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Women in Aviation Volume Two

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WOMEN IN AVIATION VOLUME TWO PRODUCED BY THE CIVIL AIR PATROL AEROSPACE EDUCATION DIRECTORATE WOMEN IN AVIATION VOLUME TWO Project Manager National Standards Randy Carlson Sue Mercer Project Editor Careers in Aviation Ginny Smith Susan Mallett Editor Layout and Design Susan Mallett Kevin Van Hyning Activities Editor Shayla Broadway CONTENTS NASA Pictured, the first six women accepted into NASA’s astronaut program. INTRODUCTION “We knew our performance would have a big influence on the prospects of the women who would come after us.” “ — Kathryn Sullivan ON THE FIRST SIX WOMEN TO BE SELECTED FOR A U.S. ASTRONAUT CLASS he purpose of Women in Aviation Volume II is to influence” on the prospects of the women who would come after provide both an introduction to and an awareness of us.” T the contributions women have made to the aviation Sullivan said she encountered what she called a “you’re and space fields since the early 1970s. This booklet is an ruining my clubhouse” kind of attitude from the men in the extension of Women in Aviation Volume I, which highlighted the male-dominated fields in which she thrived. Sally Ride, the contributions women have made in aviation and space fields first U.S. woman in space, was asked offensive questions by since the beginning of the 20th century. the reporters covering her historic space flight. Katherine Like the earliest women aviators who came before them, Johnson, an African-American mathematician for the space women have continued to break barriers since the 1970s, including the first woman to become a permanent pilot on a program, worked in a segregated office in the 1960s. These are U.S. passenger airline, the first woman Space Shuttle pilot, and just a few of the amazing women featured in this booklet. the first woman Space Shuttle commander. These women and Their stories are different, and their lives are separated by many others are featured in this booklet. distance and decades; but many have common threads of who The scope of their influence moved to the newest frontiers and what inspired them. Civil Air Patrol’s Aerospace Education of space. They flew on planes that reached thousands of feet. team hopes the youth, and especially young women – and They flew on spacecraft that reached hundreds of miles. And anyone who has ever been told he or she can’t achieve success they helped launch a space telescope that reached even farther – will become interested in science, technology, engineering, distances, continuing to provide views of space never before and mathematic (STEM) subjects that will open doors to career seen. opportunities in the aviation and space realm. Learners will see that accomplishing their dreams did not The women in the book were inspired by each other. And come easily for these women. all can be inspirations to the next generation of engineers, Three of the book’s subjects were part of the first set of women admitted into NASA’s astronaut program. astronauts, pilots, mathematicians, and STEM professionals. “All six of us in that first batch of women felt a self-imposed The book provides historical stories, along with air and space pressure,” Kathryn Sullivan told Time Magazine. “One of craft model building, a precursor to aeronautical engineering. us would be the first to fly, another would be the first to do There are also additional resources to help bring these stories a spacewalk – which only a small group of the Astronaut to life for youth in squadrons and classrooms. Corps gets to do. We knew our performance would have a big Discover their stories. Discover the possibilities. Before beginning these activities, instructors should provide a thorough safety briefing. The Tips section provides safety reminders for building the activity airplanes, spacecraft and satellites. — PAGE 1 — CONTENTS NATIONAL ACADEMIC STANDARDS 3 CAREER ALIGNMENT 5 SAFETY TIPS 7 TECHNIQUES 9 CHAPTER 1 EMILY WARNER 13 CHAPTER 2 KATHERINE JOHNSON 25 CHAPTER 3 DEANNA BRASSEUR 39 CHAPTER 4 JEANA YEAGER 47 CHAPTER 5 PATTY WAGSTAFF 53 CHAPTER 6 SHEILA WIDNALL 59 CHAPTER 7 EILEEN COLLINS 69 CHAPTER 8 MAE JEMISON 77 CHAPTER 9 RHEA SEDDON 87 CHAPTER 10 SALLY RIDE 95 CHAPTER 11 KATHRYN SULLIVAN 103 CHAPTER 12 MARTA BOHN-MEYER 119 CHAPTER 13 NICOLE MALACHOWSKI 127 Before beginning these activities, instructors should provide a thorough safety briefing. The Tips section provides safety reminders for building the activity airplanes, spacecraft and satellites. — PAGE 1 — — PAGE 2 — ACADEMIC STANDARDS ALIGNMENT NEXT GENERATION SCIENCE STANDARDS (NGSS) MS-PS1 Matter and Its Interactions MATHEMATICS MATHEMATICS 7.EE.B.3 Solve multistep real-life and mathematical 6.SP.B.4 Display numerical data in plots on a number problems posed with positive and negative line, including dot plots, histograms, and box rational numbers in any form, using tools STANDARDS plots. strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate and assess MS-PS1 Motion and Stability: the reasonableness of answers using mental Forces and Interactions computation and estimation strategies. SCIENCE MP.2 Reason abstractly and quantitatively. MS-PS2-1 Apply Newton’s Third Law to design a solution MS-PS3 Energy to a problem involving the motion of two colliding objects. SCIENCE MS-PS2-2 Plan an investigation to provide evidence MS-PS3-1 Construct and interpret graphical displays of that the change in an object’s motion data to describe the relationships of kinetic depends on the sum of the forces on the energy to the mass of an object and to the object and the mass of the object. speed of an object. MS-PS2-3 Ask questions about data to determine the MS-PS3-2 Develop a model to describe that when factors that affect the strength of electric the arrangement of objects interacting at and magnetic forces. a distance changes, different amounts of MSPS2-4 Construct and present arguments using potential energy are stored in the system. evidence to support the claim that gravitational interactions are attractive and ELA/LITERACY depend on the masses of interacting objects. RST.6-8.3 Follow precisely a multistep procedure MSPS2-5 Conduct an investigation and evaluate the when carrying out experiments, taking experimental design to provide evidence that measurements or performing technical tasks. fields exist between objects exerting forces on SL.8.5 Integrate multimedia and visual displays each other even though the objects are not in into presentations to clarify information, contact. strengthen claims and evidence, and add interest. ELA/LITERACY RST.6-8.1 Cite specific textual evidence to support MATHEMATICS analysis of science and technical texts, 6.RP.A.1 Understand the concept of ratio and use ratio attending to the precise details of language to describe a ratio relationship explanations or descriptions. between two quantities. RST.6-8.3 Follow precisely a multistep procedure 6.RP.A.2 Understand the concept of a unit rate a/b when carrying out experiments, taking associated with a ratio a:b with b not equal measurements, or performing technical to 0, and use rate language in the context of tasks. a ratio relationship. WHST.6-8.7 Conduct short research projects to answer 7.RP.A.2 Recognize and represent proportional a question (including a self-generated relationships between quantities. question), drawing on several sources and generating additional related, focused 8.EE.A.1 Know and apply the properties of integer questions that allow for multiple avenues of exponents to generate equivalent numerical exploration. expressions. — PAGE 3 — MS-ETS1 Engineering Design RST.6-8.9 Compare and contrast the information gained from experiments, simulations, SCIENCE videos, or multimedia sources with that MS-ETS1-1 Define the criteria and constraints of a gained from reading a text on the same design problem with sufficient precision topic. to ensure a successful solution, taking WHST.6-8.7 Conduct short research projects to answer into account relevant scientific principles a question (including a self-generated and potential impacts on people and the question), drawing on several sources and natural environment that may limit possible generating additional related, focused solutions. questions that allow for multiple avenues of MS-ETS1-2 Evaluate competing design solutions using exploration. a systematic process to determine how well WHST.6-8.8 Gather relevant information from multiple they meet the criteria and constraints of the print and digital sources; assess the problem. credibility of each source; and quote or MS-ETS1-3 Analyze data from tests to determine paraphrase the data and conclusions similarities and differences among of others while avoiding plagiarism and several design solutions to identify the providing basic bibliographic information best characteristics of each that can be for sources. combined into a new solution to better meet WHST.6-8.9 Draw evidence from informational texts to the criteria for success. support analysis, reflection, and research. MS-ETS1-4 Develop a model to generate data for interactive testing and modification of a MATHEMATICS proposed object, tool, or process such that 7.EE.3 Solve multistep real-life and mathematical an optimal design can be achieved. problems posed with positive and negative rational numbers in any form (whole ELA/LITERACY numbers, fractions, and decimals), using RST.6-8.1 Cite specific textual evidence to support tools strategically. Apply properties of analysis of science and technical texts. operations to calculate with numbers in any form; convert between forms as appropriate; RST.6-8.7 Integrate quantitative or technical and assess the reasonableness of answers information expressed in words in a text using mental computation and estimation with a version of that information expressed strategies. visually (e.g., in a flowchart, diagram, model, graph, or table).
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