The Museum in a Box program brings the physical sciences of flight to
students in grades K-12.
Great for educators at museums, science centers and schools, Museum in a
Box provides exciting hands-on/minds-on lessons with an aeronautics
theme to inspire future scientists, mathematicians and engineers.
The lessons are tied to all national science and math standards.
Currently, online lessons are being made available for downloading. All
of the lessons are described on this page. Downloadable files are added
to lesson descriptions as soon as they are completed. These lessons are
identified as "(available for download)."
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Museum in a Box Lessons NOTE:This is the complete list of lessons. Click on the lesson
to read its description. As each lesson becomes available for download,
it is marked "(available for download)." (Please be aware that, even
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Dressing for Altitude
+ Why Do We Really Need Pressure Suits? (5-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
5-12 (can be shown to K-4 as demonstration)
Four lessons, each made up of several activities. Each activity takes 45-60 minutes to complete. Can be completed in entirety or each activity stands alone. Lesson One (pressure and human survival): Four activities Lesson Two (pressure): Three activities Lesson Three (temperature): Four activities Lesson Four (density): Two activities
Science K-4: (as demo)
- Abilities necessary to do scientific inquiry
- Understandings about scientific inquiry
- Properties of objects and materials
- Light, heat, electricity, and magnetism
Science 5-8:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Properties and changes of properties in matter
- Motions and forces
- Transfer of energy
- Structure of the Earth system
- Structure and function in living systems
- Abilities of technological design
- Understandings about science and technology
- Science and technology in society
- Science as a human endeavor
Science 9-12:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Structure and properties of matter
- Motions and forces
- Natural and human- induced hazards
- Science and technology in local, national, and global challenges
- Science as a human endeavor
- Conservation of energy and increase in disorder
Temperature, Pressure, Density, and Human Survival at High Altitudes
"Do You Really Need Pressure Suits?" is a set of activities that tie
temperature, pressure, and density to human survival at high
altitudes. Four lessons, each made of several activities, can be
taught alone or as a unit, since temp., pressure, and density are
interrelated. Lessons and activities are broken down as follows:
Lesson One: (Pressure and Human Survival) contains four activities
incl. building a pressure suit for marshmallow Peeps and observing
how gases act in a vacuum. Lesson Two: (Pressure) contains three
activities that further examine gases in a vacuum or under
pressure. Lesson Three: (Temperature) contains four activities that
focus on the effect pressure or lack of pressure affects temp.
Activities include boiling water without heat, igniting an object
with increased air pressure, and collapsing a soda can by changing
pressure through temp. Lesson Four: (Density) contains two
activities that examine density in solids and in a gas as students
observe floating and sinking bowling balls, and a decrease in air
pressure in a candle and jar experiment.
+ If These Airplanes Could Talk (5-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
5-12
20 minutes
Interpreting Artifacts
On occasion groups of students visit a museum and don’t know what to do.
They have never had experience or training on how to interpret an
exhibit or an artifact. The following is an example of how you might
assist individuals to hone their skills in interpreting an exhibit or
artifact by asking the what, where, when, who, and why related to the
exhibit or artifact.
Science:
- Understanding about scientific inquiry
- Position and motion of objects
- Objects in the sky
- Changes in Earth and sky
- Abilities of technological design
Condensation, Air, Weather, Clothing
In this activity, the teacher guides the students in demonstrations of
condensation and air flow to simulate different weather conditions. This
activity will lead to a discussion of open cockpits as gliders evolved
into lightweight engine-driven airplane designs. The activity culminates
in opportunities to use the weather-conscious clothing typical of early
aviators as the students pretend to be pilots.
+ Designing an Aeronautics Museum Gallery (5-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
5-12
Varies
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Abilities of technological design
- Understanding about science and technology
- Science as a human endeavor
- Nature of scientific knowledge
- Historical perpectives
Artifact Interpretation, Planning and Design
Students will create an Aeronautics Museum Gallery in order to develop
their knowledge of the science of aeronautics. Students will expand
their knowledge of these topics as they work in committees similar to
the work environment in the real world. By planning, designing, and
building an Aeronautics Museum Gallery, students will bring educational
resources that museums offer to others in your school. The students will
sharpen their information gathering, organizational, and problemsolving
skills by writing labels and other documentation for the objects in the
exhibits. The students will learn how to organize objects in an exhibit.
A song to learn the parts of an airplane and their functions
Play "I'm Gettin' On An Airplane"
To download the song
MAC Users: Select "Option" and Click the link. Download will begin immediately.
PC Users: Right click link and select the "Save Target As" (Internet Explorer) or the "Save Link As" (Firefox) selection. Download will begin immediately.
Science K-4:
- Characteristics of organisms
- Undertanding about science and technology
- Abilities to distinguish between natural objects and objects made by humans
- Science and technology in local challenges
Science 5-8:
- Motion and forces
- Diversity and adaptations of organisms
- Understanding about science and technology
Science 9-12:
- Motion and forces
- Understanding about science and technology
Wing Design, Form and Function, Structures and Materials
Toy models of planes and/or pictures will be used to show similarities
and differences in wing design of birds and planes. The instructor is
encouraged to have participants sort and classify the similar wing
designs while explaining the purpose of the different designs. As actual
bird wings may not be possible for distribution through this program, we
are including pictures of bird wings and of plane wings for visual aids.
In addition, participants will be able to hold for close observation, an
ostrich feather, a turkey or swan feather, and a series of toy model
planes for comparison and classification. The lesson instructor will
deliver information on wing design, initiated by a prompting question(s)
expressed to the participant. Participants in 5th-12th grade can engage
in a quick study of aspect ratio to determine an aircraft’s ability to
glide.
Science:
- Models and explanation
- Form and function
- Properties of objects and materials
- Position and motion of objects
- Objects in the sky
Parts of an Airplane, Form and Function
This lesson will be used to teach students, through hands-on
activities, the different parts of an airplane and the major
function of each of those parts. Activities will include putting
together a model, puzzles and coloring sheets.
+ Parts of an Airplane (5-8) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
5-8
60 minutes
Science:
- Understanding about science and technology
- Motion and forces
Parts of an Airplane, Form and Function
This lesson will be used to teach students, through hands-on activities,
the different parts of an airplane and the major function of each of
those parts. Students will also see how these parts have advanced over
the years since the first airplane and how these parts change based on
the airplane’s intended function. Activities will include completing
worksheets, comparing photographs and/or models and building several 3-D
puzzles.
+ Parts of an Airplane (9-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
9-12
120 minutes
Science:
- Understanding about science and technology
- Motion and forces
Math:
- Understand meanings of operations and how they relate to one another
- Compute fluently and make reasonable estimates
- Understand patterns, relations and functions
- Represent and analyze mathematical situations and structures using algebraic symbols
- Analyze characteristics and properties of two and three dimensional geometric shapes
- Apply appropriate techniques, tools and formulas to determine measurements
Parts of an Airplane, Form and Function
This lesson will be used to teach, through hands-on activities, the
different parts of an airplane and the major function of each of those
parts. Students will also see how these parts have advanced over the
years since the first airplane and how these parts change based on the
airplane’s intended function. Activities will include completing
worksheets, comparing photographs and/or models and building several 3-D
puzzles.
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Position and motion of objects
- Objects in the sky
- Science and technology in local challenges
- Science as a human endeavor
Math:
- Compute fluently and make reasonable estimates
- Understand patterns, relations, and functions
- Use visualization, spatial reasoning, and geometric modeling to solve problems
- Apply appropriate techniques, tools, and formulas to determine measurements
- Formulate questions that can be addressed with data and collect, organize, and display, relevant data to answer them
- Problem Solving
Wind, weather measurement, air, motion, force, work
Through observation, the children will identify common occurrences and
make inferences about air and how it moves. They will “see” wind as it
works, identifying its direction of travel and its strength by observing
its effects on a windsock. Students will follow directions to create
their own simple kites and come to understand the power of wind as it
applies to the simple activity of flying it. They will begin to view
wind as a force that is capable of doing work, whether it be for fun or
to perform a job.
Students will follow directions to create their own kites and understand
the power of wind as it applies to the activity of flying a kite. They
will view wind as a force that is capable of doing work, whether it be
for fun or to perform a job.
+ Axes/Control Surfaces (K-4) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
K-4
60 minutes
Science:
- Position and motion of objects
- Understanding about science and technology
- Science and technology in local challenges
Math:
- Understand patterns, relations, and functions
- Use visualization, spatial reasoning, and geometric modeling to solve problems
- Apply appropriate techniques, tools, and formulas to determine measurements
- Problem Solving
- Reasoning and proof
Motion, Axes of Motion
The purpose of this activity is to introduce the control surfaces of an
airplane. This will be done by each student working with a basic glider.
The three axes around which an airplane moves will be presented.
Further, the airplane maneuver around each of these axes will be
addressed. Skewers will be inserted into the glider to reflect each of
the axes. Mention will also be made that there are only two cockpit
mechanical controls that control the three exterior control surfaces,
the yoke and the rudder pedals. A children’s picture dictionary of a few
basic terms will be made by each student. Then, a matching game will be
present that will reinforce axes of movement, control surfaces and
aircraft movement. If available, Microsoft Flight Simulator 2004 or
Flight Simulator X is very visual and effective ways of demonstrating
the control surfaces and, when the plane is flying, the effect of moving
each of the control surfaces.
+ Axes/Control Surfaces (5-8) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
5-8
60 minutes
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Position and motion of objects
- Objects in the sky
- Science and technology in local challenges
- Science as a human endeavor
Math:
- Understand patterns, relations, and functions
- Use visualization, spatial reasoning, and geometric modeling to solve problems
- Understand measurable attributes of objects and the units, systems, and processes of measurement
- Problem Solving
- Develop and evaluate inferences and predictions that are based on data
Motion, Axes of Motion, Forces, Newton's Laws
The purpose of this activity is to explore the control surfaces of an
airplane. This will be accomplished with a NASA Boeing 757 paper glider
plane for each participating student. The three axes around which an
airplane moves will be demonstrated. Further, the airplane maneuver
around each of these axes will be addressed, as well as the control
surface that makes the plane move in that particular direction. This is
a vivid demonstration of Newton’s third law of physics. Students will
also identify the part of the cockpit that moves each of the control
surfaces. If available, Microsoft Flight Simulator 2004 or Flight
Simulator X computer programs are also very visual and effective ways of
demonstrating the control surfaces and the effect of moving each of the
control surfaces during flight.
Science:
- Abilities necessary to do scientific inquiry
- Position and motion of objects
- Abilities of technological design
- Science and technology in local challenges
Forces
Students will be exposed to the four forces of flight and experience the
relationship between them by reviewing an internet site, participating
in a board game and completing a word search. Activity 1 consists of
going to an internet site that has a presentation of the four forces of
flight. It is a series of slides similar to a PowerPoint presentation.
The illustrations are simple and there are a few questions dispersed
throughout. They may be good discussion points. Activity 2 will consist
of a board game in which students role a cube with the four forces on
all sides. Based on the force, they will move their playing piece a
certain number of spaces. The goal is to the first to get from one
airport to the other before anyone else. Activity 3 will be a word
search of aeronautical terms. A word bank is provided.
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Objects in the sky
- Understanding about science and technology
- Science and technology in local challenges
- Science as a human endeavor
Math:
- Compute fluently and make reasonable estimates
- Understand patterns, relations, and functions
- Use mathematical models to represent and understand quantitative relationships
- Analyze change in various contexts
- Use visualization, spatial reasoning, and geometric modeling to solve problems
- Understand measurable attributes of objects and the units, systems, and processes of measurement
- Apply appropriate techniques, tools, and formulas to determine measurements
- Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them Select and use appropriate statistical methods to analyze data
- Understand and apply basic concepts of probability
- Problem Solving
- Reasoning and Proof
Forces, Motion, Probability, Graphing, Ratios
This activity is a modification of one that appeared in the NASA “Why”
Files. Specifically, it was Program 4 of the 2000 – 2001 series, “The
Case of the Challenging Flight”. It can be located at:
http://scifiles.larc. nasa.gov/docs/guides/guide4_00.pdf. In this
activity, students will be presented with a scenario of an aircraft
carrier receiving a distress call from a downed pilot on a nearby
mountain island. Students will move from the carrier toward the pilot by
progressing in one of four directions; up (lift), forward (thrust), down
(gravity / weight) or backward (drag). The direction that the students
move will be determined by spinning one of four spinners. Students will
determine which of the spinners would be most advantageous based on a
statistical analysis. The goal is to select the spinner that has the
highest probability of moving the student in the desired direction. The
goal will be landing exactly on the location area of the downed pilot,
without crashing into land. The statistical analysis will be conducted
by each student or team of students. Spinning will be done by providing
each student with a large paper clip and pen or pencil. Fifty spins will
be made and recorded for each of the four spinners, for a total of 200
spins. This information will be entered into an excel spreadsheet and,
with the chart wizard, will generate four charts which will visually
demonstrate the probabilities of each force on each spinner.
+ Bernoulli's Principle (K-4) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
K-4
60 minutes
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Objects in the sky
- Understanding about science and technology
- Science and technology in local challenges
- Science as a human endeavor
This lesson includes one activity and two demonstrations, using
commonly available items to demonstrate the Bernoulli principle.
There is also a concluding activity. Before starting the lesson,
students should record what they think will happen as a result of
each activity or demonstration.
Students will create a paper bag mask with a movable tongue. By blowing across the tongue, it will rise. This will demonstrate the Bernoulli principle - the faster moving air across the top of the tongue creates lower air pressure and causes the tongue to rise.
Demo 1: Two balloons will be inflated and each tied to either end of a piece of string. The balloons will be suspended, each at the same height and several inches apart. A student will blow air directly between the balloons and the balloons will come together.
Demo 2: A ping pong ball will be put into the air stream of a hair dryer. The ball will remain in place, even as the dryer is tilted.
A final activity will have all students participate in acting as air passing over the wing of an airfoil.
+ Bernoulli's Principle (5-8) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
5-8
60 minutes
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Objects in the sky
- Abilities of technological design
- Science and technology in local challenges
- Risks and benefits
- Science as a human endeavor
- History of science
Math:
- Compute fluently and make reasonable estimates
- Understand patterns, relations, and functions
- Use mathematical models to represent and understand quantitative relationships
- Investigate, describe, and reason about the results of subdividing, combining and transforming shapes
- Use visualization, spatial reasoning, and geometric modeling to solve problems
- Understand measurable attributes of objects and the units, systems, and processes of measurement
- Apply appropriate techniques, tools, and formulas to determine measurements
- Problem Solving
- Reasoning and Proof
This activity will use commonly available items to demonstrate the
Bernoulli principle. Students will be given a sheet that identifies each
of six experiments. The sheet has room for each student, after the
explanation of the experiment, to write what he / she believes is going
to happen. The experiment is conducted by either the instructor or by
one / several of the students. There is an area on the student’s paper
to write what they observed happen. Then, the most challenging part of
the activity will be for the student to tell why they think the result
occurred. This activity is even more fun if students are not given any
background on Daniel Bernoulli or the principle that faster moving
fluids create relatively lower pressure. The experiments being
undertaken in this activity will visually demonstrate the idea that
faster moving air creates relatively lower pressure.
+ Principles of Flight in Action (9-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
9-12
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Objects in the sky
- Interactions of energy and matter
- Abilities of technological design
- Understanding about science and technology
- Science and technology in society
- Science as a human endeavor
- History of science
Math:
- Compute fluently and make reasonable estimates
- Understand patterns, relations, and functions
- Use mathematical models to represent and understand quantitative relationships
- Analyze change in various contexts
- Investigate, describe, and reason about the results of subdividing, combining and transforming shapes
- Use visualization, spatial reasoning, and geometric modeling to solve problems
- Understand measurable attributes of objects and the units, systems, and processes of measurement
- Apply appropriate techniques, tools, and formulas to determine measurements
- Formulate questions that can be addressed with data and collect, organize, and display, relevant data to answer them
- Select and use appropriate statistical methods to analyze data
- Problem Solving
- Reasoning and Proof
Design, geometry, surface area, wings, ratios
This first part of this activity is intended to challenge students to
work together as a team to develop the best possible paper glider model
to compete against other teams. The students’ options can come from a
series of different designs or they may design their own. After
competition, they will use their math and geometry skills to determine
the surface area of both wings. In the second part of the activity,
students will be instructed on the use of NASA’s FoilSim II software to
determine how changes in the chord and span may provide more lift for
the same amount of wing area. One last competition will determine which
team has the biggest percentage of increase in lift per constant wing
area.
Science K-4:
- Properties of objects and materials
- Objects in the sky
- Undertanding about science and technology
- Science and technology in society
Science 5-8:
- Motion and forces
- Understanding about science and technology
Science 9-12:
- Motion and forces
- Understanding about science and technology
Bernoulli's Principle, Forces, Fluids, Pressure, Air, Motion, Area
This activity is intended to be presented to a general audience at
science centers and museums. Participants will be perform some
activities illustrating Bernoulli’s Effect. They will also be able
to wear giant foam wings and utilize a simulated wind tunnel to feel
the potential of lift. The instructor will deliver information on
airfoil design, lift, and Bernoulli’s Effect, initiated by a
prompting question(s) expressed to the participant. Participants at
and above the 5th grade level can engage in a brief description of
the area rule and laminar flow.
+ Space Shuttle Tires (K-4) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
K-4
60 minutes
Science:
- Abilities necessary to do scientific inquiry
- Science and technology in society
- Science as human endeavor
Structures and Materials
Students will compare several different types of tires to see if they
can determine why each is constructed the way they are. This is an
observe-and-infer type of activity with room for lots of discussion.
+ Space Shuttle Tires (5-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
5-12
120 minutes
Science:
- Abilities necessary to do scientific inquiry
- Science and technology in society
- Science as human endeavor
Structures and Materials, Rotational Motion, Pressure
Through demonstration and math activities, students will learn about
tire technology and air pressure concepts. A space shuttle tire section
as well as sections from a light truck tire and bicycle are provided for
students to compare and contrast tire facts while learning about tires.
Math activities are also provided for the students to learn more about
air pressure, circumference, revolutions and contact patch.
+ Space Shuttle Tires Supplemental Lessons (K-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
K-12
60 minutes for K-12 activity
120 minutes for all grades 5-12 activities
Science:
- Abilities necessary to do scientific inquiry
- Properties of objects and materials
- Abilities of technological design
- Understandings about science and technology
- Science as human endeavor
- Properties and changes of properties in matter
- Motions and forces
- Science and technology in society
- Systems, order, and organization
- Science and technology in local, national, and global challenges
Logistical planning, mathematical calculations of radius, diameter, and area of a circle, membrane permeability, materials
In the K-12 supplemental activity, students compare membrane
permeability between mylar and latex balloons as they observe the
diffusion of various scents through the latex balloon. They then
relate this permeability to the permeability of space shuttle tires
and loss of air through those tires.
The grades 5-12 supplemental activities ask students to take the
role of logistics engineers as they figure out how many tires are
needed to keep the space shuttle program running for a year. In
addition, they use standard tire ratings to calculate radius,
diameter, and area of various types of tires, including a space
shuttle tire.
Science K-4:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Properties of objects and materials
- Position and motion of objects
- Abilities of technological design
- Understanding about science and technology
Science 5-8:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Transfer of energy
- Abilities of technological design
- Understanding about science and technology
Science 9-12:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Interactions of energy and matter
- Abilities of technological design
- Understanding about science and technology
Structures and Materials, Density
Students examine several samples of carbon fiber materials. They
measure at least one sample and determine the volume. The sample’s mass
is determined and the density is calculated. The same procedure is
followed for a spruce sample. Students are shown the sample of Nitinol
that is in the shape of the word “ICE”. Nitinol is an alloy of nickel
and titanium that has a very unusual property. The sample is then
deformed by gently stretching it so that the word “ICE” is no longer
discernable. The sample is then immersed into warm water and the
original shape returns. Six cubes of different metals are compared for
their density. Each cube is weighed and the volume is determined by
measuring the dimensions. The density of each cube is calculated and
compared. Aluminum, a common metal used in aircraft construction, is one
of the samples. An object will float if the volume of fluid displaced
is heavier than the object. In the "Density Paradox" activity, the
weight of the displaced fluid is close to the weight of the object.
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Property of objects and materials
- Light, heat, electricity, magnetism
- Abilities of technological design
- Understanding about science and technology
Area, Weight, Cost
In this activity, students will calculate the number of tiles and weight
to cover an area of the shuttle (15 feet by 22 feet) based on the
shuttle tile included in the MIB. The students then determine the launch
costs for the weight of the tiles determined.
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Properties and changes of properties in matter
- Abilities of technological design
- Understanding about science and technology
Density, Thermal Properties, Structures and Materials, Temperature
This activity is divided into 2 parts—Task 1 Shuttle Tile Density and
Task 2 Thermal Properties. During the first task the students will
determine the density of the shuttle tile included in the MIB. The
students will then do Task 2 to demonstrate the thermal properties of a
shuttle tile. Use the background material as a lead into the activity.
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Science and technology in local, national, and global challenges
- Science as human endeavor
- Nature of scientific knowledge
- Historical perspectives
Mass, Velocity, Work, Energy, Power, Acceleration
In this activity, students observe the properties of a space shuttle
tile and consider how these properties relate to the threats imposed
on the shuttle by space debris. The students will use a tissue paper
covered box to represent the tile as they experiment to determine
the amount of energy required to penetrate the tissue paper.
Science:
- Physical Science
- Science as inquiry
- Science and technology
Math:
- Measurement
- Data analysis and probability
- Problem solving
Newton's Laws, Proulsion, Rockets, Forces
The information presented in ‘Rockets Away!’ is intended for both middle
school (grades 5-8) and high school (grades 9-12). However,
modifications may be made for its use at the elementary (grades k-4)
level. The ‘Rockets Away!’ lesson will be divided into two sections. In
the first segment, a brief history of rockets and rocketry will be
explored. In the second segement, students will explore the concepts of
rocketry through both an experiment using alka-seltzer tablets and water
and by actually launching rockets.
Science:
- Communicate scientific data and/or information
- Interpret scientific data and/or information.
- Make inferences, form generalized statements and/or make predictions
- Draw conclusions about the process(es) and/or outcome(s) of a scientific investigation
- Relate and apply scientific and technological information to daily life
Math:
- Determine solution strategies and analyze or solve problems
- Express or solve problems using mathematical representation.
- Evaluate the reasonableness of a solution to a problem situation.
Understand how NASA uses an aircraft to create a microgravity
environment to train astronauts and test equipment before it is
flown in space:
Understand the motion of a projectile under ideal (no air resistance) conditions
Apply basic kinematic equations [kinematics is the study of objects in motion] to the motion of a thrown tennis ball
Describe, draw, and calculate the approximate path of a thrown tennis ball under ideal conditions
Apply the information gained through these activities to the flight of a Understand how NASA uses an aircraft to create a microgravity environment to train astronauts and test equipment before it is flown in space
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motion and forces
- Abilities of technological design
- Understanding about science and technology
- Science and technology in local, national and global challenges
- Science as a human endeavor
Power, Energy, Wind, Alternative Energy, Convection, Heat, Turbines, Gears, Torque
Students will first explore the necessary component that must be present
in order to operate a wind turbine, the wind. Using a simple see-through
plastic container, the instructor will use food coloring and water to
demonstrate the effect of heat (sunshine) on the atmosphere. The wind
cycle will become visually evident as students watch in slow motion, the
cold “air” moving in to replace rising warm “air”. Understanding how
wind is created will help students identify where wind turbines can best
be utilized to produce consistent power. An introduction to the basic
parts of a wind turbine and how they work together to produce electrical
power will be viewed via Power Point presentation. This will familiarize
participants with the technology and give them the basic tools to begin
formulating plans to build their own, using a variety of materials made
available by the instructor such as 2 liter plastic beverage bottles,
poster board, balsa wood, coffee cans, milk jugs, etc. Electrical wires
and gears will be provided as well as a voltmeter or multimeter to
measure power output. Students will not only be challenged to create an
operational wind turbine, but also to design efficient turbine blades to
produce the most electrical power possible.
Science K-4:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Properties of objects and materials
- Position and motion of objects
- Abilities of technological design
- Understanding about science and technology
- Personal health
- Characteristics and changes in populations
- Changes in environments
- Science and technology in local challenges
Science 5-8:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Transfer of energy
- Personal health
- Populations, resources, and environments
- Risks and benefits
- Science and technology in society
- Abilities of technological design
- Understanding about science and technology
Science 9-12:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Interactions of energy and matter
- Personal and community health
- Environmental quality
- Science and technology in local, national, and global challenges
- Abilities of technological design
- Understanding about science and technology
AeroLab is a hands-on inquiry-based workshop in conceptual physics and
physical science. Flight is always a topic of intense curiosity,
offering opportunities for great student interest. As we begin
developing aircraft to meet the requirements of a new era of flight, a
key part of research will focus on flight testing. One of the critical
components of any design is related to drag. Before the flight test
phase, wind tunnel and computer simulations help scientists and
engineers understand the drag profile of their aircraft. Whether it
happens to be a blended wing body (BWB), a hypersonic aircraft,
rotorcraft, or unmanned aerial vehicle (UAV) the importance of drag is
of utmost concern. Drag, the topic of the first activity, is one of the
four main forces that act on any aircraft in flight. This force will be
evaluated using a model airplane called JETSTREAM. The airplane is
powered through the potential energy of a wound rubber band. The test
plane will be tethered via a string attached to a pylon. Tests will
first be run on the unaltered introduction to a unit from Inventing
Flight, a multi-disciplinary curriculum written by the authors to
celebrate the Centennial of the Wright Brothers’ achievements in 2003.
This ten-minute video is included in the DVD as preparation for the foam
plate glider (FPG-9) activity. The video was made available, courtesy of
ThinkTV, of Dayton, Ohio, the local PBS affiliate that produced the
curriculum. Copies of the curriculum may be obtained by contacting the
Agency for Instructional Technology at www.ait.net The final activity,
Building a Skystreak, is included purely for fun. Although, the activity
has limited utility as a science lesson, students love the experience of
flying a simple free-flight model outdoors. A successful flight
requires patience and finesse, but the project is definitely rewarding
as a culminating activity for a unit on flight. plane. For the second
test the drag characteristics will be modified and the test will be
conducted again. The only variable changed will be the drag. The
resulting data will be analyzed and the average speed for each test
calculated. Other core math and science activities can be found in
three lessons featuring the “Pylon Racer”: Speed, Potential Energy, and
Weight. The remaining lessons are offered as enrichment and additional
inquiry based activities for your students.
+ Fuel Cell Activity (5-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
5-12
60 minutes
Science 5-8:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Properties and changes of properties in matter
- Motions and forces
- Transfer of energy
- Abilities of technological design
- Understanding about science and technology
Science 9-12:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Structure of atoms
- Structure and properties of matter
- Chemical reactions
- Motion and forces
- Interaction of energy and matter
Alternative Energy, Fuel Cells, Electrolysis
Build a model Fuel Cell car that runs on water! Fuel cells have been
used in the space program since the early Gemini program. They are now
finding their way into many Earth-based applications. This activity will
engage you in a series of experiments that will lead to a better
understanding of this amazing technology.
Science 5-8:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Properties and changes of properties in matter
- Motions and forces
- Transfer of energy
- Abilities of technological design
- Understanding about science and technology
Science 9-12:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Structure of atoms
- Structure and properties of matter
- Chemical reactions
- Motion and forces
- Interaction of energy and matter
- Abilities of technological design
- Understanding about science and technology
Energy, Solar Cells, Alternative Energy, Radiation
This activity will build a solar powered car that runs on sunlight. This
activity is based on a science kit called the by Thames & Kosmos Fuel
Cell Car and Experiment Kit (Fuel cells are covered in another Museum in
a Box module.) A series of experiments introduce visitors and students
to solar energy and solar cell technology.
+ Careers in Aeronautics (5-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
5-12
60 minutes
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Understanding about science and technology
- Abilities of technological design
- Science and technology in society
- Science and technology in local, national, and global challenges
Careers, Aviation
This lesson is designed to define specific aviation careers, allowing
students to broaden their career options. After studying this overview
of aviation careers, the student will select a career and fill out
worksheets detailing their research. These worksheets can be used to
develop an oral presentation on their career choice.
+ Weather to Fly By (K-8) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
K-8
20 minutes for set-up, 30 minutes per activity
Science:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Position and motion of objects
- Objects in the sky
- Undertanding about science and technology
- Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them
- Select and use appropriate statistical methods to analyze data
- Understand and apply basic concepts of probability
- Problem Solving
- Reasoning and Proof
Air, Pressure, Gas Laws, Atmosphere, Weather, Volume, Density, Energy
The focus of these activities is on learning basic meteorological
concepts about weather elements. They are designed to demonstrate
understanding of the general characteristics of the atmosphere and how
weather conditions and weather phenomena occur. Weather to Fly By
activities are written to assist educators in instilling excitement in
learning about meteorology by permitting the learner to take increasing
responsibility for his/her learning. The learner is encouraged to build
and/or test a variety of weather instruments to better understand the
basic factors involved in weather phenomena.
+ Noise: Good Vibrations (K-8 and 9-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
K-12
60 minutes
Science K-4:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Properties of objects and materials
- Position and motion of objects
- Abilities of technological design
- Understanding about science and technology
- Personal health
- Characteristics and changes in populations
- Changes in environments
- Science and technology in local challenges
- Science as a human endeavor
Science 5-8:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Transfer of energy
- Personal health
- Populations, resources, and environments
- Risks and benefits
- Science and technology in society
- Abilities of technological design
- Understanding about science and technology
Science 9-12:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Interactions of energy and matter
- Personal and community health
- Environmental quality
- Natural and human- induced hazards
- Science and technology in local, national, and global challenges
- Abilities of technological design
- Understanding about science and technology
Three activities/demonstrations will help participants understand
underlying concepts about sound.
Tuning Forks Activity: Participants will engage in a series of
demonstrations that illustrate the concept of vibrations, pitch,
frequency, and beats.
Thunder Drum Demonstration: Participants will see how adding a
simple spring to the design of this drum results in some very
unusual sounds.
Resonator Activity: Participants will understand the concepts of
natural frequency and resonance. They will directly observe
resonance in a pair of demonstrations using a series of wooden
dowels. In the first demonstration, four wooden dowels of various
lengths are placed in the wooden base, which is then rocked back and
forth. The different-size wooden dowels resonate at different times
as the frequency of the back-and-forth motion of the base is varied.
In the second demonstration, dowels of different diameter are used –
varying the frequency of the back-and-forth motion of the wooden
base again causes the dowels to achieve resonance at different
times.
+ Noise: Speed of Sound (9-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
9-12
105 minutes
Science:
- Abilities necessary to do scientific inquiry
- Understandings about scientific inquiry
- Science and technology in local, national, and global challenges
- Science as human endeavor
- Nature of scientific knowledge
- Historical perspectives
Math:
- Understand numbers, ways of representing numbers, relationships among numbers, and number systems
- Understand meanings of operations and how they relate to one another
- Compute fluently and make reasonable estimates
- Represent and analyze mathematical situations and structures using algebraic symbols
- Use mathematical models to represent and understand quantitative relationships
- Understand measurable attributes of objects and the units, systems, and processes of measurement
- Apply appropriate techniques, tools and formulas to determine measurements
- Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them.
Speed of Sound
In this lesson, participants will learn about motions and forces and
the interactions of energy and matter as they use the principle of
resonance to set up an experiment in the classroom to measure the
speed of sound in air. The speed of sound will be calculated using
the standard relationship between velocity, frequency and
wavelength.
A second activity challenges students to produce longitudinal and
transverse waves in a spring. They will measure wavelength,
amplitude and the period of a transverse wave.
+ Noise: Quieting the Popper (5-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
5-12
60 minutes
Science K-4:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Properties of objects and materials
- Position and motion of objects
- Abilities of technological design
- Understanding about science and technology
- Personal health
- Characteristics and changes in populations
- Changes in environments
- Science and technology in local challenges
- Science as a human endeavor
Science 5-8:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Transfer of energy
- Personal health
- Populations, resources, and environments
- Risks and benefits
- Science and technology in society
- Abilities of technological design
- Understanding about science and technology
Science 9-12:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Interactions of energy and matter
- Personal and community health
- Environmental quality
- Natural and human- induced hazards
- Science and technology in local, national, and global challenges
- Abilities of technological design
- Understanding about science and technology
Sound, Vibrations, Waves, Noise
The noise generator for this activity is called a “Piezo Popper”. A
piezoelectric crystal has a unique property such that when deformed a
high voltage and subsequent electrical spark is produced which can be
used for ignition. The fuel used is ethanol, which is placed inside a
film canister. The noise produced upon ignition of the ethanol is quite
loud – loud enough that ear protection is recommended for the primary
user and anyone standing close by. Participants are challenged to
design, test, and evaluate a sound suppression system for the sound
generator. A Digital Display Sound Level meter is used to record
intensity levels.
+ Noise: Seeing Sound (K-8) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
K-8
60 minutes
Science K-4:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Properties of objects and materials
- Position and motion of objects
- Abilities of technological design
- Understanding about science and technology
- Personal health
- Characteristics and changes in populations
- Changes in environments
- Science and technology in local challenges
Science 5-8:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Transfer of energy
- Personal health
- Populations, resources, and environments
- Risks and benefits
- Science and technology in society
- Abilities of technological design
- Understanding about science and technology
Science 9-12:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Interactions of energy and matter
- Personal and community health
- Environmental quality
- Science and technology in local, national, and global challenges
- Abilities of technological design
- Understanding about science and technology
Sound, Vibrations, Waves, Noise
Sound takes on a new perspective when vibrations become visible using
laser light waves. Vibrations originate within a visitor’s larynx as
their vocal cords begin to vibrate. Shortly after the sound wave leaves
their mouth, it contacts a polymer membrane (balloon or clear plastic
food wrap) and causes it to vibrate. A small mirror attached to the
membrane reflects a laser beam onto a wall. The vibration patterns
become visible in an interesting light display on the wall. The visitor
can also feel the membrane vibrate by lightly touching it with their
fingertips. A strobe light is available as another way to see the
vibrations characteristic of a tuning fork. A connection can be made
with noise from aircraft by using an analogy: the visitor’s voice is
like the noise from an aircraft and the membrane is comparable to a
human eardrum.
+ Pollution: Making Oxygen and Carbon Dioxide (K-12) - Available for download
Grade Level
Time Required
National Science Standards Addressed
Topic
Description
K-12
60 minutes
Science K-4:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Properties of objects and materials
- Position and motion of objects
- Abilities of technological design
- Understanding about science and technology
- Personal health
- Characteristics and changes in populations
- Changes in environments
- Science and technology in local challenges
Science 5-8:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Transfer of energy
- Personal and community health
- Environmental quality
- Science and technology in local, national, and global challenges
- Abilities of technological design
- Understanding about science and technology
Science 9-12:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Interactions of energy and matter
- Personal and community health
- Environmental quality
- Science and technology in local, national, and global challenges
- Abilities of technological design
- Understanding about science and technology
Atmosphere, Gases, Green House Gases, Chemical Reactions
Participants will produce two important atmospheric gases: oxygen and
carbon dioxide. Oxygen is made through a chemical reaction between
hydrogen peroxide and yeast. A glowing splint is used in the classic
test for pure oxygen. Carbon dioxide is generated using baking soda and
vinegar. A lighted splint is used to test for the CO2.
Science K-4:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Properties of objects and materials
- Position and motion of objects
- Abilities of technological design
- Understanding about science and technology
- Personal health
- Characteristics and changes in populations
- Changes in environments
- Science and technology in local challenges
Science 5-8:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Transfer of energy
- Personal health
- Populations, resources, and environments
- Risks and benefits
- Science and technology in society
- Abilities of technological design
- Understanding about science and technology
Science 9-12:
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
- Motions and forces
- Interactions of energy and matter
- Personal and community health
- Environmental quality
- Science and technology in local, national, and global challenges
- Abilities of technological design
- Understanding about science and technology
Clouds, Contrails, Pollution, Phase Changes
An artificial cloud is produced inside a 500 ml flask by using water
vapor, smoke as the condensing nucleus, and changes in pressure. The
cloud production is similar to how contrails form behind a jet engine.
