Transcript for NASA Connect - Proportionality - Modeling the Future

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[Danica Mckellar:] Hi,
I am Danica Mckellar

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when I was your age I played
a character in Winnie Cooper

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on a television show
called 'The Wonder Years'.

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You may be wondering what an
actor like me knows about math

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and science, one fact
I love science so much

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that I measures mathematics
easier way.

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On today's episode of NASA Connect,
you will discover how ratios,

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proportions and mathematics are
found in nature, in our bodies

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and in things we create.

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We will also see how
in the near future,

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you may be taking drivers add
and flyers add at the same time.

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So prepare to take
off as host Van Hues

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and Jennifer Pulley forward you
to this episode of NASA Connect.

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[Jennifer:] Hey guys,
welcome to NASA Connect,

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the show that connects
you to the world of math,

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science, technology and NASA.

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He is Van Hues.

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[Van Hues:] And she
is Jennifer Pulley.

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We are your hosts
along with Norbert?

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He is going to help us take you

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to in other awesome
episode of NASA Connect.

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[Jennifer:] Right, every time
Norbert here is have your Q cards

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and your brain ready
to look for answers

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to the questions he
gives you and teachers.

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When Norbert appears with a remote
that's your Q to pass the video

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and think about the
problems he gives you.

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Got it.

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>> Oh yeah, I got it.

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[Van Hues:] Today we are
in City of North Carolina.

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This is where the Wright Brothers
took the very first control power

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flight in 1903 and guess what...

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[Jennifer:] What...

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[Van Hues:] They used
mathematics like ratios.

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>> What is the ratio?

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[Jennifer:] Good question.

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All ratio is a pair of numbers
that is use to make comparisons

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and ratios are everywhere.

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Get this, before the Wright
Brothers pull planes;

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they were experts in one of the
most revolutionary means of travel

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since the wheel, the bicycle.

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[Van Hues:] So in memory of the
Wright Brothers pre-flight days

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that used this bike as
an example of a ratio!

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[Jennifer:] Good idea Van.

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Let's say, we want to compare
the number of revolutions

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or complete circles that one
tire makes to the distance

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that the bike travels.

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Pretend this wheel measures seventy
six centimeters or thirty inches.

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By measuring the distance that the
wheel rolled after one revolution,

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you can set up a ratio.

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One revolution to two hundred
thirty nine centimeters.

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[Van Hues:] Right, when you
find ratios you are also

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using proportions.

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A proportion is a number
of sentence or equation

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that states the two
ratios are equal.

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How could you use
ratios and proportions

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to determine how far
you bike would travel

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if the wheel made five revolutions?

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[Jennifer:] Simple, set up
of proportion like this.

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One revolution to two hundred
thirty nine centimeters equals five

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revolutions to X which
is the unknown distance.

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Now, like cross multiplying,

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we can see that the wheel would
roll one thousand one hundred

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ninety five centimeters
in five revolutions.

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Notice, that the fraction
ratios are equivalent.

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Hey, here's another
form we have to try.

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If your bike wheel
makes one revolution

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and travels two hundred
thirty nine centimeters,

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how many revolutions
would your wheel make

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if you travel two thousand
three hundred fifty two point

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three inches?

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Be sure to watch your units.

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[Van Hues:] So now that you have
a better understanding of ratios

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and proportions, let's get
back to the Wright Brothers.

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>> How did mathematics in ratios
help the Wright Brothers test

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and design their glider?

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[Van Hues:] Before Fire-one the
Wright Brothers were done bicycles.

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As young man, Orville and Wilbur
started the bicycle manufacturing

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and repair company in
their home town of

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[inaudible] Ohio.

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The Wright Brothers
use the money they made

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to finance their interest
in aviation.

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In the winter of 1901 Orville and
Wilbur Wright used their knowledge

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of math to build the wind
tunnel in order they study how

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to control an aircraft.

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It was then that they realized
the importance of ratios.

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[Jennifer:] Right!

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The Wright brothers used
something call the aspect ratio,

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that is the ratio of the
wings linked to the wings

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with by increasing
the length of the wing

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and at the same time
decreasing the width of the wing.

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The Wright Brothers cut the drag
they experienced in the wind tunnel

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by half, immediately they began
designing a better working glider.

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[Van Hues:] In 1903, after adding a
rudder and engine and the propeller

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to the aircraft, the Wright
Brothers achieved the first self

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prepared flight of an airplane and
began the era of powered flight.

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>> Describe the

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[inaudible] transportations
since the early 1900.

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What is

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[inaudible].

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>> Hi, I am

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[inaudible] Williams, pilot
and air-traffic-controllers

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with the Federal Aviation
Administration.

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Back in 1903, there
is only one aircraft.

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Not much need for us to have
a traffic control system.

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However, by 1960 there are over
seventy eight thousand commercial

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and general aviation
aircraft and in ten years

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by the year 2010 we believed
there will be almost two hundred

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and twenty eight thousand.

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Air traffic is growing and growing.

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We anticipate by the year 2010
almost one billion people will be

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traveling by air.

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The air 2003 begin century
number two of aviation,

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I hope in ten years or so you
will be one of the visionary

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that one share my safe and
efficient flight by designing,

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building, maintaining,
controlling or flying the aircraft.

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The future aviation
is in your hands.

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>> You know

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[inaudible] Williams is right.

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Mathematical concepts
are everywhere

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and they help us explain
the world we live

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in using a system with numbers.

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For example, remember when

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[inaudible] used a bar graph to
explain the growth in the number

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of airplanes since the Wright
Brothers will give this.

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We can also create a graph to
show the growth of all types

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of transportation,
from cars, to planes,

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to jets, to future aircraft.

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Look closely at this craft
can you see a pattern?

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>> Patterns like the growth of
transportation are everywhere.

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You just have to look around?

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Speaking of patterns, a man by
the name of Fibonacci discovered

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of very famous pattern of
numbers a long time ago in Italy.

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This pattern of numbers is
called the Fibonacci Secretes

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and the ratio of certain numbers
in the sequence is so special,

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it's called the golden ratio.

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Hey, how would you
like to meet an expert

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on Fibonacci, he is also a poet.

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[Brad Brown:] Hi, everybody this
is Brad Brown, talking to you

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from the Math and poem at Virginia
tech in Blacksburg Virginia.

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The emporium is a large room
with over five hundred computers

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where students can come day
or night to learn about math

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and speaking of learning here
is a little words I have written

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about a man called Fibonacci.

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How many answers do we have
that numbers easily found

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for you all have two carets,
four grains and eight grades.

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Just double the previous round.

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But the family tree of the
honey-bee is not like any other.

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The girls good and bad
have a mom and dad.

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But each boy has only a mother.

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It's true each

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[inaudible] has mom alone but
each female has parents too.

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In addition you see she has grand
parents three, one fewer than me

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or you and six alive,
great grand parents five.

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That's even true for the
queen and next twice great

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that number is eight and of thrice
great she has thirty now she has

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asking us, don't like fuss to do
this calculation how many answers -

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does that she have
in every generation.

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So half to it folks, let's crack
no jokes don't stop for meals

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or for slumber, just work your
mind the answer you will find is a

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Fibonacci number and
now to help you on more

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about Fibonacci numbers
here is Jennifer.

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[Jennifer:] Before we begin student
activity lets know a little more

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about the golden ratio
and Fibonacci.

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Fibonacci was a thirtieth
century Italian Mathematician,

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who was studying a
rabbit problem Do you want

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to know how many rabbits he
will have at the end of the year

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if he started with only one
pair of new born rabbits.

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Fibonacci knew that new borns are
able to breed after one month,

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then every month after if
the conditions were right.

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He found that the sequence
one, one, two, three, five,

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eight, thirteen and so one.

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Demonstrated the total
number of rabbit pairs

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at the end of each months.

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So, at the end of first month
you have the original pair

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of new born rabbits.

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At the of the second month you
still have the original pair

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because it took a month through
them to become old enough to breed.

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At the end of the third
month you will have two pairs

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of rabbits the original pair
and their new born pair.

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At the end of fourth month,
you have the original pair,

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their first pair born in the third
month and their new born pair,

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born in the fourth month.

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Following the sequence at the end

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of month twelve you will have
one hundred forty four pairs

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of rabbits.

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Fibonacci and others soon
found the sequence occurring

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in many other things in nature by
finding the spirals of pine cones,

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pineapples and sunflower seed has,

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for example you can
find neighboring pairs

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of Fibonacci numbers.

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The way in which leaves
are arranged

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on the stem also displays
a Fibonacci relationship

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so did the spirals
down in the sea shops.

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Now Fibonacci wasn't the
only one who is fascinated

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with these numbers the ratio
obtained by successive turns

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in the sequence was fought
by the Ancient Egyptians

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and Greeks, but it is special.

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It was so pleasant that
they used this special ratio

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to design their pyramids,
their temples and buildings.

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You know the

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[inaudible] that's a great
example of what is come to be known

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as the golden ratio
or golden proportion.

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Here is the Fibonacci
sequence let's see

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if you can determine the operation
used and find the next four terms.

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One, one, two, three, five, eight,
thirteen if you guess twenty one,

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thirty four, fifty five and eighty
nine are the next four terms your

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are right how did you get it.

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The ratio of certain
pairs of numbers

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in the Fibonacci sequence is used
to describe things in nature one

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to one, one to two, two to three,
three to five, five to eight,

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eight to thirteen,
thirteen to twenty one.

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If you divide the
denominator of each ratio

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by its numerator the
results look like this.

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The ratios began to get close

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to the rounded number
one point six two.

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What if we divide the
small number in the pair

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by the large number well you
get point six two rounded.

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If something in nature can
be described using the ratios

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in the Fibonacci sequence well
that get set to be golden.

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For more Fibonacci fun let's
visit fair view elementary in

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[inaudible] Ohio and rose about
middle score in Springfield Ohio.

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These students are in the

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[inaudible] program.

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>> NASA Connect asked us to help
you learn this lesson there are

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many ways to divide the class up
to check with the Fibonacci ratio

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and objects you have collected.

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But we've decided to
have three groups.

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The first group will measure
natural objects first count the

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number of sides of the unpeeled
banana, write this number

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on the worksheet on the pineapple
count the number of squares

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into adjacent spirals.

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Are they adjacent numbers
in the Fibonacci sequence,

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count the segments of the half
great through it's the great

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through golden examine this pine
count for the number of spirals

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that got at the right and
compare that number to the number

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of spirals that go to the
left, look at the Daisy,

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compare the number of paddles
that grow in a clockwise direction

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to the number that grow in a
counter clockwise direction.

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Ensure Daisy golden now check
any other natural objects

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that you have brought to class.

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The second group uses
body measurements

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that approximate the golden ratio.

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Write the ratio of finger segments
and one finger to the number

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of fingers on one hand.

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Is your hand golden, now
measures each student's height

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and record the results
on the worksheet.

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Measure each student from the
top of their head to the top

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of the middle finger of the out
stretched arm, record the results.

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What is the ratio of the height
to the measure of the length

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from the top of the head to
the end of the out stretch arm?

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Does that approximate the
golden ratio measure the height

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of each student and enable
to floor height of each.

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Write the result as a ratio of body
height to enable to floor height

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as the result close to the golden
ratio measure each student arm

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length and finger tip to
the elbow, write the result

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as a ratio is it golden.

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Group three measures manmade
objects clarify the Fibonacci

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numbers by measuring
the length and width

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of an index card try
this with an ID card.

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Measure other objects in the
classroom or brought to class.

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When all groups finished with their
explorations they can summarize

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their findings and report
it to the rest of the class.

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Special thanks to our AISS student

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[inaudible] University

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[inaudible].

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Great job guys, after you
completed the activity

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on the golden ratio you should
analyze your observations

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and respond to the following.

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In four sentences describe the
activity you just completed.

[00:14:42.179]
[00:14:43.989]
Was everything you examined
golden, how do you determine

[00:14:50.079]
if an object is golden?

[00:14:52.379]
[00:14:54.009]
Do you think that there is another
special ratio like the golden ratio

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that exists in nature, what?

[00:15:02.969]
Teacher, check out our
NASA Connect website.

[00:15:10.649]
>>: Hi, NASA engineers
using Fibonacci sequence

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and the golden ratio to research,
design and develop airplane.

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>>: When NASA engineers are
designing airplanes they want

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to be sure that all their
airplanes handle the same way.

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Its kind of like driving a
car or a truck whatever car

[00:15:27.639]
or truck you drive should perform
the same way anyway NASA engineers

[00:15:31.769]
have designed a new airplane with a
larger wing than a previous design.

[00:15:36.919]
They have to use ratios to scale

[00:15:38.839]
or size parts like the
ailerons to fit the new wing.

[00:15:42.729]
Ailerons are the movable parts of
airplane wings that control role.

[00:15:46.479]
If the ailerons are
not the correct size

[00:15:48.619]
with the new wing size the plane
might not fly the way it should.

[00:15:52.309]
So you see the golden ratio helps
designers determine the geometric

[00:15:56.489]
relationship needed to keep
the plane flying the same.

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>>: Hey! Guys meet Bruce Hops;
he is an Aeronautical Engineer

[00:16:04.019]
at NASA Langley Research
Center in Hampton Virginia.

[00:16:07.359]
So, Bruce let us how
you worked on here NASA.

[00:16:10.499]
[Bruce Hops:] Well is I have told
you our transportation demand

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in this country is so
beyond supply new century,

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the twenty-first century and we
have just got to figure out how

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to make more places available
to more people in less time

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and so we are working with
smaller airports, smaller aircraft

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that fly ever faster and
ever safer than before

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to meet this twenty-first
century demand.

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>>: You are telling me smaller
airplanes you mean like smaller

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like this smaller right here.

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How is that going to happen, Bruce?

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[Bruce Hops:] For many people
don't know that the ratio

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of the total number of
the airports in a country

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to the number that help

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[inaudible] Airlines Services.

[00:16:49.759]
It is about ten to one and so we
can go ten times as many places

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and save time for people
if we can figure out how

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to use this smaller
airplane in smaller airports.

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I mean there are several ratios
that our craft designers used

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to first score themselves
the design of the airplane,

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wing loading for example is
where you take the whole way

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to the airplane and divide by the
wing area that you see out here.

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And that gives you a
sense of the relationship

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between the way the vehicle
to how much area supporting.

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Another ratio that's very useful
is the total lift efficiency

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or lift capability wing divided
by the way did the airplane

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and that tells you how efficient
our lifting device the airplane is

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and as it also tells you how
long the runway needs to be

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because it tells you how slowly
you can land the airplane,

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very important ratio.

[00:17:44.519]
>>: Okay, so I guess
that you are saying is

[00:17:45.779]
that smaller airplanes
means smaller runways.

[00:17:49.049]
[Bruce Hops:] Much smaller
runways, you know big runways

[00:17:50.939]
and big airports can
be ten thousand feet,

[00:17:53.119]
twelve thousand feet,
fifteen thousand feet long and

[00:17:56.349]
yet you can use a runway that's
only about two thousand feet

[00:18:00.089]
by one fifth the length.

[00:18:01.929]
>>: Okay, Bruce this plane
already exists obviously,

[00:18:03.989]
I mean you fly this thing around.

[00:18:05.599]
How are you and how is NASA going
to use an airplane like this

[00:18:09.389]
to help travel in the future?

[00:18:10.719]
[Bruce Hops:] The small
aircraft transportation system,

[00:18:16.329]
which is using smaller aircrafts
and smaller airports as a means

[00:18:20.069]
by which we can move more
people to more places.

[00:18:23.469]
>>: And you are working on
this right now, at NASA.

[00:18:25.169]
[Bruce Hops:] What we want to do is
that, make it possible for people

[00:18:29.049]
to have another choice
for inter-city travel

[00:18:31.559]
in the twenty-first century,
a bypass around her block

[00:18:34.989]
and bypass around dead lock.

[00:18:37.379]
If you want to be in those systems

[00:18:39.359]
for other reason that's
fine we would like

[00:18:41.729]
to give people alternatives.

[00:18:42.949]
We are proposing to make
this smaller airport all

[00:18:45.519]
across the country more accessible

[00:18:47.579]
and virtually all weather
conditions with airplanes that are

[00:18:50.809]
as easy to use as cars
and cost about same

[00:18:54.399]
as a car trip for long trips.

[00:18:56.419]
>>: And better small as this.

[00:18:58.019]
[Bruce Hops:] While the airplanes
will be little bit bigger then the

[00:19:00.049]
same you will be surprised
actually how big

[00:19:02.059]
that seem one should get in,

[00:19:03.379]
but those seem more like mini
vans and things like that.

[00:19:05.949]
>> So, if you think about
one of the other ratios

[00:19:08.469]
and proportion it's interesting
is how much power you have

[00:19:12.169]
in airplane relative to the way to
the airplane you got power loading

[00:19:15.099]
or thrust away ratio and the people

[00:19:17.789]
at NASA's Glen Research
Centre, are working on how

[00:19:20.949]
to get more efficiency
and more thrust

[00:19:24.679]
at a lesser weight in engines.

[00:19:26.829]
>>: This is like a little map
here, telling us how to go.

[00:19:28.929]
>>: Its looks quite a trip.

[00:19:30.149]
>>: Are we there yet.

[00:19:32.019]
>>: Well experience, now we
find out when you navigate pull

[00:19:36.589]
out the map and you just can't
look at your rudder flight figure

[00:19:40.119]
out where you are starting from,
where you want go too and this kind

[00:19:43.259]
of big mess you know
the more you got into it

[00:19:46.879]
and than more involved something
strange and then pick over here

[00:19:51.229]
and make sure that still on

[00:19:52.319]
>>: Alright.

[00:19:53.489]
>>: Put that way.

[00:19:55.179]
>>: Now it's already
here in the computer.

[00:19:57.379]
>>: Oh! It's all right here .

[00:19:58.179]
>>: Absolutely, so we can
navigate we can see where we are,

[00:20:01.069]
we can see what the weather is and
see what the traffic is or we see

[00:20:04.999]
where we wanted to go and we can
also have all of the frequency,

[00:20:07.769]
and the information
that was on that map

[00:20:09.719]
that stored in the computer.

[00:20:10.859]
>> And you have use the map.

[00:20:11.969]
>> Push a button and pull
it up, that's the idea.

[00:20:14.499]
>> Wow and you put all these
technologies into this airplane.

[00:20:18.169]
>> Yeah, this is an
airplane that has many

[00:20:20.219]
of the science technologies
that many more to come

[00:20:23.239]
but this is sort of the grandfather

[00:20:25.259]
[inaudible] airplane.

[00:20:26.019]
So, Jennifer and Van what do you
say we button up and fly on over

[00:20:29.839]
to the Research Travel Institute
and look at computerized stimulator

[00:20:33.269]
where we can put some
of this highway

[00:20:34.689]
in sky theory in that action.

[00:20:36.679]
>> I love computers, lets do it.

[00:20:38.399]
[Jennifer:] That's sound great.

[00:20:39.079]
You know speaking of
computers did you know

[00:20:40.949]
that Boeing 777 was
the first airplane ever

[00:20:44.189]
to be designed completely using
a computer Am I right Bruce.

[00:20:46.969]
[Bruce Hops:] That's right.

[00:20:47.609]
[Jennifer:] Yeah, they
used computer technology

[00:20:49.329]
and they gave engineers immediate
feedback and eliminated the need

[00:20:52.339]
for building expensive models.

[00:20:53.729]
So while Bruce, Van and I head over
to the Research Triangle Institute.

[00:20:57.529]
Why don't you go see
Dr. Shelly Kenrie

[00:20:59.139]
and design an airplane
using your own computer.

[00:21:01.369]
>> Many of you have been
passenger on airliner and I'm sure

[00:21:06.669]
at least all of you have seen
one flying across the sky.

[00:21:09.339]
May be you have wondered what goes

[00:21:11.519]
into designing one well this shows
online activity gives you the

[00:21:15.899]
opportunity to model your
own future passenger plan

[00:21:19.469]
by choosing different
wings, tails, engines

[00:21:22.549]
and fuselage layouts you can
put together a complete airplane

[00:21:26.169]
and see if it will fly.

[00:21:28.029]
All of this right on
your computer screen,

[00:21:30.559]
any five computer analysis you
have quick feedback on the effect

[00:21:34.139]
of each decision you make.

[00:21:35.989]
The program you use is called
Airplane Design Workshop

[00:21:39.479]
and it will give you and example
how artificial intelligence may be

[00:21:43.219]
used now and then the
future to assist engineers

[00:21:45.709]
in the modeling and design process.

[00:21:48.099]
Let's go to Central
Elementary School

[00:21:49.709]
in Pleasant Grove, Utah where Mr.

[00:21:52.529]
[inaudible] will guide
you through this activity.

[00:21:55.859]
>> Hello, I'm

[00:21:56.449]
[inaudible] the Technology
Specialist

[00:21:58.209]
for Central Elementary School

[00:21:59.429]
and we are doing some problem
based education using desktop,

[00:22:03.169]
Aero's, aircraft design program
all these students are pretending

[00:22:07.799]
they are design engineers
for an Aeronautical Firm.

[00:22:10.789]
They have a contract with
airline to design airplane

[00:22:13.599]
and if they design the airplane
playing properly they will receive

[00:22:17.109]
the contract or purchase these
airplanes and construction.

[00:22:20.409]
If not they loose contract and
the company will be bankrupt,

[00:22:23.679]
but the little less
in economics too.

[00:22:26.239]
>> NASA Connect asked us to show
you the aircraft design workshop,

[00:22:30.019]
developed by Desktop
Aeronautics Incorporated.

[00:22:34.169]
The main challenge
with this activity is

[00:22:36.149]
to see how fast you can fly and
still meet the design requirements.

[00:22:41.509]
First we go to the NASA
Connect website and click

[00:22:44.169]
on the Norbert Slab Band to
link to the online activity.

[00:22:48.779]
At the top of the screen you
will see a line of pictures click

[00:22:52.369]
on the picture of the
wing on the left side.

[00:22:55.379]
Here you choose the suit
size and aspect ratio

[00:22:58.779]
of your wings okay now choose the
next button which gives the size,

[00:23:03.519]
area and aspect ratio
choices where you take.

[00:23:08.439]
The next button over let you
choose the type object and amount

[00:23:12.609]
of thrust and number and placement
of engines for your airplane.

[00:23:16.529]
Now select the seating arrangement,

[00:23:19.049]
this button let's you select
the speed, altitude and amount

[00:23:22.559]
of fuel for your plane.

[00:23:24.419]
Now you pick a final
destination, all trips will start

[00:23:27.609]
at Washington D.C. with all
these choices made its time

[00:23:31.769]
to have the computer program
analyze your selection.

[00:23:35.279]
Click on the last button
to evaluate you airplane.

[00:23:38.569]
You will find out if you are ready
to fly if not you can go back

[00:23:42.339]
to make other choices.

[00:23:43.989]
The software program will suggest
to how you may improve your design.

[00:23:47.969]
[Jennifer:] Thanks for
watching NASA connect

[00:23:50.809]
from Central Elementary.

[00:23:52.849]
Bye.

[00:23:53.079]
>> We hope you will
try your hand with this

[00:23:57.649]
on line activity the program
office in which foundation

[00:24:00.739]
for Thoms solving
reflection and analysis.

[00:24:03.459]
See what design situation
that you might create

[00:24:06.079]
and then use a software
to solve that.

[00:24:09.209]
[Jennifer:] looks little
familiar its like Langley.

[00:24:12.149]
>> Well it should the
Fibonacci ratio we are worrying

[00:24:15.059]
about is also used by
simulation engineers

[00:24:17.359]
to recreate a very natural life
like appearance for grass, trees,

[00:24:21.239]
buildings, skies, clouds.

[00:24:23.759]
[Jennifer:] That's really cool.

[00:24:24.319]
This is like big video game.

[00:24:26.219]
What is the purpose of this?

[00:24:27.439]
>> Well this is a simulator.

[00:24:28.649]
A measurement

[00:24:29.499]
[inaudible] what would you like

[00:24:30.699]
if flying a airplane were
lot like playing videogame.

[00:24:33.899]
[Jennifer:] I think

[00:24:35.359]
[inaudible].

[00:24:35.579]
>> Well that's what we want to
happen and so what we do is we try

[00:24:38.519]
out all of the different
kinds of images

[00:24:41.559]
that give you highway in the sky.

[00:24:43.739]
Follow I think Jennifer and
Van should give this a try.

[00:24:46.569]
[Jennifer:] Oh!

[00:24:46.679]
We got some confidence in us Bruce.

[00:24:48.979]
Alright lets start it up.

[00:24:51.419]
>> There you go.

[00:24:52.509]
Now when you get up to
about eighty miles an hour,

[00:24:55.179]
you are going to gently pull back.

[00:24:59.539]
[Jennifer:] This is so weird.

[00:25:00.809]
>> Okay now pull that.

[00:25:01.449]
[Jennifer:]

[00:25:01.449]
[inaudible]

[00:25:01.449]
>> And you just left the ground.

[00:25:04.699]
[Jennifer:] And then
what happens in the sky.

[00:25:06.429]
>> And there's your
highway in the sky.

[00:25:08.229]
Now you can steer at the wheel.

[00:25:10.649]
[Jennifer:] Okay with the

[00:25:12.169]
[inaudible].

[00:25:12.169]
Oh Bruce this is so neat.

[00:25:13.759]
>> And this is the bottom line,
it is lying the floor of highway

[00:25:16.819]
and the top of it's is the roof of
the highway now its like driving

[00:25:20.379]
through a tunnel if you
will no signs to distract

[00:25:24.899]
and that tells you where you
need to go and keeps you clear

[00:25:27.459]
of everything that would
be hazardous to traffic,

[00:25:30.499]
bad weather, obstacles, mountains.

[00:25:33.859]
[Jennifer:] And NASA
is on this pathway.

[00:25:35.449]
>>: No one this is
your own pathway.

[00:25:37.469]
Your computer created this for
you because you told the computer

[00:25:40.989]
where you are going,
where you wanted to go.

[00:25:43.539]
[Jennifer:] Oh, Bruce this is

[00:25:44.419]
so easy I mean this is
great I will be able

[00:25:46.779]
to fly through like this

[00:25:49.189]
[inaudible].

[00:25:49.469]
>>: Well, we hope
anybody to do this

[00:25:50.769]
with a little bit practice
on simulator you say.

[00:25:53.339]
[Jennifer:] You said anybody I
mean anybody like even like Van

[00:25:56.109]
or anybody.

[00:25:56.669]
>>: I just got my drivers
license I could do this.

[00:26:01.009]
[Jennifer:] Right, why
you will take a look?

[00:26:03.289]
>>: Sorry, sorry I got it.

[00:26:04.579]
[Jennifer:] Okay, great
well Van tries to take of.

[00:26:09.709]
We'd like to take everyone
you have make this episode

[00:26:14.809]
of NASA Connect possible
than keep you own

[00:26:18.379]
[inaudible]

[00:26:18.379]
>> Sorry.

[00:26:18.729]
[Jennifer:] on the road I mean
on the highway in the sky.

[00:26:22.269]
You know Van and I would love to
hear from you with your comments,

[00:26:24.609]
your questions and
your suggestions.

[00:26:26.089]
So write us at NASA Connect,
NASA Langley Research Center,

[00:26:29.849]
Mail Star four hundred, Hampton
Virginia, 23681 or email us

[00:26:34.849]
at connect@edu.larc.nasa.gov.

[00:26:39.949]
Hey teachers if you would
like a video tape copy

[00:26:42.239]
of this NASA Connect show and
the educators guide lesson plans

[00:26:46.129]
contact your local NASA
Educator Research Center

[00:26:49.399]
or call the NASA Central Operation
of Resources for educators.

[00:26:53.709]
All this information
and more is located

[00:26:55.849]
on the NASA Connect website.

[00:26:58.069]
The job there the
people are pretty level.

[00:26:59.819]
All right okay for the NASA Connect
series I am Jennifer Pulley.

[00:27:03.249]
[Van Hughes:] And I'm Van Hughes.

[00:27:04.249]
[Jennifer:] Van can
have some view please.

[00:27:06.879]
[Van Hughes:] Sorry.

[00:27:07.399]
[Jennifer:] Eyes on the highway
in the sky and we are closing

[00:27:16.399]
[00:27:18.019]
in on Richard trying to get there.

[00:27:22.589]
>>: Good question a
ratio is a good question.

[00:27:28.809]
>>: This is where the Wright
brothers flew their very

[00:27:33.349]
[inaudible].

[00:27:33.349]
>>: What is the ratio

[00:27:35.549]
>> [inaudible]

[00:27:35.549]
>> Oh no comment.

[00:27:36.929]
>> Got it

[00:27:37.999]
>> Okay.

[00:27:38.289]
>> Got it this is

[00:27:39.539]
[inaudible].

[00:27:39.749]
>>: Oh, Jennifer, Van we
just say we got enough.

[00:27:42.889]
>> Control, power, fly in 1903

[00:27:49.149]
and guess what they used
mathematics like ratios

[00:27:52.479]
[inaudible].

[00:27:54.449]
>>: NASA Connect showed

[00:27:57.499]
[inaudible] you have
to do this lesson.

[00:28:01.039]
>>: Old ratio is a pair of
numbers that is used to make -

[00:28:06.519]
Now we fly all over to
the Research Institute

[00:28:11.209]
[inaudible]

[00:28:11.469]
[Danica Mckellar:] Thank you
for watching NASA Connect.

[00:28:18.729]
Be sure to check out my web
site at danicamckellar.com

[00:28:23.849]
where I will answer all your
math questions and many more.

[00:28:29.339]