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Home , Airplane, Glider (aircraft), History of aviation, Milton Wright (bishop), Wright brothers, Wright Company

1878 1892

The Flying Toy: A small toy “”— made of wood with two twisted rubber bands to turn a small —that the played with as small boys. The Business: The Wright brothers opened a bicycle store in 1892. Their 1900 experience with aided them in their The Wright Way: investigations of .

The Process of Invention The Search for Control: From their observations of how buzzards kept their balance, the Wright brothers began their aeronautical research in 1899 with a /. In 1900, they built their first glider designed to carry a pilot.

Wilbur and Orville Wright Inventors Wilbur and Orville Wright placed their names firmly in the hall of great 1901 American inventors with the creation of the world’s first successful powered, heavier-than-air to achieve controlled, sustained flight with a pilot aboard. The age of powered flight began with the Wright 1903 Flyer on , 1903, at Kill Devil Hills, NC. The Wright brothers began serious experimentation in in 1899 and perfected a controllable craft by 1905. In six years, the Wrights had used remarkable creativity and originality to provide technical solutions, practical mechanical Birthplace design tools, and essential components that resulted in a profitable . They did much more than simply get a flying machine off the ground. They established the fundamental principles of aircraft design and in place today. In 1908 and 1909, they demonstrated their flying machine pub- licly in the and Europe. By 1910, the was of manufacturing for sale. Despite the Wrights’ dramatic jump ahead, others quickly caught up to Wilbur and Orville Wright and surpassed their designs. They accomplished their goals by themselves and relied on their Orville Wright Wilbur Wright own questions, hypotheses, experiments, research, observations, inferences, The 1901 Glider: The Wright brothers 1901 and conclusions. The Wright brothers tested and failed repeatedly. They (1871-1948) (1867-1912) Glider enabled them to spend more time in the endured disappointment and hardships to realize their dream of inventing a air and to uncover additional design problems. flying machine, the . They did not just fulfill their goals but ushered in a new era of air and space exploration.

1901 1905 Dayton, OH

The Tunnel: The Wrights tested small model in a that enabled The Wright 1905 Flyer: This Flyer was the 1902 them to calculate the shape and size that world’s first practical airplane—a machine that 1904 would be required to them into the air. could bank, circle, turn, and fly figure eights.

Huffman Prairie Dec. 17, 1903 Dayton, Ohio

Controlling the Aircraft: The key to solving the The Wright 1904 Flyer: The Wrights’ second control problem was the addition of a powered airplane, flown at , to the glider design. This allowed the Wrights achieved the first circular flight of an air- to develop a . plane. Stability was still a problem.

The Solution: At Kill Devil Hills, NC, in the morning, the Wright 1903 Flyer became the first powered, heavier-than-air machine to achieve controlled, sustained flight.

National Aeronautics and Space Administration www.centennialofflight.gov Susan and Celebrating a Century of Powered Flight The Wright brothers turned their dreams into reality and revolutionized the world.

century of powered flight by serving as a central resource and a catalyst for To the Educator activities. The Commission is encouraging and promoting national and international The purpose of this poster is to help you participation in the commemoration of the inspire, educate, and encourage your stu- centennial of powered flight by the public; dents to learn about the Wright brothers, educators and students; Federal, State, the celebration of the 100th anniversary and local government officials; the mili- of flight, and the and tary; members of civic and cultural organi- . The classroom activities are zations; and members of the aviation and designed to provide hands-on experiences aerospace industry. A list of organizations for your students that relate to some of that are working with the Commissioners the scientific processes employed by the can be found at Wright brothers. The resources listed http://www.centennialofflight.gov/ throughout this poster will help you and partners your students locate additional informa- tion, educational products, and activities We invite you to visit the U.S. Centennial of related to the Wright brothers and the Flight Commission’s Web site history of aviation and aerospace. (http://www.centennialofflight.gov), where you will find a vast array of infor- A Few Questions To Get Your mation about the history of aviation and Students Started aerospace. A few examples of what can be The state motto of Ohio is “The Birthplace found on the site include a searchable cal- of Aviation.” Why was that motto chosen? endar that features upcoming events related Where did the Wright brothers live? What to aviation and aerospace with a “Submit an did they do? When did they become inter- Event” button that allows event planners to ested in aviation? What did they do to About the Poster post information. Essays can be found under further their knowledge about aviation? the “History of Flight” section of the Web Read “The Wright Brothers’ Story” on this This poster was designed to honor the inventors, innovators, and dreamers. In the site. Under “For Educators and Students,” accomplishments of the Wright brothers, span of a single century, the vision, persis- poster to find out why the pictures on you will find posters, a downloadable book- the front of this poster are significant. two brilliant, self-trained from tence, and of many have taken us mark, and an Educational Resources Matrix Ohio who designed, built, and flew the from the first powered flight on the sand with hundreds of aviation and aerospace- Why is the State of known as first power-driven, heavier-than-air dunes of North Carolina’s to related education links. This is where you machine in which made free, a permanent presence in space. “First in Flight.” Why did the Wright brothers will be able to locate curriculum materials, from Ohio to North Carolina? How did controlled, and sustained flight. information about workshops, scholarships, In honor of the 100th anniversary of flight, they get there? How often did they go to , and much more. Pictures, films, North Carolina? How long The centennial of powered flight presents a the U.S. Congress established the and special collections are located under unique opportunity to focus on the historical Centennial of Flight Commission. The did they stay? Where did the Sights and Sounds of Aviation category they live? Were their significance of the aviation-related events Commission encourages, enables, and of the site. New materials are continuously leading up to, and following, December 17, amplifies the efforts of all the organizations transported being added to the site so be sure to visit from one State to the 1903. More importantly, the 100th anniver- and individuals planning to celebrate the often and check out “What’s New.” sary of flight will inspire a new generation of achievements of the Wright brothers and a other, and if so, how? Although the States of Ohio and North information; planning investigations; using Fred Fisk, author of The Wright Brothers Carolina are well known for early develop- tools to gather, analyze, and interpret data; History and from Bicycle to , provided the ments in aviation, many people from other proposing answers, explanations, and pre- image of the “Wright Bros. Cycle” ad from States and countries around the world were dictions; and communicating the results. Nature of Science High School Times, April, 1897. thinking about flight, building aircraft, and The Wright brothers used critical and logical conducting experiments before, during, and thinking skills when considering alternative What is the nature of science? When do Ted Huetter, at the Dryden Flight Research after the Wright brothers’ involvement in theories of aviation. you teach what? What should students be Center Education office, flight. Who were these people? Where did able to understand and do? What is the role provided ideas and aircraft images. they live? What contributions did they Students should engage in inquiry as they of the teacher? How is history important to make? Study your State’s aviation and come to know the natural world and even- the understanding of science? Society? The archives aerospace history. Discuss how the tually develop the capacity to conduct com- Cultures? Technological advances? To find provided the Wind Tunnel image. advances in aviation and aerospace during plete inquiries. Students should develop an answers to these questions and guidelines to help you develop your students’ under- the past 100 years have affected you and understanding of what science is, what The National Air and Space , standing of science, visit the National your family. Imagine what changes will science is not, what science can and cannot , provided the occur in aviation and aerospace in the next do, and how science contributes to culture. Science Education Standards Web site at images A-4189 and A-442710. Special 100 years. Design a poster representing the Students need to become scientifically lit- http://www.nap.edu/html/nses/html/ thanks to Kate Igoe, Thomas Crouch, and history of aviation and aerospace in your erate citizens with an understanding of Peter Jakab for their wealth of knowledge State. Create a calendar with information the nature of science and its relationship and assistance. about significant people, places, and histor- to mathematics and . Poster Credits ical aviation and aerospace events in your The National Research Council provided State. Share your poster and calendar with “Scientific literacy means that a person This poster was developed by the NASA their research and publication of the others in your school, community, or State. can ask, find, or determine answers to Headquarters’ Education Division, Office of Send an electronic copy of your poster and questions derived from curiosity about Resources and Education, Frank C. National Science Education Standards, by your calendar to the Centennial of Flight everyday experiences. It means that a Owens, Director of Education. Anne the National Academy Press. Commission’s Web site e-mail address: person has the ability to describe, explain, Holbrook, NASA Einstein Fellow, created centennialofflightadmin@hq..gov and predict natural phenomena. Scientific the poster with oversight from Debbie Wright State Archives, Dayton, OH, Plan your own centennial of flight celebra- literacy entails being able to read with Gallaway, Assistant Director of Programs for provided images for the poster. Special tion. If your event meets the criteria for understanding articles about science in the U.S. Centennial of Flight Commission thanks to Jane Wildermuth and Dawn inclusion on the Commission’s calendar, the press and to engage in social conver- and William E. Anderson, Partnership Dewey for their dedication. complete and submit the electronic form sation about the validity of the conclu- Manager for Education, Office of Aerospace found on the Web site. sions. Scientific literacy has different Technology. The following individuals were Attention High School Students! degrees and forms; it expands and deep- consulted during the development of the The NASA Summer High School ens over a lifetime, not just during the poster: Linda Hallenbeck, Teacher in Apprenticeship Research Program (SHARP) The Process of years in school. Attitudes and values Residence for Governor Bob Taft of Ohio, and SHARP PLUS are research-based men- established toward science in the early and Karen Garr, Teacher in Residence for torship programs. Check them out! Invention years will shape a person’s development Governor Jim Hunt of North Carolina. http://education.nasa.gov/sharp and of scientific literacy as an adult.” http://education.nasa.gov/ Orville and Wilbur Wright were masters of The following individuals and organizations sharp.plus inquiry. Inquiry is a multifaceted activity that provided images and/or information involves making observations; posing ques- that were used on “The Wright Way: The tions; examining books and other sources of Process of Invention” poster: happening right now? Inventions? Can you predict future aviation milestones? to our world? What is the future of aviation?What are the benefits What research is the world? Who are others who have or are exploring of flight? the fundamentals 1 What happened on a cold windswept NC, on December 17, beach near Kitty Hawk, http://www.aerospace.nasa.gov/centuryofflight 1. Procedure: and informative—one that speaks to the inner spirit of exploration and discovery. and technical achievementsShare scientific in a manner that is accurate, engaging, Learning Objectives: Re Discover the past, invent the future! of flight! Celebrate a century The Wright Quest Grades 5–12: Individuals or Teams of 2–4 Grades 2–4: Class or Teams of 2–4 Grades K–1: Class Science and Technology Journalism Student The NASA Go to for NASA theme resources: form,3. Complete, b) an educator form, sign, and send a) an entry data about investigation2. Submit documentation and production methods. 903? What were the events leading up to this milestone? How did this event change • VHS videotape—A 5-minute report in your choice of format 5-minute• VHS videotape—A report with relevant photos,• Print—An article illustrations, or other graphics,

Develop using one of the following a news media: report and c) checklists. f (e.g., newscast, investigative or documentary). or special report, laid out for publication. lecting Upon the Adventures of Flight: Involvement Program (NSIP) Cincinnati, OH R

obert E. Lucas Intermediateobert School,

2002–03 and 2003–04 and 2002–03

Special Theme For Theme Special School Years School call 1-800-848-8429. [email protected] http://education.nasa.gov/nsip please visit judging rubric, and resource guide, form, competition rules, checklist, entry For complete details and to an obtain Any questions? Send an e-mail to or . The Wright Brother’s Story

The Flying Toy axes of motion. An , or horizontal The Wind Tunnel The Wright 1903 Flyer became the first Wilbur (1867-1912) and Orville Wright control surface, in front of the wings on To simulate flight conditions, the Wrights powered, heavier-than-air machine to (1871-1948) were brothers. They lived in their aircraft, enabled the pilot to control tested small model wings in a wind tunnel achieve controlled, sustained flight with a Dayton, OH, at 7 Hawthorn Street. Their climb and descent (pitch axis). The elevator they had built. The wind tunnel was a box pilot aboard. Today, this amazing flying older brothers were Reuchlin and Lorin. was controlled by a lever in the pilot’s left with a fan at one end that blew a steady invention can be viewed as it is suspended Katharine was their younger sister. Their hand. A “wingwarping” system controlled stream of air over model wings mounted on overhead, at the National Air and Space father, Milton, was a bishop in the Church the aircraft in a roll (roll axis). To initiate a a special “balance” inside the tunnel. Using Museum in Washington, DC. of the United Brethren in Christ. Their roll, the pilot would shift his hips from side this device, the brothers were able to gath- (http://www.nasm.edu/nasm/ mother, Susan, the daughter of a wagon to side in a cradle on the lower wing, “twist- er information that could be used to design nasmexh.html) maker, made toys for her children and ing” the wings left or right or restoring them the wings of the gliders and powered air- encouraged their curiosity. One day, Bishop to level flight. Orville and Wilbur developed craft that would carry them into the air. The Wright 1904 Flyer Wright brought home a small toy “heli- this idea from observing birds in flight. They The wind tunnel provided them with infor- Having achieved success in North Carolina, copter” made of wood with two twisted observed the buzzards keeping their bal- mation on the most satisfactory wing the Wright brothers decided to continue rubber bands to turn a small propeller. ance by twisting their wings and sometimes shape. It also enabled them to calculate the their experiments closer to home. They built Wilbur and Orville played with it until it curving one wing more than the other. In size of wing that would be required to lift and flew their second powered airplane at broke, then made new copies of the toy 1902, the brothers added a vertical rudder them into the air, the performance of their Huffman Prairie, a pasture eight miles east themselves. They also sold toys to their to the rear of their machine to control the , and the amount of power that of Dayton, OH. Progress was slow without friends, including handmade . The left and right motion of the nose of the air- their would have to produce. They the strong, steady of Kitty Hawk, but Wright brothers did things together from craft (yaw axis). based the design of their next glider on this the brothers did achieve the first circular the time they were small boys. information. flight of an airplane on September 20, The Kite/Glider Experiments 1904. This first complete circle flight lasted The Bicycle Business The Wright brothers began their aeronau- Controlling the Aircraft only 1 minute 36 seconds and covered The Wright brothers went into the printing tical research in 1899. Their first aircraft During the 1901 glider tests, the Wright 1,244 meters. Stability problems still business together in 1889. Three years was a small kite with a 5-foot brothers had discovered that “wingwarp- plagued the Wright brothers’ invention. later, they opened their first bicycle shop. that was used to test their notions of ing” created unequal on the two The modifications made during 1904 helped Initially, they sold and repaired bicycles. aircraft control. In 1900, they built their wings. Key to solving the control problem but did not solve the stability problem. They would replace spokes, fix broken first machine designed to carry a pilot and was the addition of a rudder to the glider chains, and sell accessories. In 1896, they chose Kitty Hawk, NC, as a suitable testing design in 1902. They developed a direct The Wright 1905 Flyer began to build their own brand of bicycles. ground. With its strong steady winds, open linkage between the rudder and warping This Flyer was the world’s first practical The Wright brothers’ experiences with bicy- areas, and tall sandy dunes, the area was system. With the success of this system airplane. During more than 40 at cles aided them in their investigations of perfect for their experiments. When their design, the Wrights were ready to move Huffman Prairie, the machine was repeat- flight. They used the technology they 1900 aircraft produced less lift than onto a powered aircraft. edly banked, turned, circled, and flown in learned from their bicycle business in their expected, the Wright brothers flew it as a figure eights. On two occasions the flight airplanes: chains, sprockets, spoke wires, kite and gathered information that would The Solution exceeded half an hour. Wilbur and Orville ball bearings, and wheel hubs. Their enable them to design improved machines. At Kill Devil Hills, NC, at 10:35 am, the Wright, brilliant self-trained engineers, had thoughts on balancing and controlling their They returned to Kitty Hawk in 1901 with Wright 1903 Flyer took off under its own overcome complex technical problems aircraft were also rooted in their experience a new glider that did not perform as they power with Orville as the pilot. It flew 12 that had barred the way to mechanical as cyclists. expected. While they had learned a great seconds and went a distance of 37 meters. flight for centuries. Think deal with their first two machines, they had Orville and Wilbur took turns making three about how their The Search for Control also encountered new puzzles and dangers. more flights that morning. Wilbur was at invention has changed Orville and Wilbur Wright were convinced the controls for the fourth and longest our world! of the need to control an aircraft in three flight, traveling 260 meters in 59 seconds. Activities for Grades K–12

Objectives: The students will research program. The goals of research Distribute the materials to each group of the letter “X” and the United States is construct a flying model glider are to make aircraft fly safer, perform bet- students. “N.” Students may apply N-numbers to and determine its weight ter, and become more efficient. their models. Caution the students not to and balance. Explain that the template is a guide to cut throw gliders toward other students. This activity is designed to help students out the parts for the airplane. Eye protection is advisable. Teacher background: learn about basic aircraft design and to explore the effects of weight and balance Use sandpaper or an emery board to The model glider’s weight must be bal- On December 17, 1903, Wilbur and on the flight characteristics of a model smooth the edges. anced or distributed properly before it Orville Wright became the first humans glider. Students will use science process will fly well. To demonstrate this, ask a to fly a controllable, powered airplane. To skills to construct and fly a Styrofoam™ Have the students assemble the glider by student to launch a glider before adding unravel the mysteries of flight, the broth- glider. Younger students will need to have inserting the wings and elevator into the weight. Have students describe and ers built and experimented extensively the pieces traced and cut out for them. slots. record the flight characteristics. with model gliders. Gliders are airplanes They should only move one surface at a without motors or a power source. time, and only after they have had an The students may add personal touches. Add weight to the model using paper Building and flying model gliders helped opportunity to “play” with their glider. Civilian aircraft have a letter or letters clips, binder clips, or a penny. Attach the the Wright brothers learn and understand Older students should also have the preceding the aircraft’s identification paper clip or glue a penny to the nose of the importance of weight and balance in opportunity to test their gliders to better number indicating the country in which it the glider. If a binder clip is used, attach airplanes. If the weight of the airplane is understand the control surfaces well is registered. For example, Mexico uses it to the bottom of the fuselage. Ask the not positioned properly, the airplane will enough to set up experimentally students to test fly the glider and observe not fly. They also learned that the design designed tests. The data will be shared the flight characteristics. of an airplane was very important. within the group/class via detailed design drawings and graphs. Students should be Move the weight forward or backward on The was the first plane to encouraged to modify the glider for the fuselage to determine the best weight complete a controlled and land- longer/higher/straighter flights. and balance for the glider. Try to find the ing. Airplanes use control surfaces to weight and balance combination that manage flight direction. Elevators are allows the glider to fly the greatest distance. control surfaces that make the nose of Building The Glider the airplane move up and down. A rudder K–3 students will need assistance cutting and foam tray Discussion is used to move the nose of the aircraft constructing the glider. Older students could Are weight and balance important on left and right. On modern airplanes, act as mentors and precut the parts. The “real” aircraft? are used to roll the airplane into parts can also be punched out with a a turn. The Flyer used a technique called serrated knife, poster pin, or sharp pencil. (The total weight of the cargo and wingwarping to initiate a turn. Construction and Experimentation passengers of any airplane has certain limits and is distributed to keep the plane In research and development, model air- Ask students to name some materials that properly balanced. Flights should not craft are used to develop new concepts, might be used to build a model glider. be attempted if an aircraft is create new designs, and test ideas in avi- overloaded, or if the cargo ation. Some models fly by remote con- Explain to students that Styrofoam™ is distribution makes the trol, others are tested in wind tunnels. lightweight and strong which makes it an plane too “nose heavy” Information learned from models is an ideal material to construct model gliders. or “tail heavy.”) important part of NASA’s aeronautical Using the model glider, the students will Set up a course for students to demon- aeronautical principles for an aircraft and beyond. Keep in mind that NASA explain how they determined the weight strate the flight characteristics of their glid- design/model and research project. believes in developing safe, reliable, and balance for their glider. ers. The students may cut off 2 cm of each and affordable transportation. Present wing, and record a new series of - If the Wright brothers were living today, a report describing your investigation. ing data. Develop new wing designs. they might be researching new forms of Research wind tunnels and build one to power and types of structures, conduct- To learn more about gliders, visit test various wing lengths, shapes, and sizes. ing experiments, and designing models the following sites: to develop the new Space Shuttle. The Shuttle Basics Use these NASA Educator Resources Space Shuttle is the world’s first http://spaceflight.nasa.gov/shuttle/ to teach and reinforce flight concepts: reusable , and the first space- reference/basics/index.html craft in history that can carry large satel- NASA’s X-Gliders Grades K–12 lites both to and from orbit. The Space http://spacelink.nasa.gov/products/ The Beginner’s Guide to Shuttle launches like a rocket, maneu- X.Gliders/ at http://www.lerc.nasa.gov/WWW/ vers in Earth orbit like a spacecraft, and X-Gliders Educational Brief K-12/airplane/bga.htm lands like an airplane. Each of the four http://spacelink.nasa.gov/products/ Space Shuttle orbiters now in opera- X.Gliders/ Grades K–2 tion—Columbia, Discovery, Atlantis, and Aerospace-Related Activities, Aeronautics: An Educator’s Guide with Endeavour—is designed to fly at least 100 Experiments, and Lesson Plans Hint: The weight of the model glider must Activities in Science, Mathematics, and missions. NASA is prepared to continue http://www.lerc.nasa.gov/WWW/ be balanced before it will fly successfully. Technology Education, EG-2002-06-105-HQ. flying the Shuttle for at least the next K-12/aeroact.htm To determine the “Center of Gravity” of the decade. What will happen then? Visit the U.S. Centennial of Flight Grades 5–8 glider, the model can be balanced much Engineers and scientists are busy at work Commission’s Web site Exploring Aeronautics, a CD-ROM, like a pencil on their finger (diagram). now on Advanced Space Transportation (http://www.centennialofflight.gov) to includes an introduction to aeronautics, Systems to replace the Space Shuttle. find essays about the prehistory of flight, the Challenge for older students fundamentals of flight, a historical time- Wright brothers, and many additional topics. Carefully cut out the flaps and ailerons line, and different types of aircraft. The Apply the principles learned from the The essays are located under the “History of along the solid lines. (figures on panel 7) CD teaches students to use the tools of glider experiences. Take into account Flight” section of the Web site. aeronautics to test aircraft designs. current experimental designs, and the The Wright brothers used “wingwarping” Developed by NASA Ames Research Wrights’ work in aerodynamics, stability, NASA Aeronautics Educational Projects to turn their airplane to the right or left. Center, EC-1998-03-002-ARC. flight control, power, and structure. http://www.aerospace.nasa.gov/ Modern aircraft use ailerons to initiate a Design and build a model of a new edu/links.htm roll. Ailerons work in opposition to one Grades 9–12 aircraft to people and goods another. If the left is in the up FoilSim, developed at the NASA Glenn to the International Space Station position, the right aileron must be in the Research Center, is interactive simula- down position and vise versa. Ask your tion software that determines the airflow students to experiment with the ailerons around various shapes of . by bending them up or down along the Download from: dashed lines. http://www.lerc.nasa.gov/WWW/ K-12/aerosim/ Bend each down along the dashed line into the same position below the Extension Activity wing. How are the flight characteristics of Design a space to transport the glider affected with the flaps in the people and goods to the International down position? Space Station and beyond—applying

NASA Resources for Educators

NASA’s Central Operation of Resources for Educators (CORE) KY, NC, SC, VA, WV CA tors. Using Spacelink Search, educators and students can easily was established for the national and international distribution of Virginia Air & Space Center NASA Educator Resource find information among NASA’s thousands of Internet resources. NASA-produced educational materials in multimedia format. NASA Educator Resource Center for NASA Jet Special events, missions, and intriguing NASA Web sites are featured Educators can obtain a catalogue and an order form by one of the Center for NASA Langley Propulsion Laboratory in Spacelink’s “Hot Topics” and “Cool Picks” areas. Spacelink may following methods: Research Center Village at Indian Hill be accessed at http://spacelink.nasa.gov 600 Settlers Road 1460 East Holt Avenue, Suite 20 NASA CORE Hampton, VA 23669-4033 Pomona, CA 91767 NASA Spacelink is the official home to electronic versions of Lorain County Joint Vocational School Phone: (757) 727-0900 x 757 Phone: (909) 397-4420 NASA’s Educational Products. A complete listing of NASA 15181 Route 58 South http://www.vasc.org/erc/ http://learn.jpl.nasa.gov/ Educational Products can be found at the following address: Oberlin, OH 44074-9799 resources/resources_index.html http://spacelink.nasa.gov/products Phone: (440) 775-1400 AL, AR, IA, LA, MO, TN FAX: (440) 775-1460 U.S. Space and Rocket Center AZ and Southern CA NASA Television (NTV) features Space Station and Shuttle mission E-mail: [email protected] NASA Educator Resource NASA Educator Resource coverage, live special events, interactive educational live shows, Home Page: http://core.nasa.gov Center for NASA Marshall Center NASA Dryden Flight electronic field trips, aviation and space news, and historical NASA Space Flight Center Research Center footage. Programming has a 3-hour block—Video (News) File, NASA Educator Resource Center Network (ERCN) One Tranquility Base PO Box 273 M/S 4839 Gallery, and Education File—beginning at noon Eastern and repeated To make additional information available to the education commu- Huntsville, AL 35807 Edwards, CA 93523-0273 four more times throughout the day. Live feeds preempt regularly nity, NASA has created the NASA Educator Resource Center (ERC) Phone: (256) 544-5812 Phone: (661) 276-5009 scheduled programming. network. Educators may preview, copy, or receive NASA materials at http://erc.msfc.nasa.gov http://www.dfrc.nasa.gov/trc/ERC/ these sites. Phone calls are welcome if you are unable to visit the Check the Internet for programs listings at http://www.nasa.gov/ntv ERC that serves your geographic area. A list of the centers and the MS VA’s and MD’s Eastern Shores For more information on NTV, contact regions they serve includes the following: NASA Educator Resource NASA Educator Resource NASA TV Center Center for GSFC/Wallops NASA Headquarters–Code P-2 AK, Northern CA, HI, ID, Mail Code 130.3 NASA Stennis Space Center Flight Facility Washington, DC 20546-0001 MT, NV, OR, UT, WA, WY Greenbelt, MD 20771-0001 Mail Stop 1200 Visitor Center Building J-17 Phone (202) 358-3572 NASA Educator Resource Center Phone: (301) 286-8570 Stennis Space Center, Wallops Island, VA 23337 NASA Ames Research Center http://www.gsfc.nasa.gov/vc/erc.htm MS 39529-6000 Phone: (757) 824-2298 NTV Weekday Programming Schedules (Eastern Times) Mail Stop 253-2 Phone: (228) 688-3338 http://www.wff.nasa.gov/ Video File NASA Gallery Education File Moffett Field, CA 94035-1000 CO, KS, NE, NM, ND, OK, SD, TX http://education.ssc.nasa.gov/ ~ Phone: (650) 604-3574 Space Center Houston WVC/ERC.htm 12–1 p.m. 1–2 p.m. 2–3 p.m. erc/erc.htm http://amesnews.arc.nasa.gov/ NASA Educator Resource 3–4 p.m. 4–5 p.m. 5–6 p.m. erc/erchome.html Center for NASA Johnson 6–7 p.m. 7–8 p.m. 8–9 p.m. Regional Educator Resource Centers offer more educators Space Center 9–10 p.m. 10–11 p.m. 11–12 p.m. access to NASA educational materials. NASA has formed partner- IL, IN, MI, MN, OH, WI 1601 NASA Road One 12–1 a.m. 1–2 a.m. 2–3 a.m. ships with universities, museums, and other educational institutions NASA Educator Resource Center Houston, TX 77058 to serve as regional ERCs in many states. A complete list of regional NASA Glenn Research Center Phone: (281) 244-2129 How to Access Information on NASA’s Education Program, ERCs is available through CORE, or electronically via NASA Mail Stop 8-1 http://www.spacecenter.org/ Materials, and Services (EP-2002-07-345-HQ) Spacelink at http://spacelink.nasa.gov/ercn 21000 Brookpark Road educator_resource.html This brochure serves as a guide to accessing a variety of NASA Cleveland, OH 44135 materials and services for educators. Copies are available through NASA’s Education Home Page serves as the education portal for Phone: (216) 433-2017 FL, GA, PR, VI the ERC network, or electronically via NASA Spacelink. information regarding education programs and services offered by http://www.grc.nasa.gov/WWW/ NASA Educator Resource Center NASA for the American education community. This high-level direc- PAO/html/edteachr.htm NASA Kennedy Space Center tory of information provides specific details and points of contact for EW-2002-08-133-HQ Mail Code ERC all of NASA’s educational efforts, Field Center offices, and points of Please take a moment to evaluate this product at CT, DE, DC, ME, MD, MA, Kennedy Space Center, FL 32899 presence within each State. Visit this resource at the following NH, NJ, NY, PA, RI, VT Phone: (321) 867-4090 address: http://education.nasa.gov http://ehb2.gsfc.nasa.gov/edcats/ NASA Educator http://www-pao.ksc.nasa. educational_wallsheet Resource Laboratory gov/kscpao/educate/edu.htm NASA Spacelink is one of NASA’s electronic resources specifically NASA Goddard Space developed for the education community. Spacelink serves as an elec- Your evaluation and suggestions are vital to Flight Center tronic library to NASA’s educational and scientific resources, with continually improving NASA educational hundreds of subject areas arranged in a manner familiar to educa- materials. Thank you. NASA Active Aeroelastic Wing

When Orville Wright first took to the air on December 17, 1903, he didn't have ailerons or flaps to control his airplane. Instead, the Wright brothers had chosen to twist or “warp” the wingtips of their craft in order to control its rolling or banking motion. They had devised a “saddle” in which the pilot lay. By moving his hips from side-to-side, the pilot warped either the left or right wingtip, providing the necessary control for the Wright Flyer to make turns. To find out how NASA’s F-18 Active Aeroelastic Wing is related to the Wright brothers’ first airplane, visit the following site: http://www.dfrc.nasa.gov/PAO/PAIS/HTML/FS-061-DFRC.html.

Educational Resource Sites

National Education Standards Related Sites Aerodynamics Problem Sets for High School Mathematics Courses National Science Education Standards U.S. Centennial of Flight Commission http://www.grc.nasa.gov/WWW/K- http://books.nap.edu/books/0309053269/html/index.html http://www.centennialofflight.gov 12/BGA/BGAindex.html

Principles and Standards for School Mathematics NASA’s Celebrating Flight Web Site— Destination Tomorrow—A series of 30-minute programs http://standards.nctm.org/ Investigations celebrating 100 years of flight: that focus on NASA research—past, present, and future. past, present and future! Intended audience is grades 9–16 and adult. The National Geography Standards http://spacelink.nasa.gov/celebratingflight http://destination.larc.nasa.gov/index_net.html http://www.ncge.org/publications/tutorial/standards/ NASA Science Files Re-Living the Wright Way—Information and links about Standards for Technological Literacy from the http://sciencefiles.larc.nasa.gov how the Wright brothers used the process of invention International Technology Education Association to pave the way for powered flight. http://www.iteawww.org/TAA/TAA.html NASA CONNECT Series http://wright.nasa.gov/ http://connect.larc.nasa.gov/ The National Educational Technology Standards NASAexplores—An online resource with http://cnets.iste.org/index.html NASA QUEST “WEBCASTS,” express lessons for grades K–12. Interactive Events for Students http://www.nasaexplores.com/lessons/ http://quest.arc.nasa.gov 02-012/index.html NASA Educational Workshops for Teachers Links to many aerospace activities, http://education.nasa.gov/new or resources, online opportunities and http://www.nsta.org/new careers. http://www.aero-space.nasa.gov/edu