
[00:07:06.669]
[John:] We use a wind tunnel
and model of an airplane.
[00:07:09.619]
A wind tunnel is a facility
that blows air over a model
[00:07:12.349]
at different speeds and angles
[00:07:14.109]
to simulate the airplane
flying through the air.
[00:07:16.439]
You see testing, full sized
airplanes, is too expensive.
[00:07:20.319]
So we use scale model.
[00:07:22.189]
This model was 1/30 of the
size of the real airplane.
[00:07:25.089]
[Jennifer:] 1/30!
[00:07:26.069]
Hey that's a ratio.
[00:07:28.569]
A ratio is a fraction
used to compare the size
[00:07:31.159]
of two numbers to each other.
[00:07:32.799]
The ratio 1/30th means that this
model is about 30 times smaller
[00:07:37.099]
than the real airplane, right John?
[00:07:39.079]
[John:] That's right Jennifer.
[00:07:40.249]
And we use a wind tunnel to
test the model and conditions
[00:07:42.759]
that are too dangerous to
test on the real airplane.
[00:07:45.259]
When we run the Wind tunnel
[00:07:46.469]
at different air speeds we move
the model, so that the wind hits it
[00:07:49.349]
at various angles, like this.
[00:07:51.439]
One very important angle we look
at, is called the angle of attack.
[00:07:54.719]
Let me explain.
[00:07:56.169]
When an airplane is flying
through the air, the combination
[00:07:58.719]
of air speed and the angle
of attack produces lift.
[00:08:01.819]
A force which holds the
aeroplane in the air.
[00:08:04.189]
In normal flight as the angle
[00:08:05.589]
of attack becomes greater
the lift increases.
[00:08:08.319]
If you have ever held your hand
out of the window of a moving car,
[00:08:11.299]
you can feel this lift
as you move your hand.
[00:08:13.709]
However, if the angle of attack
becomes too great the air no longer
[00:08:17.209]
flow smoothly over the wing
causing a condition known
[00:08:19.659]
as aerodynamic stall and
the lift will decrease.
[00:08:22.669]
However this flight
condition rarely occurs,
[00:08:25.409]
the airplanes controls
may not be affective
[00:08:27.449]
and the pilot may not be able
safely maneuver the airplane.
[00:08:30.679]
[Jennifer:] But John
how do you know
[00:08:31.939]
that the real airplane is
going behave the same way
[00:08:34.419]
that the model does
in the wind tunnel?
[00:08:36.429]
[John:] Great question, we use math
[00:08:38.259]
to predict how the real
airplane will behave
[00:08:40.209]
under the same conditions
tested in the wind tunnel.
[00:08:42.569]
Let me show you.
[00:08:44.399]
During wind tunnel testing a
computer system electronically
[00:08:47.139]
measures the lift.
[00:08:48.549]
The computer also determines
the speed of the moving air,
[00:08:51.459]
the density of the air and the
area of the air planes wing.
[00:08:54.889]
Using this ratio we can compute
the lift coefficient a number
[00:08:58.199]
that tells engineers like me
how the state of the model,
[00:09:01.079]
position of the model and the air
flow around the model affect lift.
[00:09:05.139]
Next we create a graph that
allows us to see the relationship
[00:09:08.299]
between a lift co-efficient
and the angle
[00:09:10.369]
of attack we have
simulated in the tunnel.
[00:09:12.629]
Because this graph is a
same for both the model
[00:09:15.019]
and full size airplane,
[00:09:16.439]
we can predict how the
real airplane will fly.
[00:09:18.669]
So let's put the data on
the graph and interpret it.
[00:09:21.409]
During normal flight conditions
the lift coefficient increases
[00:09:24.389]
as the angle of attack increases.
[00:09:26.289]
The pilot should have no
trouble controlling the plane;
[00:09:28.899]
however if the angle of attack
becomes so great if stall occurs,
[00:09:32.429]
the lift coefficient decreases
[00:09:34.119]
and the airplane may be
difficult to control.
[00:09:36.379]
From this graph we can determine
how the airplane will respond
[00:09:39.219]
in different flight conditions.
[00:09:40.679]
Knowing this information
allows us to find ways
[00:09:43.109]
to help pilots prevents avoid
entering unsafe conditions
[00:09:46.499]
and to make the airplane
easier to fly.
[00:09:49.369]
[Jennifer:] So once
you've tested the model
[00:09:51.429]
and determined how the
real plane will behave,
[00:09:53.989]
how do you make sure the pilots
are trained in these situations?
[00:09:57.009]
[John:] Today's airline pilots
are highly trained using very
[00:09:59.559]
sophisticated devices known
as 'Flight simulators'.
[00:10:02.339]
The simulator looks and feels just
like a real airplane from take off
[00:10:05.879]
through landing and
it allows pilots
[00:10:07.729]
to practice many different
flying procedures
[00:10:09.809]
that they may encounter
during a real fly.
[00:10:12.009]
All of the graphs created from
wind tunnel tests are given
[00:10:14.559]
to people whose job it
is to input this data
[00:10:16.779]
into the flight simulator making
pilots feel like they are flying
[00:10:19.599]
a real airplane.
[00:10:20.769]
The simulator is designed to
respond like the real airplane
[00:10:23.579]
that is accidentally in a
densely flight conditions;
[00:10:26.039]
like the once we have
tested in the wind tunnel.
[00:10:28.329]
Using simulators pilots are
specially trained in loss
[00:10:31.389]
of control and learnt how
to operate the airplane
[00:10:33.419]
under conditions that
would normally not be safe
[00:10:35.399]
in a real airplane.
[00:10:36.599]
This training will help to ensure
[00:10:37.829]
that air travels remains
safe for every one.
[00:10:40.139]
In fact many of today's
students who are interested
[00:10:42.639]
in becoming airline pilots
will be trained in simulators
[00:10:45.329]
to use the research we are
conducting here at NASA.
[00:10:47.989]
The goal of NASA's aviation safety
program is to prevent accidents
[00:10:51.499]
from occurring and for
all future air travelers
[00:10:53.889]
to know they will safely
reach their destination.
[00:10:56.749]
[00:10:58.309]
[Jennifer:] Thanks John,
you know it's really--
[00:11:00.079]
[Dan:] Hey Jen check it out.
[00:11:00.999]
It's Colorado.
[00:11:02.509]
[Jennifer:] Its sure its Dan, and
like I was saying its really cool
[00:11:05.519]
that how NASA's testing
models in wind tunnels
[00:11:08.329]
and then using technology
to help pilots fly safely
[00:11:11.549]
and speaking of technology.
[00:11:13.239]
Dan didn't you find a really
cool CD that takes you
[00:11:16.089]
on a airplanes journey
from gate-to-gate.
[00:11:18.019]
[Dan:] I sure did, this CD Rom
lets you meet some of the people
[00:11:20.999]
who operate the air
traffic control system.
[00:11:23.359]
Join me next in Dan's Domain and
I'll show some of tools they use.
[00:11:27.409]
Welcome to my Domain here for
I will introduce you to some
[00:11:34.889]
of the coolest stuff that will
help you better understand,
[00:11:36.969]
the topics covered in our show.
[00:11:38.319]
First you need to know
how to get to Dan's Domain
[00:11:41.539]
from the NASA Connect website.
[00:11:43.419]
Just click here to enter,
you will find a link
[00:11:46.109]
to the shows instructional
technology activity.
[00:11:48.629]
There is also a zone especially
for teachers and a career zone
[00:11:51.929]
so you can meet some
of our program guests
[00:11:53.829]
and learn about their jobs.
[00:11:55.209]
Oh! Yeah, there is a page that
gives links to the other new sites
[00:11:57.909]
that relate to the show.
[00:11:59.719]
Now for the good stuff,
it's a CD produced by NASA
[00:12:02.769]
and the Federal Aviation
Administration
[00:12:05.369]
that will introduce you to our air
traffic control system and some
[00:12:08.939]
of the tools they use everyday.
[00:12:10.779]
It's called gate-to-gate.
[00:12:12.839]
Speaking of air traffic control
let's visit Air Venture in
[00:12:16.069]
[inaudible] Wisconsin.
[00:12:17.719]
It's the largest air
show in the world
[00:12:19.719]
and each summer it also becomes
the busiest airport in the world.
[00:12:23.549]
Here we'll work with
student ambassadors
[00:12:25.769]
from the American institute
of Aeronautics and Astronauts.
[00:12:28.739]
They are a group of high-school
students from around the world,
[00:12:31.599]
who are participating
in an array of aerospace
[00:12:34.959]
and educational activities
designed to energize
[00:12:38.019]
and excite them about
careers in aerospace.
[00:12:40.999]
Start your journey by clicking
the pre-flight airplane icon
[00:12:44.099]
at the bottom of the radar scope,
right clicking on the airplanes
[00:12:47.399]
around the scope, you
will navigate a flight
[00:12:49.659]
from San Francisco to New York,
beginning at the pre-flight
[00:12:53.249]
and going around the scope
ending with the landing.
[00:12:56.649]
NASA and research
centre and collaboration
[00:12:59.429]
with the FAA is developing
sophisticated software tools
[00:13:02.989]
and procedures to help air traffic
controllers manage air traffic more
[00:13:07.039]
safely and efficiently through
out all of phases of flight.
[00:13:10.619]
This CD will demonstrate how some
[00:13:12.329]
of these new tools
fit into the system.
[00:13:14.899]
We go to the career zone in Dan's
Domain you'll meet some more
[00:13:18.059]
of our program partners.
[00:13:19.389]
That's it for now, but I will back
at end of the student activity,
[00:13:22.849]
let's you on a new technology
partnership NASA Connect us
[00:13:25.939]
with Riverdale interactive
learning, see you then.
[00:13:29.209]
[Jennifer:] Hey Dan we
are getting ready to land.
[00:13:36.549]
You know airplanes arrive from
several different directions
[00:13:40.779]
and the air traffic control centre
has to merge all those planes
[00:13:44.199]
into a single file line.
[00:13:45.669]
Making sure there is a safe
distance between each plane.
[00:13:49.049]
[Dan:] Right and since air traffic
can sometimes arrive like rush hour
[00:13:52.439]
traffic on a highway.
[00:13:54.039]
Pilots may have to make
adjustments in their flight plans,
[00:13:56.399]
change the speed or altitude
or go into a holding pattern.
[00:14:00.209]
So all these adjustments may cause
delays, however safety comes first.
[00:14:04.609]
[Jennifer:] That's right, when we
are about six to eighteen kilometer
[00:14:07.859]
from the airport the air traffic
control centre hands us off
[00:14:11.139]
to the San Francisco
airport control tower.
[00:14:13.719]
Tower controllers there
relay current weather
[00:14:16.119]
and air traffic information
to our pilot.
[00:14:19.149]
[00:14:20.419]
[Dan:] Wow what a ride.
[00:14:22.469]
[00:14:23.499]
Hey, this is the control tower.
[00:14:24.779]
I wonder what they
are doing in there.
[00:14:26.609]
[Jennifer:] Let me tell you,
now that we have landed,
[00:14:28.649]
controllers in the tower tell
our pilot which taxi ways to use
[00:14:32.259]
and where we can park.
[00:14:33.929]
You know we are not completely
safe until we park at the gate
[00:14:36.999]
and our pilot has turned off
the fasten your seat belt sign.
[00:14:40.179]
[Jennifer & Dan] San
Francisco, Here we come.
[00:14:42.679]
[ Music ]
[00:14:43.679]
[00:15:05.769]
[Jennifer:] While, NASA's aviation
safety program is helping pilots
[00:15:09.829]
maintain high levels
of safety in our skies.
[00:15:12.369]
NASA is also working to help
airports operate more safely
[00:15:15.659]
and efficiently.
[00:15:16.439]
As airplane traffic increases
in our skies, the possibility
[00:15:19.729]
for more accidents or incidents
also increases on the ground.
[00:15:23.199]
[Dan:] Right.
[00:15:24.239]
How would that flight simulator
to simulate conditions in the air.
[00:15:27.569]
But what about people in
control towers who monitor
[00:15:29.919]
and direct take offs and landings?
[00:15:31.859]
[Jennifer:] Yeah I mean could all
the people that guide airplanes
[00:15:34.729]
to the ground, like pilots,
air traffic controllers
[00:15:38.029]
and airport operators work
together and try out new ways
[00:15:41.729]
to safely move planes
around an airport.
[00:15:44.209]
[Dan:] NASA believe they could
[00:15:45.749]
so a unique facility was
built right here in California
[00:15:48.649]
to help solve present and future
problems of our nation's airport.
[00:15:51.979]
It's called NASA future
flight sensor.
[00:15:54.059]
[Jennifer:] And to
learn more we came here
[00:15:56.319]
to NASA Aims research centre
in Muffetfield California.
[00:16:01.629]
[ Music ]
[00:16:01.909]
Why was NASA future
flight center built?
[00:16:06.569]
How does NASA use technology
to simulate airports?
[00:16:09.959]
Analyzing the graph, what passage
do you think influenced the air
[00:16:13.359]
traffic controller at Wisconsin?
[00:16:16.449]
[Nancy:] NASA future flight
central is a two story facility
[00:16:19.479]
with the 360 degrees view.
[00:16:21.859]
It's capable of doing a full scale
real time simulation of an airport.
[00:16:26.369]
It's where air traffic
controllers, pilots,
[00:16:28.659]
and the airport personnel
can interact with each other
[00:16:31.189]
and test out new technologies.
[00:16:33.069]
As you can see, this is designed
[00:16:34.669]
to look very much like a real
air traffic control tower.
[00:16:37.629]
The downstairs rooms
points to simulation,
[00:16:40.249]
we bring in real air
traffic controllers.
[00:16:42.849]
They wear head sets and
communicate with the pilots,
[00:16:45.449]
giving them permission to
taxi, take-off and land.
[00:16:48.859]
At the same time, they also
scan the runways and taxiways
[00:16:52.639]
to make sure that all the
airplanes are maintaining a safe
[00:16:55.329]
distance from each other.
[00:16:56.809]
Just as you do while
driving an automobile.
[00:16:59.359]
[Dan:] How do you make this tower
in these planes look so real?
[00:17:02.959]
[Nancy:] With the super computer.
[00:17:04.709]
We create a virtual airport
environment, which means it is made
[00:17:08.269]
to look very realistic when
compared to an actual airport.
[00:17:11.499]
We do this by using satellite
imagery, aerial surveys
[00:17:15.969]
and digital photography.
[00:17:18.059]
Simulation software allows us
[00:17:20.049]
to move two-hundred vehicles like
airplanes, or ground trucks all
[00:17:24.349]
at the same time at
realistic speeds.
[00:17:27.399]
We can simulate a variety
[00:17:28.819]
of weather conditions like
dense fog, rain or snow.
[00:17:32.989]
We can also place numerous
planes on the runway.
[00:17:35.469]
That needs to move all
at once making the test
[00:17:38.259]
as realistic as possible.
[00:17:39.999]
For example an airplane can be
placed where it shouldn't be
[00:17:43.049]
and the air traffic controllers
have to try to safely get the plane
[00:17:46.459]
out of the way to
avoid a collision.
[00:17:48.719]
[Jennifer:] Nancy that is so cool.
[00:17:50.019]
It sounds like NASA future
flights central simulates many
[00:17:52.829]
of the conditions that happened
at our nation's airports.
[00:17:55.269]
[Nancy:] That's right.
[00:17:55.869]
Not only at our facility can
we duplicate a real airport
[00:17:58.979]
and operate it as it runs day.
[00:18:00.549]
But we can also make changes and
see if we can make things safer.
[00:18:04.759]
For example we conducted a study
[00:18:06.519]
of San Francisco International
Airport,
[00:18:09.109]
currently the airport is
conducting an environmental review
[00:18:12.609]
to assess the possibility
of building new runways.
[00:18:15.469]
Because of space limitations
these new runways would be built
[00:18:19.059]
out into San Francisco bay.
[00:18:20.499]
This could possibly
cause the airport
[00:18:23.189]
to relocate its control tower.
[00:18:25.569]
Using our facility we simulated
the San Francisco Airport
[00:18:29.299]
and built the new runways.
[00:18:30.609]
Then for each proposed location
of the tower we moved some planes
[00:18:34.059]
down the runway and
watched the view
[00:18:36.049]
with our future flight sample the
airport might move its territory
[00:18:38.999]
location when blocked
used and wouldn't be able
[00:18:41.589]
to operate the airport safely.
[00:18:43.349]
[Dan:] Has NASA used this facility
to simulate any other airports?
[00:18:46.469]
[Nancy:] We sure have.
[00:18:47.919]
Recently NASA did a study of the
Los Angeles International Airport
[00:18:52.179]
or in the airport turns LAX.
[00:18:54.519]
Our goal was to simulate a
realistic operating environment,
[00:18:58.169]
that was as close as possible
[00:18:59.729]
to what the LAX Air traffic
controllers experienced every day
[00:19:03.039]
in the tower.
[00:19:04.249]
This study was different from the
one on the San Francisco Airport
[00:19:07.769]
because before we could simulate
any changes to LAX we had
[00:19:11.509]
to first make sure that we
could realistically simulate one
[00:19:14.439]
of the busiest airports
in the world.
[00:19:16.789]
[Dan:] So how did you
determine if the simulation was
[00:19:19.529]
as realistic as the real LAX.
[00:19:21.849]
[Nancy:] Just like you
do in math class Dan.
[00:19:24.079]
First we collected data from
the air traffic controllers
[00:19:27.259]
using questionnaires.
[00:19:29.029]
Using the data we created and
interpreted graphs to determine
[00:19:32.849]
if we accomplished our goal.
[00:19:34.329]
There were many factors involved
[00:19:35.799]
in determining whether our
simulation was realistic.
[00:19:38.719]
Let me show you one of
the graphs we created.
[00:19:41.239]
The title of the graph
is realism ratings
[00:19:43.609]
for LAX air traffic controllers.
[00:19:46.009]
This graph tells us how the
real LAX controllers rated
[00:19:49.339]
our simulation.
[00:19:50.549]
[Jennifer:] Okay let's see.
[00:19:52.139]
Along the bottom are
ratings from one to five.
[00:19:55.329]
With one being not at all realistic
and five being identical to LAX.
[00:20:00.809]
Nancy what is a ground
air traffic controller
[00:20:03.079]
and a local air traffic controller?
[00:20:05.339]
[Nancy:] A ground
controller is responsible
[00:20:07.319]
for airplanes on the ground.
[00:20:09.299]
Leaving the gate and taxing
to the runway for example.
[00:20:12.039]
A local controller issues take offs
[00:20:14.479]
and landings maintains a safe
distance between arriving
[00:20:17.709]
and departing aircraft and is
responsible for controlling flights
[00:20:21.349]
up to 16 kilometers from the tower.
[00:20:24.049]
Let's put the data on the graph.
[00:20:26.429]
As you can see from the data
we collected both the ground
[00:20:29.749]
and local controllers believe
that our simulations of airplanes
[00:20:33.039]
on the ground and in
the sky there are goal
[00:20:35.959]
of being realistic compared to LAX.
[00:20:38.489]
In fact, the data shows
that we exceeded our goal
[00:20:41.369]
and we were very realistic
compared to LAX.
[00:20:44.599]
Just as John collected data to
help train pilots for safety,
[00:20:48.479]
future flight central will
realistically simulate our
[00:20:51.389]
nation's airports.
[00:20:52.809]
So they can continue to
run smoothly and safely.
[00:20:56.129]
[Dan:] Nancy that's amazing that
NASA realistically simulated one
[00:20:59.809]
of the world's busiest airports.
[00:21:01.929]
So what's next?
[00:21:03.379]
[Nancy:] The next step will
be to determine what will
[00:21:05.639]
and what will not work when
proposed changes are made
[00:21:08.719]
to the LAX operating environment.
[00:21:11.009]
Because future flights
central is a safe place to try
[00:21:13.549]
out new airport procedures both
time and money will be saved
[00:21:17.729]
as LAX continues to
put safety first.
[00:21:20.979]
[Jennifer:] Thanks Nancy.
[00:21:22.299]
Okay so far on today's
show Dan and I have fly
[00:21:25.379]
from Virginia all
the way to California
[00:21:28.029]
and during this flight we learnt
how NASA wind tunnel tests are
[00:21:31.299]
helping trained pilots
to be even safer.
[00:21:34.179]
[Dan:] We also learnt our
airplanes and passengers get
[00:21:36.329]
from gate-to-gate and
how NASA uses simulations
[00:21:38.929]
to make airports safer.
[00:21:40.329]
[Jennifer:] So do you
have what it takes
[00:21:42.349]
to be an air traffic controller?
[00:21:44.429]
See if you can safely and
efficiently land airplanes
[00:21:47.549]
at Norbert international airport.
[00:21:49.919]
NASA Connect travels South from San
Francisco to Long Beach California
[00:21:54.319]
for today's hands on activity.
[00:21:56.709]
[Student 1:] Hi!
[00:21:58.869]
We are from the Boeing
Summer Science Camp.
[00:22:00.909]
[Student 2:] NASA Connect
asked us to help you guys.
[00:22:03.649]
How did that the shows
hands on activity?
[00:22:06.609]
[Student 3:] It's
called in a safety zone.
[00:22:08.889]
[Student 2:] Here are the
main objectives of this game.
[00:22:10.759]
We plot initial aircraft
coordinates using a rectangular
[00:22:13.379]
coordinate system in which
measurement tools and techniques
[00:22:16.219]
to determine distance.
[00:22:17.679]
We apply ratios to calculate
the air safety travel index.
[00:22:21.249]
We calculate initial aircraft
distance versus actual air
[00:22:24.559]
craft distance traveled.
[00:22:26.019]
In your working team you
solve problems related
[00:22:27.989]
to your own air traffic
control challenges.
[00:22:31.349]
The game for analysis the
materials you need are included
[00:22:34.049]
in the lesson guide, which
your teacher can download
[00:22:36.069]
from the NASA Connect website.
[00:22:37.599]
The class will be divided
into groups of four.
[00:22:40.599]
Each group will get a flight plan
[00:22:41.869]
to record the landing
times a tracking chart
[00:22:44.099]
to chart the progress
of the assigned planes.
[00:22:46.409]
A safety rating card to keep
track of the total points earned
[00:22:48.989]
and the game constraint card.
[00:22:50.899]
More about this later.
[00:22:52.439]
Each student or air
traffic controller
[00:22:54.389]
in a group will be responsible
for three aircrafts and one
[00:22:57.079]
of the quadrants on the game board.
[00:22:59.709]
Your primary goal is to land
each aircraft safely and on time.
[00:23:03.289]
Now lets get started, using the
initial aircraft flight coordinates
[00:23:06.899]
provided in the flight plan,
plot the starting position
[00:23:09.849]
for each aircraft
from the game board.
[00:23:11.999]
Use a pen along with
a correct aircraft cut
[00:23:14.079]
out to mark each starting point.
[00:23:16.099]
Record a flight number, aircraft
type and runway information
[00:23:19.219]
on the tracking chart.
[00:23:20.809]
Choose a colored pencil and
color each designated aircraft
[00:23:23.729]
to ensure correct tracking.
[00:23:25.079]
Now measure and calculate the
direct distance in kilometers
[00:23:28.859]
from the assigned aircraft
[00:23:30.109]
to the airport using the
scale 2 cm to 5 kilometers.
[00:23:33.779]
Record the information
on the tracking chart.
[00:23:36.059]
For each minute of flight our
aircraft must make one move,
[00:23:39.549]
one move corresponds to 2
cm when you travel 5 km.
[00:23:44.199]
Use your metric ruler to
verify 2 cm of movement.
[00:23:47.429]
Aircraft cannot move backwards
on any consecutive move.
[00:23:51.479]
During each minute of flight
each ATC must keep track of his
[00:23:54.859]
or her aircrafts flight
paths, using a color pencil
[00:23:57.879]
and metric ruler after all paths
have been updated place the check
[00:24:01.629]
mark on the tracking chart
indicating completion
[00:24:04.019]
of your aircrafts move.
[00:24:05.299]
Check the game constraint
card for landing guidelines,
[00:24:08.559]
study the flight plan,
[00:24:09.499]
particularly arrival times
and runway locations.
[00:24:12.929]
The game first see that your
teacher follows a script
[00:24:15.269]
which indicates when to move
and when conditions change.
[00:24:18.809]
When you finish playing the game
calculate your score using the
[00:24:21.319]
instructions and the lesson guide.
[00:24:23.819]
Now you are ready to determine
the air safety travel index
[00:24:26.979]
by calculating the
percentage using the ratio
[00:24:29.299]
of team points divided
by total possible points.
[00:24:32.489]
Complete the tracking chart
[00:24:33.579]
by calculating the actual
linear distance traveled
[00:24:36.419]
from the aircraft's initial
co-ordinates to the airport.
[00:24:39.259]
By using this equation
calculate the difference
[00:24:41.989]
and direct distance
traveled versus the actual
[00:24:44.409]
distance traveled.
[00:24:45.789]
Your teacher will conclude the game
[00:24:47.699]
by discussing some
questions with you.
[00:24:49.209]
So you can apply what you
have learnt during the game
[00:24:51.359]
to the actual job of an
air traffic controller.
[00:24:53.969]
[Jennifer:] All right.
[00:24:54.839]
You guys need to take look at
your air safety travel index.
[00:24:57.699]
It should be at about
a hundred percent.
[00:24:59.769]
If it's not at a hundred percent
there is probably a reason
[00:25:02.499]
for this.
[00:25:02.859]
Do you guys have any idea why it
wouldn't be at a hundred percent?
[00:25:07.169]
[Student 2:] Because my plane
had to fly around the mountains.
[00:25:10.079]
[Student 5:] Mine was late
because my runway was closed
[00:25:12.689]
for a few minutes.
[00:25:14.039]
[Student 1:] Special thanks to AIAA
chapter of Cal State University
[00:25:18.939]
of Long Beach and to Boeing Summer
Science Camp for their help.
[00:25:26.719]
[Dan:] Our newest
educational partnership is
[00:25:30.529]
with Riverdeep interactive
learning.
[00:25:32.419]
The folks at Riverdeep are
providing internet based lessons,
[00:25:35.239]
that will enhance the
math's skills to go along
[00:25:37.219]
with their NASA Connect shows.
[00:25:38.879]
Teachers, you can find a link
to show's web based activity
[00:25:42.199]
in Dan's Domain on a
NASA Connect website.
[00:25:45.029]
It's from Riverdeep's
destination math series.
[00:25:47.469]
It's a fine tutorial.
[00:25:48.729]
It guides you to the information
about co ordinate planes.
[00:25:51.819]
Here is a brief example.
[00:25:55.379]
[00:25:56.939]
Your mission is to explore
plotting point and working
[00:26:00.399]
with figures in a plain.
[00:26:02.909]
Hmm. Well we know that a
plane is a flat surface
[00:26:07.019]
that extends forever
in all directions.
[00:26:10.829]
Since this map represents
part of a plane then --
[00:26:15.489]
[Dan:] This will be a great
way to introduce the hands
[00:26:17.529]
on activity for the show.
[00:26:18.639]
However, we choose to use
it this web based component
[00:26:21.939]
of NASA Connect will give
your students a useful tool
[00:26:25.379]
for improving and
strengthening their math skills.
[00:26:27.419]
[ Music ]
[00:26:27.669]
[Dan:] Well that wraps up
another episode of NASA Connect.
[00:26:32.859]
We'd like to thank
everyone who helped
[00:26:34.089]
to make this program possible.
[00:26:35.569]
[Jennifer:] That's right and you
know Dan and I are waiting to hear
[00:26:37.559]
from you, with your comment your
questions, your suggestions.
[00:26:39.969]
So e-mail us at
connect@larc.nasa.gov.
[00:26:45.559]
Or pick up a pen and
write us at NASA Connect.
[00:26:49.019]
NASA Centre for distance learning.
[00:26:50.979]
NASA Langley Research Centre
Mail stop four hundred Hampton
[00:26:54.489]
Virginia 23681.
[00:26:57.089]
[Dan:] Teacher you look like
a video tape of this program
[00:26:59.799]
in the accompanying lesson guide,
check out the NASA Connect website.
[00:27:03.379]
From our side you can link
[00:27:04.489]
to the NASA Educator
Resource Centre Network.
[00:27:07.049]
These centers provide
educators free access
[00:27:09.299]
to NASA products like NASA Connect
or from our side you can write
[00:27:13.419]
to CORE the NASA Central Operation
of Resources for educators.
[00:27:17.509]
That's where you can get your
copy of the gate-to-gate CD-ROM.
[00:27:20.749]
[Jennifer:] So until next
time stay connected to math
[00:27:23.459]
[Dan:] Science
[00:27:24.389]
[Jennifer:] Technology
[00:27:25.359]
[Dan:] And NASA.
[00:27:26.619]
[Both:] See you then.
[00:27:27.519]
Bye from San Francisco.
[00:27:28.549]
Bye.
[00:27:28.979]