toys in space ii - ftp.unpad.ac.id · 2 toys in space ii - video resource guide - ev-1997-07-012-hq...

1Toys In Space II - Video Resource Guide - EV-1997-07-012-HQ

National Aeronautics andSpace Administration

Liftoff to Learning

Video Resource Guide

EV-1997-07-012-HQ

Toys In Space IIA Videotape for Physical Science and Science and Technology

Education ProductTeachers Grades K-12

2 Toys In Space II - Video Resource Guide - EV-1997-07-012-HQ

Video Synopsis

Title: Toys In Space II

Length: 37:49

Subjects: Toys in microgravity

Description:This program demonstrates the actions of avariety of children's toys in microgravity forclassroom comparison with the actions ofsimilar toys on Earth.

Science Standards:Physical Science- Position and motion of objects- Properties of objects and materialsUnifying Concepts and Processes-Change, constancy, and measurement- Evidence, models, and explorationScience and Technology-Understanding about science andtechnology-Abilities of technological design

Science Process Skills:ObservingCommunicatingMeasuringCollecting DataInferringPredictingHypothesizingInterpreting DataControlling VariablesDefining OperationallyInvestigating

BackgroundMotion toys are effective tools for

helping children learn science andmathematics. Scientific and mathematicalprinciples make these toys work. Forexample, wind-up toys convert stored potentialenergy in their springs into kinetic energy asthe springs unwind. Gravity often plays animportant role in the actions of toys, but howwould the same toys function in anenvironment where the effects of gravity arenot felt? The Space Shuttle provides such asetting so students can discover the answer tothis question.

A Space Shuttle orbiting around Earthis in a state of free-fall which eliminates thelocal effects of gravity, making objects insideappear to float. NASA refers to thisenvironment as microgravity. Videotapes oftoys in microgravity enable students to seesubtle actions that gravity masks on thesurface of Earth.

Dr. Carolyn Sumners of the HoustonMuseum of Natural Science, Houston, Texas,recognized the appeal of using toys in space.She assembled a small group of toys andplaced them onboard Space Shuttle mission51-D that flew in April of 1985. During theflight, crew members unstowed the toys andexperimented with them. Their experimentswere videotaped and have been used as aneffective teaching tool in thousands of schools.

Because of this success, a secondgroup of toys was flown on the STS-54mission in January 1993. Dr. Sumners,working with a multi-grade and subject areaeducational advisory group, selected the toysfrom hundreds of possibilities. This videotapeis the record of the actions of those toys inmicrogravity.

Teaching StrategyThe Toys In Space II flight was

conceived as an experiment in which theShuttle crew members and the studentviewers of the videotape would be co-


investigators. Students begin the experimentby investigating how selected toys function onEarth.

To gain the greatest benefit from thisvideotape, students should then develop a setof experimental questions about how thesetoys will function in microgravity. Forexample, can a basketball be thrown into abasket in space? Will a wind-up toysubmarine swim in air? Will a Jacob's ladderflip? Through their own experiments,students develop hypotheses to answer theirquestions.

Students test their hypotheses bywatching the videotape to see what actuallyhappened in space. While not all studentquestions will be addressed by the orbitalexperiments, enough information can begained from watching the videotape to accept,refine, or develop new hypotheses andexplanations for what was observed.

Many of the toys chosen for the flightare readily available from toy stores.However, other toys, such as the comebackcan, paper maple seed, paper boomerang,and the Jacob's ladder can be made by thestudents. Construction procedures areincluded in the toy section of this guide.

One set of toys can adequately allowall students in the class to experienceexamining the toys and forming hypotheses ifthe teacher keeps the following strategies inmind:

• Students can be organized intocooperative study groups thatspecialize on one or more toy andreport to the rest of the class.

• Each student can specialize in aparticular toy and report to the rest ofthe class.

• Each student can experiment withevery available toy and engage in classdiscussions on how the toys willoperate in space.

The following is a list of the toys used by theSTS-54 crew:

Available at Toy StoresFlipping mouseSpring jumper ( wind-up frog)Swimming frog (wind-up)Swimming angel fish (wind-up)Swimming submarine (wind-up)Flapping bird (trade name: Tim Bird)Balloon helicopter (trade name: Whistling

Balloon Helicopter)Gyroscope (trade name: Gravitron)Rattleback (trade name: Space Pet)Klacker balls (various trade names)Racquetballs and pool ballsVelcro balls and target (various trade

names)Horseshoes and post (plastic or rubber

shoes)Basketball and hoop (foam rubber ball,

hoop with suction cups)Metal Coiled Spring (trade Name: Slinky)Police car and track (trade name: Darda)Magnetic marbles (trade name)Magnetic rings (see plans)

Toys that can be madeMaple seedJacob's ladderPaper boomerangCome-back canBall and cup

Toy KitsMost of the toys can be purchased

from several vendors who have collectedmany of the toys from one or both Shuttleflights into packages. Three vendors arelisted below:

Delta Education, Inc.P.O. Box 950Hudson, New Hampshire 03051603-889-8899

Museum Products84 Route 27Mystic, CT 06355800-395-5400


Swimming angel fishFlapping birdMaple seedPaper boomerangBalloon helicopterGravitron gyroscopeRattlebackKlacker ballsRacquetballs and pool ballsBall and cupVelcro balls and targetHorseshoes and postBasketball and hoopJacob's ladderCoiled metal springMagnetic ringsMagnetic marblesCome-back canPolice car and track

Because individual videotapemachines have variations in their counters,specific numbers for each toy segment havenot been provided. However, whilepreviewing the tape, the number can berecorded in the space to the right of eachsegment listed above.

MicrogravityMany people misunderstand why

astronauts appear to float in space. Acommon misconception is that there is nogravity in space. Another common idea isthat the gravity from Earth and the Moon eachpull on the astronauts from the oppositedirection and cancel out.

The real reason astronauts appear tofloat is that they are in a state of free-fallaround Earth. To help your studentsunderstand microgravity, show them thevideotape Space Basics or use theMicrogravity - A Teacher's Guide WithActivities. For more information about theseNASA educational products, refer to the

NASA CORE(Central Operation of Resources for Educators)

Lorain County JVS15181 St. Rt. 58 SouthOberlin, Ohio 44074Phone: 440-774-1051 x249 or 293FAX: 440-774-2144E-mail: [email protected]

Videotape DesignThis videotape is intended to be

shown in segments to the students. Theintroduction is a greeting from the STS-54crew, a description of their flight and aninvitation to the students to participate in theexperiment as co-investigators. Thevideotape does not demonstrate why objectsappear to float on the Space Shuttle when itis in orbit. That topic is left to the teacher.

Please refer to the section of thisguide on microgravity (page 4) for helpexplaining and demonstrating microgravity.The videotape concludes with a farewell bythe STS-54 crew.

The introduction of the tape is followedwith toy demonstrations. The toys aredemonstrated in the following order, with thesegments separated from each other by titles

Swimming frogSwimming submarine

Note - Additional information on each ofthe toys tested in the Toys in Space IIflight begins on page 7 of this guide.Suggested activities, brief descriptions ofwhat happened during the flight, andscience and mathematics links also follow.The science/math links provide lists ofrelevant terms, principles, and equations.Additional information about these linksbegins on page 19.

and music:"Rat Stuff"Spring jumper


Newton demonstrated how additionalcannonballs would travel farther from themountain if the cannon were loaded withmore gunpowder each time it was fired.Eventually, a cannonball was fired so fast, inNewton’s imagination, that it fell entirelyaround Earth and came back to its startingpoint. This is called an orbit of Earth.

Without gravity to bend thecannonball’s path, the cannonball would notorbit Earth and would instead shoot straightout into space. The same condition appliesto Space Shuttles. The Space Shuttle islaunched high above Earth and aimed so thatit travels parallel to the ground. If it climbs toa 321-kilometer-high orbit, the Shuttle musttravel at a speed of about 27,750 kilometersper hour to circle Earth. At this speed andaltitude, the curvature of the Shuttle’s fallingpath will exactly match the curvature of Earth.

Knowing that gravity is responsible forkeeping satellites in orbit leads us to thequestion, why do astronauts appear to float inspace? The answer is simple: the SpaceShuttle orbiter falls in a circular path aboutEarth and so does everything in it. Theorbiter, astronauts, and the contents of theorbiter (food, tools, cameras, etc.) all falltogether so they seem to float in relation toeach other. Imagine if the cables supportinga high elevator would break, causing the carand its passengers to fall to the ground.Discounting the effects of air friction on theelevator, the car and its passengers all falltogether at the same rate, so the passengersseem to float.

The floating effect of Space Shuttlesand astronauts in orbit has been called bymany names such as free-fall,weightlessness, zero-G (zero-gravity), ormicrogravity. Weightlessness and zero-G areincorrect terms that imply that gravity goesaway in space. The term free-fall bestdescribes what causes the floating effect.Space scientists prefer to use the technicalterm microgravity because it includes thevery small (micro) accelerations that are still

STS-54 mission commander John Casperexperiments with magnetic rings.

References and Resources List on page 24.Understanding why astronauts appear

to float in space first requires anunderstanding of how the astronauts andtheir space vehicle stay in orbit. Rather thanorbiting Earth because there is no gravity inspace, the astronauts and the Space Shuttleorbit Earth because there is gravity.

More than 300 years ago the Englishscientist Isaac Newton discovered theuniversal law of gravitation. He reasonedthat the pull of Earth that causes an apple tofall to the ground also extends out into spaceto pull on the Moon as well. Newtonexpanded this discovery and hypothesizedhow an artificial satellite could be made toorbit Earth. He envisioned a very tallmountain extending above Earth’satmosphere so that friction with the air wouldnot be a factor. He then imagined a cannonat the top of that mountain firing cannonballsparallel to the ground. As each cannonballwas fired, it was acted upon by two forces.One force propelled the cannonball straightforward and the second force, gravity, pulledthe cannonball down towards Earth. The twoforces combined to bend the path of thecannonball into an arc ending at Earth’ssurface.


Other Toys In Space Videotapes.The original Toys In Space (1985 flight)videotape is available from NASAEducator Resource Centers. The livelesson (Physics of Toys) that wasconducted during the STS-54 mission isalso available.

experienced in orbit regardless of the objectsfalling.

Classroom Microgravity DemonstrationTo demonstrate microgravity in free-

fall, poke a small hole near the bottom of anempty soft drink can. Cover the hole withyour thumb and fill the can with water. Whileholding the can over a catch basin on thefloor, remove your thumb and observe thewater stream. Reseal the hole and refill thecan. This time drop the can into the basinand watch to see if the water streams out ofthe hole. What happens? Why? (Recyclethe can after you are finished with it.)

Mission specialist Susan Helms tries to understandthe strange behavior of the Jacob's ladder.


Science/MathLink

STS-54DataNASA

DISCOVERY

USA

Toys in Space II Experiments2

c = a + b 2

2

1π

+

-

0 9

SuggestedActivities

Rat Stuff - Susan Helms

Wind up the toy and let it jump out ofyour hand. How high did it jump?

Rat Stuff flipped successfully out ofAstronaut Helms’ hand but did notreturn. When Rat Stuff was taped to

a notebook, his kicking feet had no effect onthe heavier book. Rat Stuff also flew on theShuttle in 1985. Compare the actions of RatStuff in the two videotapes. In the 1985 flight,Rat Stuff was held with a small amount ofvelcro. No velcro was used in the 1993 flight.

Newton's First and Third Laws ofMotion (What was the shape of themouse's trajectory away fromHelms' hand?)

Spring Jumper - John Casper

See what happens when youcompress the Spring Jumper andrelease it on different surfaces. Push

your Spring Jumper together and set thejumper on a hard flat level table, on a soft flatcarpeted floor, on a very soft level pillow, andon your hand. When the spring releases, thejumper presses down on the surface below it.Which surface pushes back harder on thejumper? Which surface absorbs more of thejumper’s push? Does the jumper always gothe same direction? If not, can you explainwhy it changes direction?

When the spring was released by thesuction cup, the jumper jumped out ofCommander Casper’s hand. The

jumper traveled in a straight line -- faster thanthe mouse. It could be deployed with its standor its head touching Astronaut Casper’shand.

Newton's First and Third Laws ofMotion

NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9

NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9


NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9

NASA

DISCOVERY

USA

Flapping Bird - John Casper

Wind up the bird between 25-50turns. Hold onto the bird and releasethe wing. Watch how the bird’s wings

move and how they push the air. Imagine thebird flying without any force to hold it down.Throw the bird forward without winding up therubber band. Notice how it soars. Whichflying technique will work best in space?

When the rubber band inside the birdwas wound up and the bird released,the bird’s flapping wings caused it to

do flip after flip after flip around the cabin.When the bird was not wound up, it wouldsoar like a paper airplane. During the orbitaltests of the bird, the rear of the bird's wingcame lose from its body. To most accuratelycompare Earth and space tests of this toy,leave the rear of the bird's wing unattached.

Newton's Third Law of Motion

Bernoulli's Principle

2

c = a + b 2

2

1π

+

-

0 9

Swimming Frog, Fish,and Submarine -

Susan Helms and John Casper

Test the swimming actions of eachtoy in a tub of water and in the air bysuspending it with a string and

observing its actions. Which toy works thebest? How much air is pushed back by thesubmarine's propeller? Enlarge the bladesby taping paper to them and observe the airflow again. Does the propeller's rotationspeed change?

The frog did a poor job of swimmingin air. The fish swam better than thefrog, and its swimming was greatly

improved when its tail fin was enlarged. Thesubmarine swam the best and was evenfaster when its propeller blades wereenlarged. When the propeller turned in onedirection, the submarine turned in the otherdirection, which is the Conservation ofAngular Momentum.


Conservation of Angular Momentum(submarine)


floats to the ground on Earth.

Newton's Second and Third Laws ofMotion

Paper Boomerang - John Casper

Use the pattern on the next page to cut outpaper boomerangs from heavy stock paper,

such as used in file folders. Hold theboomerang by one wing and toss itthrough the air. Spin the boomerang

as you release it. Try to catch it. Whathappens when the wings are slightly bent?

When thrown slowly with a vertical release,the 4-bladed cardstock boomerang traveled

in a straight line while spinning. (Atthe end of the throw, theboomerang's flight was affected by

air flow from an air conditioner duct.)Commander Casper was able to make theboomerang curve by throwing it horizontally;however it always crashed into a wall beforereturning. The boomerang needs a largerarea in space for an effective demonstration.

Newton's Second and Third Lawsof Motion

Attach paper cliphere.

NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9

NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9

Maple Seed - John Casper

If you have access to actual mapleseeds, collect enough for everystudent to experiment with one. If

not, construct a simple "maple seed" frompaper and a paper clip. Transfer the patternbelow to a piece of paper and add a paperclip where indicated. You may have to adjustthe position of the paper clip to get the "seed"to spin or use a smaller paper clip.Experiment with other seed shapes.

Raise the maple seed as high as you canabove the floor. Drop it and observe whathappens. Hold the maple seed by the wingand throw it across the room. Whathappens? Hold the seed by the heavy endand again throw it. What happens?Note: The paper maple seed flown on STS-54 was patterned after an origami design. Itis a difficult design for children to reproduceand the plans above have been substituted.

The paper maple seed works just likea real single-blade maple seed onEarth. In space, when the seed was

thrown fast, it traveled like an arrow, seedfirst, without twisting. When the seed wasthrown slowly, it would spin around, slowlycircling like the real maple seed does as it


Cut Out

Paper Boomerang


Balloon Helicopter - DonMcMonagle

Blow up the balloon and attach it tothe helicopter blades. Hold onto theneck of the balloon and release the

air. Feel how the air travels through thewings. Predict what will happen when thehelicopter is released. Blow up the balloonand attach it to the helicopter blades. Tossthe helicopter upward as you release theballoon. What makes the wings turn? Whatmakes the helicopter rise? Also estimate thedistance from where you released thehelicopter to the ceiling and calculate thehelicopter speed as it rises.

In space the helicopter climbed fasterthan it does on Earth and crashedinto the ceiling of the cabin. The

balloon separated from the helicopter and theblades continued to spin for a while.


Gravitron Gyroscopes -Don McMonagle

The gravitron is an enclosedgyroscope. Gyroscope axles that canbe wrapped with string can also be

used. A wiffle ball with holes drilled in itpermitted up to three Gravitrons to be joinedtogether for some of the experiments. Someof the space experiments involved a string.

Hold the spinning gravitron in your hand.Move your hand toward you, and then awayfrom you while keeping the gravitron upright.Start the gravitron spinning again and tilt yourhand to the left and to the right. How does thegravitron react to each motion? Place thespinning gravitron with the tall end down on atable. Watch what happens as the gravitronslows down. Can you think of anotherspinning object that wobbles like this? Tie astring on one end of a gravitron. Start thegravitron spinning using the pull cord. Thenswing the gravitron around in circles. Howdoes the gravitron orient its axis? Whatwould happen if you did not spin theGravitron first?

A spinning gravitron moved through the cabinwithout wobbling. When a spinning gravitron

drifted into a non-spinning gravitron,the non-spinning gravitron tumbled,but the spinning gravitron did not.

When two gravitrons spinning in the samedirection were attached to a ball, the ballbegan to wobble and the gravitrons flew off.When the same gravitrons were spun in

NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9

NASA

DISCOVERY

USA


Rattleback - Don McMonagle

Set the rattleback on a flat, smoothsurface with the curved side down.Push on one tip. What happens to

the rattleback? Does it turn clockwise orcounterclockwise? Push down on the othertip and see how it spins. Set your rattlebackon a flat smooth surface and spin itcounterclockwise. How many turns does itmake before stopping? Now spin therattleback in a clockwise direction. How manyturns does it make before stopping? Howdoes it behave just before it stops? Whathappens after it stops? If spinning therattleback clockwise causes it to rock, canyou explain why it changes direction of spin?Would these changes happen in space?

In space, a rattleback will spin in alldirections equally well.

NASA

DISCOVERY

USA

opposite directions, their spinning canceledeach other out. Three spinning gravitronsattached to the ball caused the ball to spinaround an axis that was the combination ofall three gravitron axes. When a spinninggravitron was swung at the end of a string, italigned its axis at right angles to the string soit would not have to change the orientation ofits axis as it swung around in circles.

Conservation of Angular Momentum

Klacker Balls - Mario Runco

Hold the two balls horizontally oneither side of the handle. Drop theballs at the same time. As they hit,

move the handle upward. When they hit ontop, move the handle downward. Do theklacker balls remain on the same side ofthe handle or do they change sides? Holdone ball above the handle and let the otherone hang below. Release the top ball. As itswings down, it will hit the lower ball. With asmall turn of the paddle, you can get themoving ball to circle the handle and hit theother ball. With a little practice this klackingmotion will be easy.

The klacker's motion where theballs hit on the top and bottomcould be done in space. The

circular motion where you hit the ball at thebottom of each circle could not be masteredin space. There was no force to hold theball down at the bottom of the circle and itkept circling the handle with the other ball.When taped open, and spun by twistingeach ball in the same direction, theklacker's balls and handle swung aroundthe center of mass.

Conservation of AngularMomentum

2

c = a + b 2

2

1π

+

-

0 9

NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9


Ball and Cup - John Casper

A ball and cup can be made from astick, small paper cup, thumbtack,string and ball. Attach the cup to the

end of the stick by pressing a thumbtackthrough the cup's bottom into the wood.Attach a small ball to one end of the string by"stitching" with an upholstery needle. Tie theother end of the string to the stick.

Hold the cup in one hand. Use a scoopingmotion to swing the ball upward. Try to catchthe ball in the cup. What keeps the ball in thecup after it is caught?

Although several attempts were madeto capture the ball in the cup, the ballwould always bounce away. The ball

also could not be thrown into the floating cup.


2

c = a + b 2

2

1π

+

-

0 9

116

NASA

DISCOVERY

USA

Conservation of AngularMomentum


2

c = a + b 2

2

1π

+

-

0 9

NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9

Racquetballs & Pool balls -Susan Helms

Pool balls can be purchased, but it isless expensive to borrow some fromsomeone who has a pool table.

Roll the balls across a smooth surface andobserve what happens when they collide. Isthere a difference between balls of differentmass or the same mass colliding with eachother?

The astronauts carried two blueracquetballs and two standard poolballs. The pool balls had four times

the mass of the racquetballs. When theracquetball hit the pool ball, it bouncedbackward much faster than the pool ballmoved forward. When the pool ball hit theracquetball, it continued to move forwardpushing the racquetball forward also.


Collisions - Elastic and Inelastic


Velcro Balls & Target - Susan Helms

Place the target on the wall. Standtwo meters away. Throw the ballsoverhanded and then underhanded

at the target. Which method works better?Which method would work in space? Placethe target on the floor. Stand on a chairdirectly above it. Drop the balls toward thetarget. Is it easier to hit the target this way?Hang the target from one string in the centerof the room. Throw the balls toward thetarget from a distance of two meters. Whathappens to the target when you hit thecenter? What happens to the target whenyou hit the edge? What happens when youhit the target with a faster ball?

Astronaut Helms threw the ball asshe would on Earth and it hit farabove the target. The ball traveled in

a straight line instead of falling downward asit does on Earth. When she pushed the ball,it traveled straight toward the target. Whenshe gave the ball a top spin, the ballappeared to drop slightly as it moved towardthe target. When she hit the floating targetalong the edge, she caused it to tumble.When she hit it in the middle, it merelymoved away with the ball attached.


23

4

5

Horseshoes and Post - Susan Helms

Try to make ringers. What happensif you hit the post too hard? What doyou think will happen in space?

To make a ringer, Susan Helms hadto catch the hook at the end of thehorseshoe around the post. When

this was done correctly, the horseshoe spunaround the post for up to 5 minutes. Otherringer attempts resulted in the horseshoebouncing off the target. When the horseshoehit a floating post near the base, it caused thetarget to move away with the horseshoe.When the horseshoe hit near the top of thepost, it caused the target to tumble.



NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9

NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9


Basketball and Hoop -Greg Harbaugh

Using the suction cups, secure thehoop to a wall. Practice throwing theball until you make a basket. Where

do you aim when you throw the ball? Wouldthis technique work in space? Bounce theball through the basket. You may bounce theball off the floor, ceiling, or any wall. Whichbounce might also work in space?

Astronaut Harbaugh could not arc theball into the basket or make a bankedshot off the backboard. He could not

get high enough above the basket to bouncethe ball in. To make a basket, AstronautHarbaugh had to bounce the ball off of theceiling. Slam dunks were easy and usuallyincluded several 360°s before pushing theball through the hoop. The 360°s werepossible in the layout and tuck positions.


Collisions-Inelastic

Jacob’s Ladder - Susan Helms

Jacob's ladders can bemade with small rect-angles of soft wood,

ribbon, and staples. It is best toobtain a commercially-madeJacob's ladder to use as a pat-tern.

Let the Jacob’s ladder “fall”normally. Notice the location ofthe ribbons when the blocks flip.Why do the blocks flip? Will theyflip in space? Hold the Jacob’sladder in a horizontal positionwith your hands on the endblocks. Pull the end blocks apartwith tension. Fold the end blocksup or down to make changes inthe ladder. Then pull the endblocks apart several times. Does the samething happen each time? What might happenwhen this is done in space?

When the blocks were pushedtogether, they rebounded andmoved apart. Then they came back

together like an accordion. When the blockswere pulled apart, one block would eitherstick up or down. On the next pull, anotherblock might stick out from the row of blocks.

Universal Law of GravitationNASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9

2

c = a + b 2

2

1π

+

-

0 9

NASA

DISCOVERY

USA


Coiled Metal Spring - Mario Runco

Stretch out your coiled springbetween your hands. Then move onehand back and forth, pushing in and

pulling out on the coiled spring. Watch thecompression waves travel along the spring.Stretch the spring between your hands. Moveone hand to the left and right. Then watch asthis wave motion travels along the spring.Notice what happens when the wave reachesthe end of the coiled spring. Repeat the firstactivity at a rate where places in the coiledspring seem to stand still. These are calledstanding waves and the still places are callednodes.

In the experiments conducted withthe coiled spring in space, thespring functioned very much like it

does on Earth.

Wave Motion

Magnetic Rings - John Casper

Slip 3 to 6 ring magnets on a pencilso that they repel each other. Wrapthe ends of the pencil with tape so

that the magnets cannot fall off. Whathappens if you push all the magnetstogether?

Six magnetic rings were placed on aone-foot-long plastic rod. The endswere taped to keep the rings from

escaping. These rings have poles on the topand bottom. They were arranged so that likepoles were facing and the rings pushed awayfrom each other. When the rings were pushedtogether on one end of the rod and released,they returned to their original position andvibrated for a moment. When CommanderCasper caused the rod to spin quickly like amajorette’s baton, the rings moved to theends of the rod.

Magnetism

Newton's Second Law of Motion

Centripetal Acceleration

Circular Motion

2

c = a + b 2

2

1π

+

-

0 9

NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9

NASA

DISCOVERY

USA


Come-Back Can - Don McMonagle

A come-back can can be made froma clear plastic food storage container(1 qt.). Drill a hole in the center of

the lid and in the center of the bottom. Attacha paper clip to one end of a rubber band andinsert the other end through the hole in thebottom of the jar. Next attach two one-ouncefishing sinkers to the center of the rubberband so that they will hang down as shown inthe diagram. Stretch the rubber band andinsert the other end through the hole in thelid. Attach a second paper clip. The paperclips prevent the rubber band from slippingback through the hole. Fix both paper clipswith tape so that they will not shift when therubber band is wound. Screw the lid of the

Magnetic Marbles - Greg Harbaugh

Inside each marble is a smallcylindrical magnet. Therefore, eachmarble has a north and a south pole.

Put a dot on one end of a marble. Add asecond marble. Put a dot on the pole of thesecond marble that is NOT touching the poleof the first marble. Continue until all of thepoles of your marbles are marked. (Themagnetic marbles used in space weremodified slightly to achieve the yellow/bluepatterns. Solid color marbles were split openand halves were matched in the right colorcombinations.)

Divide your marbles into two chains of four.Move the chains toward each other on asmooth table. How close do they comebefore the marbles jump together? Holdingone marble, pick up another marble and thenanother. Repeat until your chain of marblesbreaks. The weight of the marble chain minusone marble is a measure of the forcebetween the top two marbles on the chain.On a smooth flat surface, roll two marblestoward each other slowly. Try this experimentseveral times to see if you can get themarbles to spin around each other.

The magnetic marbles in space wereyellow on the north end and blue onthe south end. When two marbles

were held close together with opposite sidesfacing each other, they came together andjoined with a spinning motion. When likesides were facing, the marbles flew apart.When one marble was floated into two, itjoined the others and they began spinning

around the middle marble. When a marblewas moved quickly past another marble, itcaused the other marble to spin. When twochains of four marbles moved toward eachother, they joined into a single chain thatoscillated back and forth. When a long chainof marbles was swung around in a circle, thechain broke at the innermost marble. Whenleft floating in the cabin, the individualmagnetic marbles aligned themselves withEarth’s magnetic field.

Magnetism

Newton's Second Law of Motion


NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9


jar in place and roll the can along a table top.If the weights are hung properly, they willcause the rubber band to wind up as it rolls.When the can stops rolling, the stored energyin the rubber band will cause the can to rollback to its starting position. How would youwind up the rubber band if you could not placethe can on a table top?

When the come-back can wasreleased with a spinning motion, thecan turned as did the weight in the

center. When the weight was wound up insidethe can and the can was released, the weightunwound inside the can while the can turnedthe other direction. When the weight insidethe can was wound up and the can wasplaced against a locker, the can pushed offthe locker and floated into the cabin.


Universal Law of Gravitation


2

c = a + b 2

2

1π

+

-

0 9

NASA

DISCOVERY

USA

Pull-Back Car and Track -Mario Runco

Give the car a push and measurehow far it rolls on a smooth levelfloor. What affects the distance thatyour car travels? Would it roll on a

wall in space? Roll the car’s wheels backand forth while pressing the car against asurface. Release the car and notice how thewheels push the car forward. What wouldhappen when the car’s engine is wound upand the car is released in space? Place awound-up car in a loop and watch it goaround. How does its speed change as itmoves around the loop? Where on the loopdoes it fall out? Would it fall out of the loop inspace?

When the car was wound up andreleased in air, it began spinning inthe opposite direction from the

turning motor inside. When the car waswound up and released inside the track, itcircled until its engine wound down. Whenthe car was wound up and released insidethe track and the track was released, thetrack turned round and round as the carcircled inside.

Newton's Three Laws of Motion


Universal Law of Gravitation

NASA

DISCOVERY

USA

2

c = a + b 2

2

1π

+

-

0 9


Glossary of Science Terms,Principles and Mathematical

EquationsThe following terms, scientific principles, and mathematical equations are useful in describing theactions of toys on Earth and in space. It is recommended that you refer to physical science orphysics textbooks for detailed explanations of terms, principles, and equations with which youare unfamiliar.

Acceleration - This is the rate of change invelocity.

Action Force - This is a force exerted on anobject.

Air Resistance - This is the force of the airpushing against a moving object.

Amplitude - This is the distance that amoving wave rises or falls above or below itsrest position.

Angular Momentum - This is a property ofspinning motion that must be conserved.Angular momentum is the product of anobject’s mass, the radius of its circular path,and its velocity.

The angular momentum of a spinningobject is equal to its moment of inertia timesits angular velocity. If the resultant externaltorque acting on a system is zero, the totalangular momentum of the system isconstant. The angular momentum is greaterwhen the mass is farther from the rotationaxis as in the spinning disk of a gyroscope.The direction of the angular momentum of aspinning object is along the axis of rotation ina direction defined by the right hand rule.When the curled fingers point in the directionof the rotation, the direction of the angularmomentum is that of the outstretched thumb.

Bernoulli's Principle - In a flowing fluid,increases in its velocity are accompanied by adecrease in its pressure. Bernoulli's Principleapplies to all fluids including liquids.

Buoyancy - This is an upward force exertedon an object in a liquid equal to the weight ofthe liquid which the object displaces.Microgravity is a neutral buoyancy condition.

Center of Mass - This is the point at whichthe entire mass of an object is centered.

Centrifugal Force - This is the apparentoutward force exerted by an object moving ina circle. In reality, the object is simply trying tomove in a straight line.

Mario Runco watches his police car leave the trackafter its forward motion became zero.


Mission specialist Don McMonagle prepares torelease three Gravitrons connected to a wiffle ball.

Elastic Potential Energy - This term is usedto describe the energy stored in a stretchedobject (usually a spring).

Energy - This is a property of nature that ispresent in many forms. Energy that movesfrom one system to another under the actionof forces is called work.

Force - This is a push or pull.

Free-fall - This is the condition of an objectfalling in a gravity field.

Frequency - This is the number of waves orpulses passing a point per unit time.

Friction - This is a force which opposessliding motion.

When two bodies are in contact witheach other, they exert forces on each otherdue to the interaction of the particles in onebody with those of the other. The tangentialcomponent of the contact force exerted byone object on another is called a frictionalforce.

Centripetal Force - This is the inward forcewhich causes an object to turn.

Centripetal Force = mass x velocity 2

rCircular Motion - A force is required tochange the direction of the velocity of anobject which is moving in a circle. This inwardforce is called a centripetal force . Withoutan inward centripetal force, the object wouldmove outward in straight line motion.

Collision: Elastic and Inelastic - Forperfectly elastic collisions, the relative speedof recession after the collision equals therelative speed of approach before thecollision. In a perfectly inelastic collision,there is no relative speed after the collision--the objects remain together. All othercollisions lie between these two extremes.

Compression - This is a concentration ofparticles in a longitudinal wave.

Conservation of Energy - The amount ofenergy in a closed system remains constantover time.

Conservation of Momentum - Theconservation of momentum is equivalent toNewton’s third law of motion: for two objectssubject only to their mutual interactions, thesum of the momenta of the objects remainsconstant in time.

Also note that momentum is a vectorquantity and the momenta of objects must beadded vectorally.

Crest -This is the high point in a wave.

Drag - Drag is the resistant force exerted bya fluid (such as the air) when an objectmoves through it. The drag force opposes themotion of the object.


Mission specialist Susan Helms tries to make "ringers" with thehorseshoes.

Law of Universal Gravitation -All particles exert a gravitationalforce of attraction upon eachother. The magnitude of theforce between two objects isdirectly proportional to theproduct of their masses andinversely proportional to thesquare of the distance betweenthem.

Force = Gm1m2

r 2

(Note: G is a constant, r = distancebetween the center of masses for thetwo objects.)

Longitudinal Wave - A wave which vibratesback and forth in the direction of the wave’smotion. (Also called a compression wave)

Magnetism - This is a property of certainobjects in which there is an attraction tounlike poles of other objects. Its origin lies inthe orientation of atoms within the object.The strength of the magnetic force variesinversely with the square of the distancebetween the magnets. The magnetic forcedrops off very quickly with distance.

Mass - This is the amount of matter an objectcontains.

Microgravity - An environment, produced byfree-fall, that alters the local effects of gravityand makes objects seem weightless.

Moment of Inertia - The moment of inertiafor a spinning body depends on the massdistribution relative to the axis of rotation. Themoment of inertia equals the sum of the masstimes the square of the distance from the axisof spin for each particle in the body. Themoment of inertia is greater for spinning

G-Force - The ratio produced when the forcefelt by an object is divided by the weight ofthat object when motionless on Earth'ssurface.

Gravitational Potential Energy - This is theenergy possessed by an object by virtue of itsposition relative to Earth or any large mass.

Gravity - The attraction of all objects to oneanother due to their mass.

Gyroscopic Stability - This term describesthe resistance of a spinning object to anytorque that would change the orientation ofthe object’s spin axis.

Heat Energy - This is the energy associatedwith the vibration of atoms and molecules.

Inertia - This is the property by which anobject tends to resist any change in itsmotion.

Kinetic Energy - This is the energypossessed by an object because of itsmotion.


Mission specialist Greg Harbaugh slam dunks a basket.

objects with their mass distributed farther fromthe axis of rotation. Gyroscopes and tops aredesigned on this principle.

Momentum - This is the product of anobject’s mass times its velocity. Momentum isa conserved quantity within a closed system.

Momentum = mass ×velocity

Newton's Laws of Motion - Sir Isaac Newtonfirst formulated these three basic laws ofmotion:

Newton’s First Law of Motion - An objectcontinues in its initial state of rest or motionwith uniform velocity unless acted on by anunbalanced external force. This is also calledthe Law of Inertia or the Inertia Principle.

Newton’s Second Law of Motion - Theacceleration of an object is inverselyproportional to its mass and directlyproportional to the resultant external forceacting on it.

Force = mass x acceleration

Newton’s Second Law for Rotation - Thetorque of a spinning object is equal to theobject’s moment of inertia times its angularacceleration. The fact that a torque is requiredto change a spinning gyroscope’s angularvelocity is called gyroscopic stability .

Newton’s Third Law of Motion - Forcesalways occur in pairs. If object A exerts aforce on object B, an equal but opposite forceis exerted by object B on object A.Application: objects move forward by pushingbackward on a surface or on a fluid.

Node - This is a point in a standing wavewhere no motion occurs (zero amplitude).

Parabola - One possible path of an objectfalling freely in a gravity field. A tossed ballfollows a parabolic arc.

Photon - This is a packet of radiant energy.

Potential Energy - This is the energyrequired to place an object in a position. Thisenergy is stored in the object until the objectmoves. It is then converted into another formof energy, such as kinetic or thermal.

Precession -This is the wobbling of aspinning object.

Rarefaction - This is the part of a longitudinalwave where the density is lower than thesurrounding medium.

Reaction Force - This is the force exerted byan object experiencing an action force. Thereaction force is equal to the action force, butin the opposite direction.

Surface Tension - This is the strength of theboundary film at the surface of a liquid.

Speed - This is the rate of change of anobject's position with time.


AcknowledgmentsSome of the text in this video resource

guide was provided by Dr. Carolyn Sumners of theHouston Museum of Natural Sciences, Houston,Texas. Dr. Sumners, working with an educatoradvisory panel, selected the toys shown in thisvideotape and planned the experiments. She haspublished a book on the two Toys in Space experi-ments. Refer to the reference section of this guidefor the book's title.

A technical review of physics concepts wasprovided by Dr. Tom Hudson Physics Department,University of Houston, Texas.

The frequency of a wave is thenumber of vibrations per unit time. Thewavelength is the distance between twowave crests. The wave’s speed ofpropagation is equal to the frequencytimes the wavelength.

Wavelength - This is the distancebetween two identical points in a wave(ie. from crest to crest).

Weight -This is the magnitude of agravitational pull.

Toronal Wave - This is the wave caused bytwisting a coiled spring.

Transverse Wave - This is the wave in whichvibrations are to the left and right as the wavemoves forward.

Trough - This is a wave valley.

Velocity - This is the speed and direction ofan object’s motion.

Wave Motion - In a longitudinal wave, thevibration of the medium is along the samedirection as the motion of the wave. Alongitudinal wave is also called a compressionwave. In a transverse wave, the vibration ofthe medium is perpendicular to the motion ofthe wave. A vibration caused by twisting thecoiled spring is called a torsional wave.

A standing wave has places where thewave appears to stand still. Locations wherethe waves interfere to produce no motion arecalled nodes.

Mission specialist Mario Runco tries the Klackers.


Crew BiographiesCommander: John H. Casper (COL, USAF) John Casperwas born in Greenville, South Carolina, but calls Gainesville,Georgia, home. He earned a bachelor of science degree inengineering science from the U.S. Air Force Academy and amaster of science degree in astronautics from Purdue Univer-sity. He is also a graduate of the Air Force Air War College.He flew 229 combat missions during the Vietnam War. He hasbeen a test pilot and served at USAF Headquarters at thePentagon as an action officer for the Deputy Chief of Staff,Plans and Operations, and later as deputy chief of the SpecialProjects Office. Casper has logged over 6,000 flying hours in50 different aircraft. He was named an astronaut in 1984 andflew as pilot aboard STS-36.Pilot: Donald R. McMonagle (LTCOL, USAF) DonaldMcMonagle was born in Flint, Michigan. He earned a bachelorof science degree in astronautical engineering from the U.S. AirForce Academy and a master of science degree in mechanicalengineering from California State University-Fresno. He servedas an F-4 pilot at Kunsan Air Base, South Korea, beforeassignment to Holloman Air Force Base, New Mexico, wherehe flew F-15s. He was the operations officer and a project testpilot for a technology demonstration aircraft, the F-16, whilestationed at Edwards Air Force Base, California. McMonaglehas over 4,200 hours of flying time in several aircraft. Hebecame an astronaut in 1987, and flew as a mission specialistaboard STS-39.Mission Specialist: Gregory J. Harbaugh . GregoryHarbaugh was born in Cleveland, Ohio, but Willoughby,Ohio, is his hometown. He received a bachelor of sciencedegree in aeronautical and astronautical engineering fromPurdue University and a master of science degree inphysical science from the University of Houston, ClearLake. He has held engineering and technical managementpositions in various areas of Space Shuttle flight operationsat NASA’s Johnson Space Center. He also holds a com-mercial pilot’s license and has logged over 1,000 hoursflying time. Harbaugh was named an astronaut in 1987 andflew as a mission specialist aboard STS-39.Mission Specialist: Mario Runco, Jr. (LCDR, USN) MarioRunco, Jr., was born in the Bronx, New York, but considersYonkers, New York, his hometown. He earned a bachelor ofscience degree in meteorology and physical oceanographyfrom the City College of New York and a master of sciencedegree in meteorology from Rutgers University. He hasworked as a research hydrologist for the U.S. GeologicalSurvey and a as New Jersey State Trooper before entering theU.S. Navy. In the Navy he served as research meteorologistand later became the commanding officer of OceanographicUnit Four embarked in USNS Chauvenet (T-AGS-29). Runcowas selected as a NASA astronaut in 1987 and was a missionspecialist on STS-44.Mission Specialist: Susan J. Helms (MAJ, USAF) SusanHelms was born in Charlotte, North Carolina, but calls Portland,Oregon, her hometown. She earned a bachelor of sciencedegree in aeronautical engineering from the U.S. Air ForceAcademy and a master of science degree in aeronautics/astronautics from Stanford University. While at Eglin Air ForceBase, Florida, she was an F-16 weapons separation engineerand later lead engineer for F-15 weapons separation. Shesubsequently was assigned to the faculty of the USAF Acad-emy where she held the position of assistant professor. Shehas flown in 30 different types of U.S. and Canadian aircraft.Helms was named an astronaut in 1990.

References

NASA On-line Resources for Educatorsprovide current educational information andinstructional resource materials to teachers,faculty, and students. A wide range ofinformation is available, including science,mathematics, engineering, and technologyeducation lesson plans, historical informationrelated to the aeronautics and spaceprogram, current status reports on NASAprojects, news releases, information onNASA educational programs, useful softwareand graphics files. Educators and studentscan also use NASA resources as learningtools to explore the Internet, accessinformation about educational grants, interactwith other schools, and participate in on-lineinteractive projects, communicating withNASA scientists, engineers, and other teammembers to experience the excitement ofreal NASA projects.

Access these resources through the NASAEducation Home Page:http://www.hq.nasa.gov/education

Videotapes:Lowry, Patricia, dir. Toys In Space II,

National Aeronautics and SpaceAdministration, 1994.

Baker, Diedra, dir. Space Basics, NationalAeronautics and Space Administration,1991.

Baker, Diedra, dir. Newton In Space,National Aeronautics and SpaceAdministration, 1991.

Curriculum Guide:Vogt, Gregory L., Wargo, Michael J.

Microgravity - Teaching Guide WithActivities for Physical Science, EG-103,National Aeronautics and SpaceAdministration, 1993.


5. W

hat k

ind

of r

ecom

men

datio

n w

ould

you

mak

e to

som

eone

who

ask

s ab

out t

his

e

duca

tor

guid

e?

Exc

elle

nt

Goo

d

Ave

rage

P

oor

Ver

y P

oor

6. H

ow d

id y

ou u

se th

is v

ideo

gui

de?

Bac

kgro

und

Info

rmat

ion

Crit

ical

Thi

nkin

g T

asks

Dem

onst

rate

NA

SA

Mat

eria

lsD

emon

stra

tion

Gro

up D

iscu

ssio

nsH

ands

-On

Act

iviti

es

Int

egra

tion

Into

Exi

stin

g C

urric

ula

Inte

rdis

cipl

inar

y A

ctiv

ity

Lec

ture

Sci

ence

and

Mat

hem

atic

s

Tea

m A

ctiv

ities

Sta

ndar

ds In

tegr

atio

n

Oth

er:

Ple

ase

spec

ify:_

____

____

____

____

____

____

____

____

__

7. W

here

did

you

lear

n ab

out t

his

vide

o an

d vi

deo

reso

urce

gui

de?

NA

SA

Cen

tral

Ope

ratio

n of

Res

ourc

es fo

r E

duca

tors

(C

OR

E)

NA

SA

Edu

cato

r R

esou

rce

Cen

ter

Ins

titut

ion/

Sch

ool S

yste

m

Fel

low

Edu

cato

r

Wor

ksho

p/C

onfe

renc

e

Oth

er:

Ple

ase

spec

ify:_

____

____

____

____

____

____

____

____

___

8. W

hat f

eatu

res

of th

is v

ideo

gui

de d

id y

ou fi

nd p

artic

ular

ly h

elpf

ul?

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

9. H

ow c

an w

e m

ake

this

vid

eo g

uide

mor

e ef

fect

ive

for

you?

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

10. A

dditi

onal

com

men

ts:

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

Tod

ay's

Dat

e:__

____

____

____

____

____

____

____

EV

-199

7-07

-012

-HQ

NA

SA

Lift

off t

o Le

arni

ng

Toy

s in

Spa

ce II

ED

UC

ATO

R R

EP

LY C

AR

DV

ideo

Res

ourc

e G

uide

To

achi

eve

Am

eric

a's

goal

s in

Edu

catio

nal E

xcel

lenc

e, it

is N

AS

A's

mis

sion

to d

evel

opsu

pple

men

tary

inst

ruct

iona

l mat

eria

ls a

nd c

urric

ula

in s

cien

ce, m

athe

mat

ics,

geo

grap

hy, a

ndte

chno

logy

. N

AS

A s

eeks

to in

volv

e th

e ed

ucat

iona

l com

mun

ity in

the

deve

lopm

ent a

ndim

prov

emen

t of t

hese

mat

eria

ls.

You

r ev

alua

tion

and

sugg

estio

ns a

re v

ital t

o co

ntin

ually

impr

ovin

g N

AS

A e

duca

tiona

l mat

eria

ls.

Ple

ase

take

a m

omen

t to

resp

ond

to th

e st

atem

ents

and

que

stio

ns b

elow

. Y

ou c

ansu

bmit

your

res

pons

e th

roug

h th

e In

tern

et o

r by

mai

l. S

end

your

rep

ly to

the

follo

win

g In

tern

et a

ddre

ss:

http

://ed

net2

.gsf

c.na

sa.g

ov/e

dcat

s/ed

ucat

iona

l_vi

deot

ape

You

will

then

be

aske

d to

ent

er y

our

data

at t

he a

ppro

pria

te p

rom

pt.

Oth

erw

ise,

ple

ase

retu

rn r

eply

car

d by

mai

l. T

hank

you

.

1. W

ith w

hat g

rade

s di

d yo

u us

e th

e vi

deo

and

vide

o re

sour

ce g

uide

?

Num

ber

of T

each

ers/

Fac

ulty

:

___

__ K

-4 _

____

5-8

___

__9-

12

____

_Com

mun

ity C

olle

ge

___

___

Col

lege

/Uni

vers

ity__

___U

nder

grad

uate

____

_Gra

duat

e

N

umbe

r of

Stu

dent

s:

___

__ K

-4 _

____

5-8

___

__9-

12

____

_Com

mun

ity C

olle

ge

___

___C

olle

ge/U

nive

rsity

____

_Und

ergr

adua

te__

___G

radu

ate

N

umbe

r of

Oth

ers:

_

____

Adm

inis

trat

ors/

Sta

ff _

____

Par

ents

__

___

Pro

fess

iona

l Gro

ups

___

__

Gen

eral

Pub

lic _

____

Civ

ic G

roup

s __

____

Oth

er

2. W

hat i

s yo

ur h

ome

5- o

r 9-

digi

t zip

cod

e? _

_ __

__

__ _

_ —

__

__ _

_ __

3. T

his

is a

val

uabl

e ed

ucat

or g

uide

?

Str

ongl

y A

gree

Agr

ee

N

eutr

al

D

isag

ree

Str

ongl

y D

isag

ree

4. I

expe

ct to

app

ly w

hat I

lear

ned

in th

is e

duca

tor

guid

e.

Str

ongl

y A

gree

Agr

ee

N

eutr

al

D

isag

ree

Str

ongl

y D

isag

ree

Fold along line and tape closed.


PLACESTAMP HERE

POST OFFICE WILLNOT DELIVER

WITHOUT PROPERPOSTAGE

NATIONAL AERONAUTICS AND SPACE ADMINISTRATIONEDUCATION DIVISIONCODE FEWASHINGTON, DC 20546-0001

FOLD ALONG DASHED LINE. TAPE OPPOSITE EDGE.

toys in space ii - ftp.unpad.ac.id · 2 toys in space ii - video resource guide - ev-1997-07-012-hq...

Documents