FLIGHT MISSION CHALLENGE:
Improving Earthquake
Monitoring
Educator’s Guide with Activities in Science, Technology,
Engineering, and Mathematics
Grades 5-9
Acknowledgements
Authors:
Victoria B. Costa, Professor, Science
Education, California State University,
Fullerton, California
Shaun Smith, Education Flight Projects
Specialist, NASA Dryden/AERO Institute
Maria Blue, Elementary Teacher, Santa
Clarita, California
Julie Bookman, Science Teacher, Palmdale,
California
Marlene McShea, Science Teacher,
Palmdale, California
Bobbie Mitchell, Mathematics Teacher,
Palmdale, California
AREES Master Educators participated in earthquake and
soil moisture research missions aboard the Gulfstream-III
during summer 2010. Pictured with the team is Michelle
Haupt, NASA Engineering Operations Specialist.
Special Thanks To:
Tim Moes, NASA UAVSAR Project Manager,
NASA
Tom Mace, Senior Science Advisor, NASA
Doug Phelps, Science Teacher, Los Angeles,
California
Sonja Squires, Science Teacher, Palmdale,
California
Editor:
Michelle Haupt, NASA Engineering
Operations Specialist, NASA
Randy Albertson, NASA Airborne Science
Program Deputy Director, NASA
Russell Billings, NASA Dryden Pre-College
Manager, NASA Dryden/AERO Institute
XXX
Katrina Emery, NASA University Research
Center Program Manager, NASA
Yvonne Campos, Teacher, Palmdale,
California
Letter to Educators
Dear Educators,
The National Aeronautics and Space Administration is gaining a better understanding of
earthquakes in California thanks to a specially modified jet, the Gulfstream-III. NASA
engineers use radar to collect data on how quakes change the Earth’s surface, which may
eventually help scientists predict earthquakes. NASA hopes to collect baseline data in critical
areas in order to improve our understanding of how quakes affect not only the immediate area of the quake, but
also the state of stress in the surrounding faults. This will help them improve their forecast models of quake
probability and magnitude.
This educator guide is a starting point for middle school students to begin researching and answering the challenge
of improving earthquake monitoring across the United States and throughout the world. At this time, baseline
data have been collected throughout California and a few other regions, such as Haiti and the Dominican Republic.
The primary challenge of the Flight Mission Challenge: Improving Earthquake Monitoring is to identify where, how,
and why additional baseline data should be collected.
The guide is divided into three major sections. The first section engages students in the study of earthquakes,
including the causes and locations of earthquakes; scale and measurement of earthquakes; impact and ways to
mitigate earthquakes’ effects. This section leads students to identify new areas where collection of baseline
earthquake data is critical.
The second section of the guide engages students in the principles of flight and flight planning, including
requirements for planning a flight on the G-III, the collection and analysis of UAVSAR data, and use of the NASA
online flight planning tool. This section leads students to develop a flight plan that allows for the efficient and
comprehensive collection of data.
A third section of the guide provides further details on the FMC: IEM rules and requirements, multimedia formats
and resources, and evaluation rubrics. In this contest, small teams of students are challenged to design a flight
mission to collect baseline earthquake monitoring data.
The Flight Mission Careers Corner highlights NASA scientists and engineers involved in the G-III UAVSAR missions.
With the goal of assembling the best team possible, student team members will be assigned expert roles. If a team
is small, then some members may need to fulfill more than one role.
 Mission Scientist
 Flight Engineer: Flight Operations Specialist
Find the Flight Mission Challenge:
 Technology Specialist (UAVSAR)
Improving Earthquake Monitoring
 Mission Director/Project Manager
(FMC: IEM) starting on page XX of
 Pilot
this guide. Information about the
 Technology Specialist (Multimedia)
FMC: IEM contest will be found at:
Through the activities and independent research, student teams will:
 Select a site for earthquake monitoring
 Prepare a flight plan
 Develop a multimedia proposal to submit to NASA
http://XXX.nasa.gov
FPC: IEM is a dynamic, standards-based classroom project that provides your students the opportunity to
investigate, evaluate, design, and present a solution for a real world problem that will not only contribute to our
knowledge of how earthquakes shape the surface of the earth, but also inform our understanding of
environmental hazards at the global level.
Table of Contents
Page
Acknowledgements
Letter to Educators
Introduction for Educators
Standards
Science
Mathematics
English/Language Arts
Technology
Learning Objectives
Unit Timeline
Teacher Notes
Assessment Timeline
Strategies for Engaging and Supporting All Students
Daily Log Questions
Key Vocabulary
Section 1: Improving Earthquake Monitoring
Introduction
The Flight Mission Challenge
Establishing Teams
Activity 1.1: Jigsaw Challenge Brainstorm
Earthquakes: From Cause to Impact
Activity 1.2: Plate Tectonics and Volcanism
Activity 1.3: Plate Tectonics and Earthquakes
How Scientists Monitor Earthquakes
Mitigating the Impact of Earthquakes
Engineering Extension: Quaky-Shaky Design Challenge
Activity 1.4: Selecting the Site for the Flight Mission Challenge
Section 2: Elements of Flight Planning
The G-III UAVSAR
Activity 2.1: Swath Geometry Problem Set
Activity 2.2: Interpreting Interferograms
Components of a Flight Plan
Activity 2.3: Flight Planning – Part 1
FMC:IEM Considerations
Activity 2.4: Flight Planning – Part 2
The Flight Mission Challenge: Improving Earthquake Monitoring
Challenge Objectives
Challenge Description
Assessment Process
Extensions
Multimedia Options and Resources
FMC: IEM Multimedia Presentation Rubric
Letter to Students
Instructional Materials
Student Resources - Improving Earthquake Monitoring
Jigsaw Challenge Brainstorm (Activity 1.1)
Team Members (Activity 1.1)
Plate Tectonics and Earthquakes (Activity 1.3)
Argument Construction Worksheet (Activity 1.4)
Presentation Flow Chart - Site Selection (Activity 1.4)
Student Resources - Elements of Flight Planning
Swath Geometry Problem Set (Activity 2.1)
Interpreting Interferograms (Activity 2.2)
Flight Plan Draft (Activity 2.3)
Presentation Flow Chart – Flight Plan (Activity 2.4)
Teacher Resources
Proposal Checklist and Scoring Guide (Activity 2.5)
Team Conference Checklist
Daily Log Prompts
Multiple Choice Test Bank
Online Resources
Plate Tectonics and Volcanoes (Activity 1.2)
Engineering Design Packet (Engineering Extension)
Additional Resources
Career Corner Summaries
Career Corner: Project Manager Engineer Tim Moes
Career Corner: Flight Operations Engineer Michelle Haupt
Career Corner: Instrument Engineer XXX
Career Corner: Pilot XXX
Career Corner: Mission Scientist XXX
Resources
Shaky Table Construction Directions
Educator Reply Card
SCIENCE Standards Addressed in the FMC:IEM Curriculum
National (5-8)
Science as

Abilities necessary to do scientific inquiry
Inquiry

Understanding about scientific inquiry
Earth and Space 
Structure of the Earth System
Science
Science and

Abilities of technological design
Technology

Understanding about science and technology
Science in

Populations, resources, and environments
Personal /Social 
Natural hazards
Perspectives

Science and technology in society
California (9-12) Students will . . .
Earth Science
1 Plate Tectonics and Earth’s Structure

(1.a.) Know evidence of plate tectonics is derived from the fit of the
continents; the location of earthquakes, volcanoes, and midocean ridges;
and the distribution of fossils, rock types, and ancient climatic zones.

(1.d.) Know that earthquakes are sudden motions along breaks in the
crust called faults and that volcanoes and fissures are locations where
magma reaches the surface.

(1.e.) Know major geologic events, such as earthquakes, volcanic
eruptions, and mountain building, result from plate motions.

(1.f.) Know how to explain major features of California geology (including
mountains, faults, volcanoes) in terms of plate tectonics.

(1.g.) Know how to determine the epicenter of an earthquake and know
that the effects of an earthquake on any region vary, depending on the
size of the earthquake, the distance of the region from the epicenter, the
local geology, and the type of construction in the region.
2 Shaping Earth’s Surface

(2.d.) Students know earthquakes, volcanic eruptions, landslides, and
floods change human and wildlife habitats.
Forces and
2. Forces (8th)
Motion
 (2.a.) Students know a force has both direction and magnitude.




(2.b). Students know when an object is subject to two or more
forces at once, the result is the cumulative effect of all the forces.
(2.c.) Students know when the forces on an object are balanced,
the motion of the object does not change.
(2.d.) Students know how to identify separately the two or more
forces that are acting on a single static object, including gravity,
elastic forces due to tension or compression in matter, and
friction.
(2.e.) Students know that when the forces on an object are
unbalanced, the object will change its velocity (that is, it will
National (9-12)

Abilities necessary to do scientific inquiry

Understanding about scientific inquiry

Energy in the earth system




Abilities of technological design
Understanding about science and technology
Natural and human-induced hazards
Science and technology in local, national, and global challenges
California (9-12) Students will . . .
6. Processes

(6.a) Know features of the ocean floor (magnetic patterns, age, and sea-floor
topography) provide evidence of plate tectonics.

(6.b.) Know the principal structures that form at the three different kinds of plate
boundaries.

(6.c.) Know why and how earthquakes occur and the scales used to measure their
intensity and magnitude.
speed up, slow down, or change direction).
(2.f.) Students know the greater the mass of an object, the more force
is needed to achieve the same rate of change in motion.
Investigation
and
Experimentation






Develop a hypothesis.
Select and use appropriate tools and technology (including calculators,
computers, balances, spring scales, microscopes, and binoculars) to
perform tests, collect data, and display data.
Construct appropriate graphs from data and develop qualitative
statements about the relationships between variables.
Communicate the steps and results from an investigation in written
reports and oral presentations.
Read a topographic map and a geologic map for evidence provided on the
maps and construct and interpret a simple scale map.
Identify changes in natural phenomena over time without manipulating
the phenomena (e.g., a tree limb, a grove of trees, a stream, a hill slope).






Select and use appropriate tools and technology (such as computer-linked probes,
spreadsheets, and graphing calculators) to perform tests, collect data, analyze
relationships, and display data.
Recognize the usefulness and limitations of models and theories as scientific
representations of reality.
Read and interpret topographic and geologic maps.
Recognize the cumulative nature of scientific evidence.
Analyze situations and solve problems that require combining and applying
concepts from more than one area of science.
Investigate a science-based societal issue by researching the literature, analyzing
data, and communicating the findings. Examples of issues include irradiation of
food, cloning of animals by somatic cell nuclear transfer, choice of energy sources,
and land and water use decisions in California.
MATHEMATICS Standards Addressed in the FMC:IEM Curriculum
National (5-8) Students will . . .
Algebra

Use symbolic algebra to represent situations and to solve problems,
especially those that involve linear relationships
Geometry

Measurement
and Geometry

Understand relationships among the angles, side lengths, perimeters,
areas, and volumes of similar objects

Draw geometric objects with specified properties, such as side lengths or
angle measures

Recognize and apply geometric ideas and relationships in areas outside
the mathematics classroom, such as art, science, and everyday life
Measurement

Understand, select, and use units of appropriate size and type to measure
angles, perimeter, area, surface area, and volume

Select and apply techniques and tools to accurately find length, area,
volume, and angle measures to appropriate levels of precision
Data Analysis

Select, create, and use appropriate graphical representations of data,
and Probability
including histograms, box plots, and scatterplots
California (Grades 6-7) Students will . . .
Algebra and

(2.3) Solve problems involving rates, average speed, distance,
Functions
and time. (6)

Statistics, Data
Analysis, and
Probability

Mathematical
Reasoning



(1.3) Use measures expressed as rates (e.g., speed, density) and
measures expressed as products (e.g., person-days) to solve
problems; check the units of the solutions; and use dimensional
analysis to check the reasonableness of the answer. (7)
(2.1) Use formulas routinely for finding the perimeter and area
of basic two-dimensional figures and the surface area and
volume of basic three-dimensional figures, including rectangles,
parallelograms, trapezoids, squares, triangles, circles, prisms,
and cylinders. (7)
(2.5) Identify claims based on statistical data and, in simple cases,
evaluate the validity of the claims. (6)
(1.1) Know various forms of display for data sets, including a stem-andleaf plot or box-and-whisker plot; use the forms to display a single set of
data or to compare two sets of data. (7)
(1.1) Analyze problems by identifying relationships, distinguishing
relevant from irrelevant information, identifying missing information,
sequencing and prioritizing information, and observing patterns. (6, 7)
(2.5) Use a variety of methods, such as words, numbers, symbols, charts,
graphs, tables, diagrams, and models, to explain mathematical reasoning.
National (9-12) Students will . . .

Use symbolic algebra to represent and explain mathematical relationships

Analyze properties and determine attributes of two- and three-dimensional
objects

Draw and construct representations of two- and three-dimensional geometric
objects using a variety of tools

Use geometric ideas to solve problems in, and gain insights into, other disciplines
and other areas of interest such as art and architecture

Make decisions about units and scales that are appropriate for problem situations
involving measurement

Understand and use formulas for the area, surface area, and volume of geometric
figures, including cones, spheres, and cylinders

Understand histograms, parallel box plots, and scatterplots and use them to
display data
California (9-12) Students will . . .
Algebra (8-12)

(1.0) Identify and use the arithmetic properties of subsets of
integers and rational, irrational, and real numbers, including
closure properties for the four basic arithmetic operations
where applicable:

(5.0) Students solve multistep problems, including word
problems, involving linear equations and linear inequalities
in one variable and provide justification for each step.
Geometry (8-12)

(10.0) Students compute areas of polygons, including
rectangles, scalene triangles, equilateral triangles, rhombi,
parallelograms, and trapezoids.

(11.0) Students determine how changes in dimensions affect
the perimeter, area, and volume of common geometric
figures and solids.
Probability and
Statistics
Process

(8.0) Students organize and describe distributions of data by
using a number of different methods, including frequency
tables, histograms, standard line and bar graphs, stem-andleaf displays, scatterplots, and box-and-whisker plots.
(6, 7)
ENGLISH/LANGUAGE ARTS Standards Addressed in the FMC:IEM Curriculum
California (Grade 6 provided as representative of grades 5-8)
Reading

(2.4) Clarify an understanding of texts by creating outlines, logical
notes, summaries, or reports.

(2.5) Follow multiple-step instructions for preparing applications
(e.g., for a public library card, bank savings account, sports club,
league membership).
Writing



Written and
Oral English
Language
Conventions

(1.4) Use organizational features of electronic text (e.g., bulletin
boards, databases, keyword searches, e-mail addresses) to locate
information.
(2.3) Write research reports.
(2.5) Write persuasive compositions.
(1.1) Use simple, compound, and compound-complex sentences;
use effective coordination and subordination of ideas to express
complete thoughts.
California (9-10)

(2.2) Prepare a bibliography of reference materials for a report using a variety of
consumer, workplace, and public documents.

(2.3) Generate relevant questions about readings on issues that can be researched.

(2.4) Synthesize the content from several sources or works by a single author dealing
with a single issue; paraphrase the ideas and connect them to other sources and related
topics to demonstrate comprehension.

(2.5) Extend ideas presented in primary or secondary sources through original analysis,
evaluation, and elaboration.

(2.6) Demonstrate use of sophisticated learning tools by following technical directions
(e.g., those found with graphic calculators and specialized software programs and in
access guides to World Wide Web sites on the Internet).





1.3 Use clear research questions and suitable research methods (e.g., library, electronic
media, personal interview) to elicit and present evidence from primary and secondary
sources.
1.4 Develop the main ideas within the body of the composition through supporting
evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).
1.5 Synthesize information from multiple sources and identify complexities and
discrepancies in the information and the different perspectives found in each medium
(e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals,
technical documents).
(2.3) Write expository compositions, including analytical essays and research reports.
(2.4) Write persuasive compositions.
Listening and
Speaking







(1.4) Select a focus, an organizational structure, and a point of
view, matching the purpose, message, occasion, and vocal
modulation to the audience.
(1.5) Emphasize salient points to assist the listener in following
the main ideas and concepts.
(1.6) Support opinions with detailed evidence and with visual or
media displays that use appropriate technology.
(1.7) Use effective rate, volume, pitch, and tone and align
nonverbal elements to sustain audience interest and attention.
(2. 1) Deliver informative presentations.
(2.4) Deliver persuasive presentations.
(2.5) Deliver presentations on problems and solutions.









(1.3) Choose logical patterns of organization (e.g., chronological, topical, cause and
effect) to inform and to persuade, by soliciting agreement or action, or to unite
audiences behind a common belief or cause.
(1.4) Choose appropriate techniques for developing the introduction and conclusion
(e.g., by using literary quotations, anecdotes, references to authoritative sources).
(1.5) Recognize and use elements of classical speech forms (e.g., introduction, first and
second transitions, body, conclusion) in formulating rational arguments and applying the
art of persuasion and debate.
(1.6) Present and advance a clear thesis statement and choose appropriate types of
proof (e.g., statistics, testimony, specific instances) that meet standard tests for
evidence, including credibility, validity, and relevance.
(1.7) Use props, visual aids, graphs, and electronic media to enhance the appeal and
accuracy of presentations.
(1.8) Produce concise notes for extemporaneous delivery.
(1.9) Analyze the occasion and the interests of the audience and choose effective verbal
and nonverbal techniques (e.g., voice, gestures, eye contact) for presentations.
(2.2) Deliver expository presentations.
(2.6) Deliver persuasive presentations.
TECHNOLOGY STANDARDS Addressed in the FMC:IEM Curriculum
(National Education Technology Standards, ISTE)
National (K-12) Students will . . .
 Apply existing knowledge to generate new ideas, products, or processes.
Creativity and
 Create original works as a means of personal or group expression.
Innovation
 Use models and simulations to explore complex systems and issues.
 Identify trends and forecast possibilities.
Communication
and
Collaboration



Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Contribute to project teams to produce original works or solve problems.
Research And
Information
Fluency




Plan strategies to guide inquiry.
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
Process data and report results.
Critical
Thinking,
Problem
Solving, and
Decision
Making




Identify and define authentic problems and significant questions for investigation.
Plan and manage activities to develop a solution or complete a project.
Collect and analyze data to identify solutions and/or make informed decisions.
Use multiple processes and diverse perspectives to explore alternative solutions.
Digital
Citizenship

Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
Technology
Operations and
Concepts




Understand and use technology systems.
Select and use applications effectively and productively.
Troubleshoot systems and applications.
Transfer current knowledge to learning of new technologies.
Learning Objectives
SCIENCE





Students will . . .
Use scientific terms to explain how earthquakes result from plate motions.
Rank regions in terms of the amount, intensity, and magnitude of earthquakes.
Use scientific, economic, and sociocultural reasons to argue for the selection of a location for
collection of baseline earthquake data.
Identify multiple ways that human populations, resources, and environments shape and are
shaped by probability and scope of natural hazards.
Investigate a science-based societal issue by researching the literature, analyzing data, and
communicating the findings.
MATHEMATICS





Students will . . .
Solve problems involving rates, average speed, distance, and time.
Compute areas of rectangles.
Identify claims based on statistical data.
Analyze problems by identifying relationships, distinguishing relevant from irrelevant information,
identifying missing information, sequencing and prioritizing information, and observing patterns.
Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and
models, to explain mathematical reasoning.
ENGLISH/LANGUAGE ARTS
Students will . . .

Logically organize a digital presentation (e.g., chronological, topical, cause and effect) to inform
and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief
or cause.
 Use clear research questions and suitable research methods (e.g., library, electronic media,
personal interview) to elicit and present evidence from primary and secondary sources.
 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of
presentations.
 Create and deliver a persuasive presentation.
TECHNOLOGY
Students will . . .




Interact, collaborate, and publish an original multimedia presentation with peers employing a
variety of digital environments and media.
Contribute to project teams to produce original works or solve problems.
Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of
sources and media.
Identify and define authentic problems and significant questions for investigation.
ENGINEERING



Students will . . .
Employ mathematical modeling and consider constraints and limitations in the creation of a flight
plan.
Explore careers in engineering.
Use the engineering design process to develop an earthquake-resistant structure.
Unit Timeline
Day 1
Day 2
Section 1: Improving Earthquake Monitoring
Day 3
OPTIONAL (1-3 days)
 Students are introduced to
the Flight Mission
Challenge and are
assigned teams and roles.
 In teams and role-specific
groups, students and
complete the Jigsaw
Challenge Brainstorm and
Team Members
worksheets.
 In pairs, students
complete their study of
earthquakes by
completing the Plate
Tectonics and Earthquakes
activity.
 In pairs, students begin to
identify possible site
locations.
 Students consider ways to
mitigate earthquake
damage.
 In the Engineering
Extension, student teams
complete the QuakyShaky Design Challenge.
 Student teams construct
and test an earthquakeresistant structure.
 Students complete the
Quaky-Shaky Design
Challenge independently.
 On a separate date, teams
test their structures.
 In small groups, students
begin their study of what
causes earthquakes by
completing the Plate
Tectonics and Volcanoes
activity.
Day 6
Day 7
Section 2: Elements of Flight Planning
 Students learn more
about the process of
collecting and analyzing
differential
interferometric data.
 In pairs, students
complete the
Interpreting
Interferograms activity.
 In pairs, students
complete the Fight Plan
Draft and share with
their teams to reach
consensus on the basics
of the flight plan.
 As a class, students view
the Online Flight Plan
Tutorial and prepare for
their day in the
computer laboratory.
Day 4
 Students consider
examples of G-III UAVSAR
missions that were
recently conducted.
 Teams reach consensus on
site selection through
sharing their findings
(from Day 3) within their
teams.
 Teams construct their
argument for their
selected site using the
Argument Construction
Worksheet.
 Teams draft their
Presentation Flowchart –
Site Selection.
Day 8
Day 9
Day 10
COMPUTER LAB
COMPUTER LAB
COMPUTER LAB
 In pairs, students
create their team flight
plan using the G-III
Online Flight Planning
Tool. Each pair of
students will create the
same team plan; this
will allow teams to
compare plans and
choose the best results
for reporting.
Day 5
Section 2
 In the introduction to
flight planning, students
learn more about the GIII and UAVSAR
instruments.
 Students observe a
demonstration on the
autopilot (Totally Tubular)
and complete the Totally
Tubular Algebra Problem
Worksheet.
 Students learn how the
UAVSAR takes images and
how the area of data
collection varies with
altitude.
 In pairs, students
complete the Swath
Geometry Problem Set.
Exam
Presentations
Culminating Activities
 Teams present
 Teams draft their
Presentation Flowchart
- Flight Plan.
 Teams work on their
multimedia
presentation.
 Teams conference with
the teacher.
 Teams continue work
on their multimedia
presentation.
 Team conferences
continue as needed.
 Teams complete their
presentations
independently.
 Students
complete
exam.
their multimedia
presentations
 Proposals are
judged and top
winners are
selected for
submission to
NASA.
Teacher Notes
TEACHER RESOURCES
FMC: IEM Teacher Kit - The FMC: IEM Teacher Kit is available from the NASA Dryden Education Resource
Center and includes the following resources:
 Totally Tubular Demonstration
 California fault map (2 x 3 ft)
 U.S. fault map (2 x 3 ft)
 Sample aeronautical chart (2 x 3 ft)
 G-III Lithograph (8.5 x 11)
Shake Table - For educators local to Palmdale, CA, a shake table may be checked out from the
Aerospace Education Research and Operations (AERO) Institute. Non-local educators may purchase or
create their own shaky table. We suggest the following possibilities:
 The AREES Shaky Table (instructions are provided in the appendix to this Educator Guide)
o This table has been created and tested by AREES Master Educators.
 Pitsco EQs Tremor Table (www.pitsco.com)
o Includes the Pitsco Earthquake Engineering book to guide students through the
structure design and building process. Comes with five of the wood floor plates, five
bolts and nuts, and 50 washers – enough to build one earthquake tower.
 Other Shaky Table models (these have not been tested)
o Building a Shake Table, MCEER University of Buffalo
(http://mceer.buffalo.edu/infoservice/Education/shaketableLessonPlan.asp)
o Shake Table, USGS Emeritus Geophysicist
(http://jclahr.com/science/earth_science/shake/)
Online Flight Planning Tool –The UAVSAR Flight
Planning map is a Google Maps flight planning tool
developed specifically for NASA’s airborne radar called
Uninhabited Aerial Vehicle Synthetic Aperture Radar
(UAVSAR), but in the future there are plans to make this
a general flight planning tool that can be used by
anyone. If you log into the site as a guest however you
can already play with the tool and experiment with the
interface. Some of the main features of the interface
include drawing flight lines on the map, nudging them,
adding them to the current flight plan, and reordering
them. You can also add ground control points and
search and select takeoff, landing, and intermediate airports. As the flight plan is constructed, all of its
components are constantly being saved and the estimated flight times are updated on the fly.
The tool requires Safari, Foxfire, or Chrome browser. It will not work properly in Internet Explorer. You
may access the tool as a Guest or create an account. Once in the system, you should view several of the
video tutorials, including:
 Getting Started





Airport & Flight Lines: drag & drop
Flight Line: add line using end point method
Takeoff Airport: select airport
Landing Airport: select airport
Flight Plan Report (Generate Plan and View Previous Plans)
If you don’t have access to a computer lab for your students, there are paper and pencil alternatives:
 Draw the flight plan on a fault map of California, the U.S. or other countries.
 Have students create a set of steps for their flight plan (similar to a MapQuest or Google Maps
set of directions)
BEFORE THE UNIT BEGINS
One-Three Months Before
 Request FMC: IEM Kit from NASA Dryden Education Resource Center.
 Reserve your computer lab for a minimum of three days (Days 8-10).
 Insure that the UAVSR Web Flight Planning Tool (http://uavsar.jpl.nasa.gov/cgi-bin/login.pl) is
functional on computers in your lab and classroom. Install additional applications as needed.
View the Video Tutorial and practice using the site.
 Insure that the online resources are accessible from computers in the lab and classroom. Install
additional applications as needed.
 Identify tech support (school staff, advanced students, or community volunteers) who can assist
with basic troubleshooting, the online flight planning tool, and multimedia production
(presentations and podcasts)
 For Optional Extension Quaky-Shaky Design Challenge, obtain a shake table for testing student
earthquake-resistant structures.
 Determine how students will respond to the Daily Log (i.e., in their Science Notebooks, online
via a blog, or on separate sheets of paper)
Two Weeks Before
 For Optional Extension Quaky-Shaky Design Challenge, purchase materials for building the
earthquake-resistant structures. We recommend either Popsicle sticks and glue or spaghetti
and marshmallows.
 Send Student Letter home to parents.
 Select members of student groups.
 Create a word wall for key vocabulary and terms.
 Print copies of the Flight Mission Challenge: Improving Earthquake Monitoring Student
Handbook.
 For Optional Extension Quaky-Shaky Design Challenge , print copies of the Secondary Design
Packet www.nasa.gov/pdf/324206main_Design_Packet_II.pdf OR the Elementary Design
Packet http://www.nasa.gov/pdf/324205main_Design_Packet_I.pdf.

Obtain permission for use of images and videos of students.
One Week Before
 Receive FMC: IEM Kit from NASA and practice the Totally Tubular Demonstration.
 Download and review presentations from FMC: IEM CD or Website.

Procure digital camera for taking photos and videos of activities.
DURING THE UNIT: SECTION 1 IMPROVING EARTHQUAKE MONITORING
Day 1: Introduction to Flight Mission Challenge: Improving Earthquake Monitoring
On Day 1, students are introduced to the Flight Mission Challenge and are assigned teams and roles.
In teams and role-specific groups, students complete the Jigsaw Challenge Brainstorm and Team
Members worksheets.
 Prior to Day
o Review introductory presentation and Jigsaw cooperative learning process.
o Have the video clip ready for viewing.
o Print copies of the FMC: IEM Student Workbook.
 Sequence of Class Activities:
o Teacher shows the FMC: IEM Video clip to introduce students to the Flight Mission
Challenge.
o Teacher reads aloud the Letter to Students.
o Students review Day 1 pages in their workbook.
o Students are divided into teams and assigned roles.
o Students complete Activity 1: Jigsaw Challenge Brainstorm, including the Jigsaw
Challenge Brainstorm and Team Members worksheets.
o During the last five minutes (or as homework), students respond to the Daily Log.
Day 2: What Causes Earthquakes?
In small groups, students begin their study of what
causes earthquakes by completing the Plate Tectonics
and Volcanoes activity.
 Prior to Day:
o Review Lesson 5: Plate Tectonics and
Volcanism of the Astro-Venture
Geology Educator Guide
(http://astroventure.arc.nasa.gov/teac
hers/pdf/AV-Geolesson-5.pdf). This
activity is part of a large curriculum
unit and is organized in the 5E inquiry model and could easily take 2-3 days, instead of
the one day allocated. The teacher’s resource is very detailed and worth a close review.
o For a 1-day activity, we recommend the following:
 Engage, Steps 4-5 (page 7)
 Explore, Steps 1-6 (page 8-11)
 Explain, Steps 1-2 (pages 11-12)
o Obtain a globe or world map (individual student or classroom size).
o Print student copies of Astro-Journal Geology Lesson 5: Plate Tectonics and Volcanism
(pages 17-19 if you are following our recommendations above).
 Sequence of Class Activities:
o Students review Day 2 pages in their workbook.
o In small groups (size of group depends computer availability), students complete
Activity 2: Plate Tectonics and Volcanoes as outlined above.
o Students complete pages 17-19 of the Astro-Journal.
o
During the last five minutes (or as homework), students respond to the Daily Log.
Day 3: Mitigating Earthquake Damage
Students complete their study of earthquakes and consider how to mitigate earthquake damage. They
also begin to identify possible site locations.
 Prior to Day:
o Have NASA’s Electronic Map of the Earth
(http://solidearth.jpl.nasa.gov/MEDIA/eq_map.mpg) ready to go. This is an animation
of cumulative global earthquake occurrences from 1960 through 1995. Earthquakes are
shown as yellow dots.
o Consider using the real-time earthquake monitoring add-on tool for Google Earth found
on the USGS site at http://earthquake.usgs.gov/earthquakes/catalogs/. You must first
have Google Earth installed on your system.
o The last Day 3 activity engages students in how to build an earthquake resistant
building. It is worth having students read this information, even if you don’t plan to
have them build a structure. You could always offer extra credit for the structurebuilding.
 Sequence of Class Activities:
o Students review Day 3 pages in their workbook.
o In pairs, students complete their study of earthquakes by completing the Plate Tectonics
and Earthquakes activity. Questions 1 and 2 help students make the transition from the
theory of where earthquakes occur to what locations might benefit from NASA
earthquake monitoring. The table helps students identify possible site locations.
o During the last five minutes (or as homework), students respond to the Daily Log.
Optional Extension: Quaky-Shaky Engineering Design Challenge
In the Engineering Extension, student teams complete the QuakyShaky Design Challenge. Student teams construct and test an
earthquake-resistant structure. Students complete the Quaky-Shaky
Design Challenge independently. On a separate date, teams test their
structures.
 Prior to Day:
o Collect and organize materials for the Quaky-Shaky
Design Challenge. We recommend either Popsicle
sticks and glue or spaghetti and marshmallows.
o Print copies of the Secondary Design Packet
www.nasa.gov/pdf/324206main_Design_Packet_II.pd
f OR the Elementary Design Packet
http://www.nasa.gov/pdf/324205main_Design_Pack
et_I.pdf.
o Review the steps on the Design Packet of your choice. This is a wonderful way to have
your students consider the design of their structure prior to building it. It also allows
you to capture their thinking processes.
o Make sure that your Shake table is in working condition. Find a place in your classroom
where there is plenty of room for the device, and where it can be seen by students.
o Obtain digital and video cameras to document student progress.
 Sequence of Class Activities:
o Students review the Design Packet.
o
o
o
o
o
o
Teacher demonstrates the Shake table so that students will understand the testing
conditions.
Students complete the first few steps (Identify the Problem, Identify Criteria and
Constraints, Brainstorm Possible Solutions, Select a Design).
Students create their model.
Teacher tests student models after there has been plenty of drying time.
Following the testing, students complete the remaining sections of the Design Packet
(Evaluate, Refine the Design, and Share the Solution).
During the last five minutes (or as homework), students respond to the Daily Log.
Day 4: Site Selection
Students consider examples of G-III UAVSAR missions that were recently conducted. Teams reach
consensus on site selection through sharing their findings and construct their argument for their
selected site using the Argument Construction Worksheet.
 Prior to Day:
o Be sure that students with special reading needs have access to the vocabulary (via the
glossary, a word wall, or other means) as they read the Digging into Earthquakes article.
o You may want to have a large map of California faults available for demonstrating the
mission location. (Technology tip: You may also use Google Earth to demonstrate this.)
 Sequence of Class Activities:
o Students review Day 4 pages in their workbook and read the article, Digging into
Earthquakes.
o Teacher uses a California map or Google Earth to demonstrate the scope of the mission
data collection.
o In teams, students discuss the two questions posted under Day 4.
o In teams, students complete the Argument Construction Worksheet.
o During the last five minutes (or as homework), students respond to the Daily Log.
 Notes:
o This concludes the focus on earth and physical science content.
o This would be a good point to assess student understanding of the science content in
the lesson (i.e., Plate Tectonics, Earth’s Structure, Shaping Earth’s Surface, and Forces).
You could choose a set of questions from the Multiple Choice Test Item Bank.
DURING THE UNIT: SECTION 2 ELEMENTS OF FLIGHT PLANNING
Day 5: The Mathematics of Earthquake Monitoring
In this introduction to flight
planning, students learn
more about the G-III and
UAVSAR instruments and
how mathematics is
involved in flight planning.
Students observe a
demonstration on the
autopilot (Totally Tubular)
and complete the Totally
Tubular Algebra Problem
Worksheet. Students learn how the UAVSAR takes images and how the area of data collection varies
with altitude. In pairs, students complete the Swath Geometry Problem Set.
 Prior to Day:
o Insure that the video clip on the Gulfstream-III is working and ready to view.
o Prepare the Totally Tubular materials for the demonstration. Practice the
demonstration as outlined in the Totally Tubular Demonstration Directions (page XX)
 Sequence of Class Activities:
o Students review Day 5 pages in their workbook.
o Students view the Totally Tubular Demonstration.
o Students complete the Totally Tubular Volume Problem Set.
o Students complete the Swath Geometry Problem Set.
o During the last five minutes (or as homework), students respond to the Daily Log.
 Notes:
o Additional math activities on Air Traffic Control and distance-rate-time investigations
may be found in the Smart Skies Curriculum (http://smartskies.nasa.gov/). These include
Fly by Math and Line Up with Math.
o The student workbook includes information about the NASA Future Flight Design
(http://futureflight.arc.nasa.gov/), a web-based interactive, problem-based learning
environment where students in grades 5-8 learn about forces of flight and design air
transportation and aircraft systems of the future.
Day 6: Understanding Differential Interferometry
Students learn more about the process of collecting and analyzing differential interferometric data. In
pairs, students complete the Interpreting Interferograms activity.
 Prior to Day:
 Sequence of Class Activities:
o Students review Day 6 pages in their workbook.
o Students complete the Interpreting Interferograms Activity.
o During the last five minutes (or as homework), students respond to the Daily Log.
Day 7: Basics of Flight Planning
In pairs, students complete the Fight Plan Draft and share with their teams to reach consensus on the
basics of the flight plan. As a class, students view the Online Flight Plan Tutorial and prepare for their
day in the computer laboratory.
 Prior to Day:
o Insure that the UAVSR Web Flight Planning Tool (http://uavsar.jpl.nasa.gov/cgibin/login.pl) is accessible and ready for your demonstration.
o Have printed copies of or links to maps of California, the U.S. and/or the world.
 Sequence of Class Activities:
o Students review Day 7 pages in their workbook.
o Student teams complete the Flight Plan Draft.
o Optional: Students plot their flight plan (takeoff airport, departure airport, and
estimated locations of three data takes) on a printed map.
o During the last five minutes (or as homework), students respond to the Daily Log.
 Notes
o If students do not have access to computers, we recommend that you still demonstrate
the online tool. Then students can model the same results on printed maps.
Day 8: Web Flight Planning Tool
In pairs, students will create their team flight plan
using the G-III Online Flight Planning Tool. Each pair of
students will create the same team plan; this will allow
teams to compare plans and choose the best results
for reporting.
 Prior to Day:
o Insure that the UAVSR Web Flight
Planning Tool
(http://uavsar.jpl.nasa.gov/cgibin/login.pl) is accessible on the
computers in the lab. Recruit some
volunteers to assist students.
Possibilities include the school/district
tech support staff, computer lab aide
or instructor, advanced students, or even students who completed the assignment in an
earlier period.
 Sequence of Class Activities:
o Students review Day 8 pages in their workbook.
o Student pairs complete the flight plan.
o During the last five minutes (or as homework), students respond to the Daily Log.
 Notes:
o If the online planning tool is not available, have students create flight plans using a
printed map and as a set of directions. You can model this approach using MapQuest or
Google Maps.
o Students should be sure to save both printed and digital versions of their summary,
maps, and configuration files.
Day 9: Planning the Multimedia Presentation
Teams complete the Creating the Argument for Your Proposal: Defending Your Flight Plan and draft
their Multimedia Proposal Flowchart Flight Plan. Teams make decisions on which flight plan to use in
their presentation and work on their multimedia proposal. Teams confer with the teacher to receive
feedback on strengths and weaknesses.
 Prior to Day:
o Identify rotation for team conferences. One approach is to quickly dispatch the teams
who are working effectively, and then focus on the teams with greater needs. An
opposite approach is to focus on the teams with greater needs and then meet with
more effective teams as time permits.
 Sequence of Class Activities:
o Students review Day 9 pages in their workbook.
o As a team, students complete the Creating the Argument for Your Proposal and draft
their Multimedia Proposal Flowchart Flight Plan.
o Teams review the Proposal Checklist and Scoring Guide and identify strengths and areas
of improvement for their multimedia project on their Pre-Conference Form. They
conference with the teacher and receive feedback.
o During the last five minutes (or as homework), students respond to the Daily Log.
Day 10: Creating the Multimedia Presentation
Teams work on their multimedia proposals, using whatever applications are available. Team
conferences continue as needed.
 Prior to Day:
o Consider whether you’d like to provide a day of training on one or more of the
applications available for multimedia. Recruit volunteers to provide training and/or
support as needed.
 Sequence of Class Activities:
o Students review Day 10 pages in their workbook.
o Students work in teams to create their multimedia proposals.
o During the last five minutes (or as homework), students respond to the Daily Log.
Culminating Activities
Teams present their multimedia proposals. Proposals are judged and top winners are selected for
submission to NASA. Students may also be assed via a multiple choice assessment created from the test
bank provided.
 Prior to Day:
o Print copies of the Multimedia Proposal Critique form (4 to a page).
o Decide how students will showcase their proposals and plan the rotation schedule if
appropriate. Consider these showcase possibilities:
 Teams present to whole class; entire class critiques each proposal.
 Teams present to another class; entire
class critiques each proposal.
 Teams load their multimedia proposals
on a class wiki. Individually or in pairs,
students review and critique
proposals.
 Sequence of Class Activities:
o Multimedia proposals are presented and
critiqued.
o During the last five minutes (or as homework),
students respond to the Daily Log.
AFTER THE UNIT
 Make notes for next year’s implementation.
 Repack and return FMC: IEM Kit to NASA.
 Assist selected students in completing Challenge
paperwork for submission to NASA.
 Share student projects with school/district
administrators and community/family members.

Multiple Choice Questions Test Bank
Earthquake Monitoring
1. At which type of plate boundary do strike-slip faults occur?
a. Divergent
b. Convergent
c. Dinner
d. Transform
2. At which type of plate boundary do normal faults occur?
a. Divergent
b. Convergent
c. Dinner
d. Transform
3. At which type of boundary do reverse faults occur?
a. Divergent
b. Convergent
c. Dinner
d. Transform
4. What type of plate boundary is involved in the San Andreas Fault?
a. Convergent
b. Divergent
c. Transform
d. Tension
Flight Planning
5. What is a flight plan?
a. Provides a general overview of the flight objectives
b. A lesson plan to give to the passengers
c. Provides multiple stops that the aircraft will take
d. Informs other pilots of your intent
6. Who is in charge of conducting the pre-flight for an aircraft?
a. The person who owns the aircraft
b. The airport where the plane is located
c. The pilot in command is responsible for determining that the airplane is safe for flight
d. Palmdale Airport
7. When should you have your flight plan completed?
a. Your plan should be completed two weeks before take off
b. Your plan should be completed one week before take off
c. Your plan should be completed during flight
d. Your plan should be completed before takeoff.
8. Why is communication so important for pilots when talking to various towers?
a. To avoid in air accidents.
b. It is a professional courtesy.
c. It is a mandatory process.
d. To confirm aircraft policies.
9. To get a complete weather briefing for the planned flight, the pilot should:
a. Request a standard briefing
b. Request an abbreviated briefing
c. Request a general briefing
d. Listen to the radio
10. How will you ensure that you will have enough fuel to arrive at your destination?
a. You should know how much fuel is in the fuel tanks
b. You should know the distance to your destination
c. You should know the “fuel burn” data of your aircraft
d. All of the above
11. If your aircraft burn 500 gallons per hour and you have 5500 gallons of fuel on board (plus 250
gallons reserve), what is your maximum flight time?
a. 11 hours
b. 9 hours
c. 5 hours
d. 4 hours
12. If your aircraft burns an average of 3600 pounds of fuel per hour and you have 23,400 pounds of
fuel on board, what is your maximum flight time (with a reserve of 1800 pounds of fuel)?
a. 4 hours
b. 3 hours
c. 6 hours
d. 12 hours
13. If you have 6 hours of fuel and your mission requires 2 hours on station for data collection, what is
your operating radius? How far can you fly?
a. 4 hours round trip
b. 2 hours round trip
c. 3 hours round trip
d. 5 hours round trip
14. If you have 12 hours of fuel and your mission requires 4 hours on station for data collection, what is
your operating radius? How far can you fly?
a. 5 hours round trip
b. 7 hours round trip
c. 6 hours round trip
d. 4 hours round trip
15. If a G-III flies for 5 hours and covers a distance of approximately 2250 nautical miles, what is the
average airspeed?
a. 11250 miles per hour
b. 450 miles per hour
c. 2250 miles per hour
d. 400 miles per hour
16. Flying a mission on the G-III, what is the sensor that is on board that will measure fault lines, soil
moisture, etc.?
a. ABCFGH
b. UBAND
c. UAVSAR
d. Alerion
17. How high can the G-III fly when gathering data?
a. Around 40,000 feet
b. Around 30,000 feet
c. Around 90,000 feet
d. Around 60,000 feet
18. What is the full name of the acronym UAVSAR?
a. Ultraviolet Acceleration Vehicle Soaring Above Rain
b. Useful Antelope Valley System for Attacking Resources
c. Unmanned Air Vehicle Synthetic Aperture Radar
d. Another Government Program
19. What does a SAR system do?
a. Provide Search And Rescue system for downed pilots
b. Search for wildfires in California’s forests
c. Search for extraterrestrial life on other planets
d. Provide a highly accurate radar system
20. The UAVSAR takes images
a. From the front
b. To the left
c. To the right
d. From the back
21. True or False: It does not matter how high the G-III is flying for the UAVSAR to take the images.
a. True
b. False
22. The UAVSAR is a remote sensor that uses
a. Microwaves
b. Radio waves
c. X-rays
d. Infrared waves
23. The UAVSAR is mounted on the G-III’s
a.
b.
c.
d.
Wings
Nose
Belly
Tail
24. The G-III flies a series of lines to obtain data. These lines are
a. Perpendicular
b. Zig zag
c. Parallel
d. Curved
25. When the UAVSAR is working, the G-III is controlled by
a. Autopilot
b. Copilot
c. Pilot on the ground
d. None of the above
Engineering
26. True or False: Engineering is a branch of science.
a. True
b. False
Match the definition with the step in the design process.
27. The only way to know if your design will work in real-world conditions is to build a model, or
prototype, and then see if it works.
a. Identify the Challenge
b. Research and Brainstorm
c. Select the Best Solution
d. Test Solution
e. Evaluate Solution
f. Build Design
28. You need to recognize the heart of any problem before attempting to solve it. You must also know
the constraints placed upon you. Are there any size, weight, or budget limitations?
a. Identify the Challenge
b. Research and Brainstorm
c. Select the Best Solution
d. Test Solution
e. Evaluate Solution
f. Build Design
29. Once you've settled on an idea to develop, prepare detailed drawings and engineering plans and
solicit feedback. These designs may need to be modified depending on any feedback you receive.
a. Identify the Challenge
b. Research and Brainstorm
c. Select the Best Solution
d. Test Solution
e. Evaluate Solution
f. Build Design
30. This is the last step - where you complete the project by creating the version that should work!
a. Identify the Challenge
b. Research and Brainstorm
c. Select the Best Solution
d. Test Solution
e. Evaluate Solution
f. Build Design
31. If your initial design doesn't fully solve the problem or meet the challenge (or can't do so for the
money you have to spend), go back and repeat the above steps. You'll know what doesn't work and
be in a better position to develop an idea that does.
a. Identify the Challenge
b. Research and Brainstorm
c. Select the Best Solution
d. Test Solution
e. Evaluate Solution
f. Build Design
32. Explore the problem, requirements, and materials available. Has the challenge been met before? If
so, how? If not, why not? Then, because the best solution to a problem is not always the first idea
conceived, exchange ideas in an open forum.
a. Identify the Challenge
b. Research and Brainstorm
c. Select the Best Solution
d. Test Solution
e. Evaluate Solution
f. Build Design
33. Why is engineering sometimes referred to as the invisible profession?
a. Because there are so few engineers.
b. Because many engineers work on top-secret or proprietary projects.
c. Because it isn’t officially part of the school curriculum.
d. Because often engineers work behind the scenes.
Assessment Timeline
Assessment can be a tool for understanding what students are learning. Research suggests that ongoing
assessment provides critical feedback about learning to students and instructors and increases learning
gains. The assessments in this unit include entry level, to progress-monitoring, to summative.



Entry level (EL) assessments are designed to assess what students currently know and engage
them in the learning. The entry level assessment for this unit is a Quick Write on the Flight
Mission Challenge problem.
Progress monitoring (PM) activities assess student progress toward learning goals and may also
inform teacher and students of need for re-teaching, re-learning, and/or revision. Progress
monitoring activities in this unit include demonstration of science and math content knowledge
and skills necessary to move forward in the project as well as checklists and daily logs to monitor
the progress toward completion of the final product.
Summative (S) assessments determine whether learning outcomes have been achieved and
provide for the evaluation of a product. The Flight Mission Challenge product (in the form of a
multimedia presentation) evaluation is accessed via an analytic or holistic rubric. Student
achievement of math, science, language arts, technology, and engineering content and skills
may also be assessed via a final examination.
The timeline below demonstrates how activities could be distributed among language arts, science,
mathematics, and technology teachers.
Type
Day
Assessment
Content Areas
Science
Mathematics
Language Arts
Technology
Section 1: Improving Earthquake Monitoring
FMC: IEM Daily Log
PM
All
S
Jigsaw Challenge Brainstorm (Activity 1.1)
EL
Day 1
S
Team Members (Activity 1.1)
EL
Day 1
PM
Day 2
Plate Tectonics and Volcanoes (Activity 1.2)
S
PM
Day 3
Plate Tectonics and Earthquakes (Activity 1.3)
S
PM
Day 4
Argument Construction (Activity 1.4)
S
PM
Extra
Design Packet (Engineering Extension)
S
Section 2: Elements of Flight Planning
PM
Day 5
Totally Tubular Volume Problem Set (Activity 2.1)
PM
Day 5
Swath Geometry Problem Set (Activity 2.2)
PM
Day 6
Interpreting Interferograms Worksheet (Activity 2.1)
S
PM
Day 7
Flight Plan Draft (Activity 2.3)
PM
Day 8
Presentation Flowchart – Flight Plan (Activity 2.4)
S
The Flight Mission Challenge
PM
Day 9
Pre-Conference Form
PM/S Day 9
Proposal Checklist and Scoring Guide
Summative Assessments
S
All
FMC: IEM Multimedia Presentation Rubric
S
S
Final
Unit Examination
S
Engineering
M
LA
LA
E
E
LA
E
M
M
M
M
M
LA
T
T
LA
T
LA
LA
T
T
E
E
E
Research-Based Instructional Strategies for Engaging
and Supporting All Students
Several strategies are recommended to insure that all students are engaged and supported in learning:
COLLABORATIVE LEARNING: Consider the linguistic, interpersonal, and academic abilities of your
students when selecting team members and create teams that maximize success for all students.






When possible, avoid “singlets,” which is the accident of placing just one student from a
subgroup per team. This can increase feelings of isolation and marginalization.
When appropriate, team a student with limited English language ability or special needs with a
peer who is willing and able to assist.
Given the amount of time students will spend with their team members, you may want to
consider assigning rather than allowing students to select specific roles.
The Jigsaw Challenge Brainstorm will also support your diverse student populations, including
English language learners, by allowing all students in the same role to share ideas with and
collect ideas from others in their role group.
It is important to let students know that they are providing leadership in the activities associated
with their role. They are not limited to only completing activities associated with their role.
Instead, they are expected to involve other team members. They are also expected to be
involved in all of the activities that the team is completing.
Point out that the rubric used to assess the final project includes consideration of how the team
worked collaboratively and cooperatively. The quality of the multimedia presentation is based
in part on the criteria that each team member makes important contributions which are
identified in the final version.
MAKE IT MULTIDISCIPLINARY: The unit was designed to be implemented by one or multiple teachers.
 Consider co-teaching this unit with colleagues who have access to technology resources – such
as the computer or AVID instructors.
 Activities could be easily distributed among English/language arts, science, mathematics, and
technology teachers. See the Assessment Timeline for ways the activities could be divided.
TECHNOLOGY ACCESS: Make the effort to provide access to technology infrastructure, hardware,
software, and support.
 Don’t let the need for multimedia scare you (or your students). Although use of multimedia is
critical to the success of the proposal, the evaluation of the proposal will be based mostly on the
content of the site selection argument and flight plan.
o Students could use video, podcasting, PowerPoint, or a combination of these and more.
o At a minimum, most school computer labs include access to PowerPoint, which may
include animation and voice narration, be set to run automatically, and saved as a
PowerPoint Show that will open automatically.
 Book your school technology lab so that your students have plenty of time to conduct Internet
research, create their flight plan, and develop their multimedia presentation during class (and
school hours). This will increase equality for those students who do not have access to a
computer or the Internet at home.




Equip your classroom computer with the hardware and software needed to create high quality
multimedia presentations. Invite student teams to “sign up” during available times.
Inform students of technology resources at the local library.
Consider building student teams around those students with access to needed technology
resources (i.e., Internet-connected computers, video equipment, and multimedia software
programs).
Provide “training” to students who are not as technologically advanced by offering after school
workshops in podcasting, video production, or PowerPoint. Even better—ask advanced
students, or those completing advanced technology courses, to provide the training or
individualized tutoring before/after school.
21st CENTURY LEARNING: Use Web 2.0 tools to keep your students organized, engaged, and productive.
 Post project resources on a class wiki to make it easy for students to access checklists, logs, and
project requirements.
 Post updates on NASA missions and resources.
 Encourage students to maintain a digital log of their progress, including digital images of their
activities. This could be facilitated by use of student cell phones, so consider approaching your
administrator for special permission to use cell phones for educational purposes
ACADEMIC LITERACY: Develop students’ academic literacy through daily strategies that engage
students in reading, writing, and speaking academic vocabulary.
 Model the use of the scientific method and engineering design process by having students
maintain a project notebook with Daily Logs. A list of Daily Log suggestions is provided in the
following section.
 Use a variety of vocabulary development strategies to develop students’ academic literacy, such
as a word wall, notebook glossary, foldables, and picture flashcards.
 Try the Science/Non-Science Activity:
o In small groups, have students create a set of sentences for the following terms. The
first set of sentences use the term as it pertains to science; the second set of sentences
use the term in a non-science context. Invite student groups to switch papers and
evaluate whether the non-science sentences are really non-science.
 Example in which the science term isn’t related to the non-science context:
 Science - The fault ran right under the California freeway.
 Non-science - It isn’t my fault that the dog ate the burger.
 Example in which the science term is related to the non-science context:
 The earthquake registered a 5.1 on the scale.
 Susan was quaking at the thought of the upcoming exam.
o This activity is designed to develop academic literacy as well as help students realize
how our common vocabulary is often derived from scientific terms.
o Possible terms: quake, fault, engineer, model, probability, baseline, mission,
deformation, plate, stress, radar, mitigate, natural, hazard, altitude, swath, pod
Daily Log Questions
DL 1: How is NASA improving earthquake monitoring and what can you do to help?
DL 2: What have you learned about earthquakes?
DL 3: How do we mitigate earthquake damage?
DL 4: What progress is my team making on its site selection argument? How am I contributing?
DL 5: How do the G-III and UAVSAR do their jobs?
DL 6: How will UAVSAR interferogram data help us mitigate earthquake damage?
DL 7: What does your flight plan include?
DL 8: How did the online flight planning tool help you create a flight plan that is accurate and
comprehensive?
DL 9: How is your multimedia proposal progressing?
DL 10: What have you learned about how NASA is improving earthquake monitoring?
Multimedia Proposal Critique
Quality and Strength of
Argument for Site
Selection
Quality, Accuracy, and
Cost Efficiency of Flight
Plan
Quality of Multimedia
Proposal
1
2
3
POOR
1
5
EXCELLENT
2
3
POOR
1
4
4
5
EXCELLENT
2
3
POOR
4
5
EXCELLENT
Multimedia Proposal Critique
Quality and Strength of
Argument for Site
Selection
Quality, Accuracy, and
Cost Efficiency of Flight
Plan
Quality of Multimedia
Proposal
Strengths
Strengths
Improvements
Needed
Improvements
Needed
Multimedia Proposal Critique
Quality and Strength of
Argument for Site
Selection
Quality, Accuracy, and
Cost Efficiency of Flight
Plan
Quality of Multimedia
Proposal
1
2
3
POOR
1
1
5
EXCELLENT
2
3
POOR
POOR
4
4
5
EXCELLENT
2
3
4
5
EXCELLENT
1
2
3
POOR
1
2
3
POOR
1
4
5
EXCELLENT
4
5
EXCELLENT
2
3
POOR
4
5
EXCELLENT
Multimedia Proposal Critique
Quality and Strength of
Argument for Site
Selection
Quality, Accuracy, and
Cost Efficiency of Flight
Plan
Quality of Multimedia
Proposal
Strengths
Strengths
Improvements
Needed
Improvements
Needed
1
2
3
POOR
1
2
3
POOR
1
POOR
4
5
EXCELLENT
4
5
EXCELLENT
2
3
4
5
EXCELLENT
Totally Tubular Demonstration Directions
The Totally Tubular Demonstration allows students to see the differences in how a plane flies through
the “tube” of space with and without the autopilot. A video tutorial of this demonstration is found at
XXX.
Materials from the FMC: IEM Teacher Kit:
 Acrylic Totally Tubular Demonstration
tube set
 Fishing line filament that stretches the
length of one tube, secured to a cross
straw at either end.
 2 plastic straws for blowing through
(more if you want the students to try)
 Two G-III paper airplanes – 3 inches long,
2 inch wingspan, 1.5 inch end of airplane
 1-inch plastic straw piece attached to
one of the planes
Procedures:
1. Set up the Totally Tubular Demonstration
as shown above.
Picture of completed airplane
2. Make paper G-III airplanes. A
reproducible copy of the G-II model is
provided on the following page. You
need a paper airplane that is 3 inches
long, with a 2 inch wingspan. Most
importantly, the back end of the airplane
must be about 1.5 inches to allow for
creation of the pocket that holds the
straw to blow through.
3. Cut out planes, and a back for each
plane. Put a thin bead of glue on outside
edges, leave bottom edge open, creating
a pocket.
4. Place drinking straw into pocket.
5. To demonstrate how the G-III would fly without autopilot, send one airplane through the empty
tube. To do this, stick the straw in the pocket of the airplane model and gently blow. The
airplane should be blown off the straw with enough force to send it through the tube.
6. To demonstrate how the G-III flies with the autopilot, use the tube with the filament. This
represents the autopilot. Tape a 1-inch segment of a plastic straw to the bottom of the paper GIII. This represents the UAVSAR. Thread the autopilot filament through the straw, replace stick
brace on outside of tube. Insert the straw again into the pocket and blow with enough force to
send the plane through the tube.
Discussion:
 What do each of the following parts of
the model represent?
o Filament in the tube (answer:
autopilot)
o 1-inch segement of straw under
one of the airplanes (answer:
UAVSAR)
o Plastic tube (answer: the volume
of airspace that the plane must
fly within to provide accurate
data)
 Why did one plane flight straighter than the other?
 What are the important measurements that must be aligned in order for the autopilot to work?
o Wingspan of plane
o Length of tube
o Diameter of tube
Follow-Up Activity
Students complete the Totally Tubular Volume Worksheet to explore the relationship between
the dimensions of the plane and tube.
Reproducible model of G-III airplane
FLIGHT MISSION
CHALLENGE:
Improving Earthquake
Monitoring
Student Workbook
Letter to Students
Letter to Students
The National Aeronautics and Space Administration is gaining a better
understanding of earthquakes in California thanks to a specially modified jet,
the Gulfstream-III. NASA engineers use radar to collect data on how quakes
change the Earth’s surface, which may eventually help scientists predict earthquakes. NASA
hopes to collect baseline data in critical areas in order to improve our understanding of how
quakes affect not only the immediate area of the quake, but also the state of stress in the
surrounding faults. This will help them improve their forecast models of quake probability and
magnitude.
NASA’s Dryden Flight Research Center is in process of identifying several new areas to collect
baseline data on earthquake surface distortions. We invite teams of students in grades 5-9 to
submit proposals for the site for new science missions. Proposals will be reviewed and ranked
by a team of NASA scientists and engineers and the winning team will earn a visit to the Dryden
Flight Research Center in Palmdale, California.
Proposals will be evaluated in three areas: strength of argument for site selection, accuracy
and cost efficiency of flight plan, and quality of digital and oral proposal presentation.
With the goal of assembling the best team possible, each team member will be assigned an
expert role. You’ll want to include at least one of each of the following experts. If your team is
small, then some members may need to fulfill more than one role.
 Mission Scientist
 Flight Engineer/Flight Operations Specialist
 UAVSAR Technology Specialist
 Mission Director/Project Manager
 Pilot
 Multimedia Technology Specialist
Through the activities and independent research, student teams will:
 Select a site for earthquake monitoring
 Prepare a flight plan
 Develop a multimedia proposal to submit to NASA
NASA hopes that you will consider this opportunity to investigate, evaluate, design, and present
a solution for a real world problem that will not only contribute to our knowledge of how
earthquakes shape the surface of the earth, but also inform our understanding of
environmental hazards at the global level.
Section 1: Improving Earthquake Monitoring
Day 1
Introduction to Earthquake Monitoring
The National Aeronautics and Space
Administration is gaining a better
understanding of earthquakes in California
thanks to a specially modified jet, the
Gulfstream-III. NASA engineers use radar to
collect data on how quakes change the Earth’s
surface, which may eventually help scientists
predict earthquakes. NASA hopes to collect
baseline data in critical areas in order to
improve our understanding of how quakes
affect not only the immediate area of the
quake, but also the state of stress in the
surrounding faults. This will help them improve
their forecast models of quake probability and
magnitude.

NASA’s ongoing mission to improve earthquake
monitoring is summarized in Earthquake
Imaging Mission Newscast. In this video clip,
you will also be introduced to Tim Moes, G-III
UAVSAR Project Manager.
Introducing the Flight Mission Challenge
As of fall 2010, baseline data on earthquake
surface distortions has been collected
throughout California and a few other regions,
such as Haiti and the Dominican Republic. The
primary challenge of the Flight Mission
Challenge: Improving Earthquake Monitoring is
to identify where, how, and why additional
baseline data should be collected.
This ongoing mission provides an opportunity
for you to contribute to the challenge of
improving earthquake monitoring across the
United States and throughout the world.
To begin, read the Letter to Students to learn
more about NASA’s earthquake mission
challenge.
Picture of G-III UAVSAR collecting data
or of Newscast
Establishing Teams
To begin the challenge, you will be grouped into
teams. The mission team brings together
science and engineering experts responsible for
flight planning. The mission director, flight
engineers, technology specialists, and scientists
will all play a crucial role in the adventure,
providing the pilot with data crucial for
developing and following his flight plan.
Because you are expected to present your
proposal with using multimedia, you will also
need an expert multimedia technology expert.
Each team member will be assigned an expert
role, with the goal of assembling the best team
possible. You’ll want to include at least one of
each of the following experts. If your team is
small, then some members may need to fulfill
more than one role.
 Mission Scientist
 Flight Engineer: Flight Operations Specialist
 Technology Specialist (UAVSAR)
 Mission Director/Project Manager
 Pilot
 Technology Specialist (Multimedia)

Jigsaw Challenge Brainstorm
YOUR TITLE
YOUR PROFESSION
Describe your area of expertise and role in
flight missions.
YOUR RESPONSIBILITIES
Record items within the Letter to Students
that are related to your role
YOUR IDEAS
Brainstorm ideas you have for fulfilling the
responsibilities of your position.
OTHER IDEAS
Record ideas of others in your group.
YOUR REPORT
Identify the top three ways you can support your team in meeting the NASA Flight Mission
Challenge: Improving Earthquake Monitoring. Be ready to share with your team.
Team Members
Title/Student
Name
Mission Scientist
Flight Engineer:
Flight Operations
Specialist
Technology
Specialist (UAVSAR)
Mission
Director/Project
Manager
Pilot
Technology
Specialist
(Multimedia)
Contributions
Picture of G-III UAVSAR team
Your first activity as a team is to develop
familiarity with the Flight Mission Challenge and
identify ways that each team member can
contribute to the solution. You will begin this
process in Activity 1.1 Jigsaw Challenge
Brainstorm.

Activity 1.1 Jigsaw Challenge Brainstorm
In this activity, you will “jigsaw” out of your
team and into your role-specific group, where
you will learn more about your areas of
expertise and ways you can contribute to your
team’s solution to the Challenge.
View the video clip on your career field with the
members of your group. Take notes on the
responsibilities of your job. Then study the
Flight Mission Challenge and brainstorm ways
you can contribute to the solution of the
Challenge. Record ideas and information on the
Jigsaw Challenge Brainstorm. Share your ideas
with the group and add additional thoughts to
your worksheet. Be ready to share your top
ideas with your team.
When you return to your team, the Project
Manager will hold a team briefing to share what
everyone has learned. Each team member
should complete the list of Team Members.
Save your materials in your science notebook
and respond to the Daily Log:
DL 1: How is NASA improving earthquake
monitoring and what can you do to help?
CAREERS
Day 2
Earthquakes: From Cause to Impact
Your first task is to develop a working
knowledge of earthquakes. Where do they
occur? Which areas are in most danger?
Answers to these questions will help you select
a site that could benefit from future earthquake
monitoring.
According to the theory of plate tectonics, the
surface of the Earth is composed of many
individual plates that move and interact,
constantly changing and reshaping Earth's outer
layer. Volcanoes and earthquakes both result
from the movement of tectonic plates.
Earthquakes are the Earth's natural means of
releasing stress. When the Earth's plates move
against each other, they put forces on
themselves and each other. When the force is
large enough, the crust is forced to break.
When the break occurs, the stress is released as
energy which moves through the Earth in the
form of waves, which we call an earthquake.

Activity 1.2 Plate Tectonics and Volcanism
Figure 1 from Astro-Venture: Geology Educator Guide
To develop your expertise in earthquakes, you
explore the theory of plate tectonics. You will
be able to use this theory to predict where
earthquakes and volcanoes are most likely to
occur. When you have completed the activity,
be sure to respond to the Daily Log:
DL 2: What have you learned
about earthquakes?
Picture of Seismometer
within a few centimeters, measuring the slow
buildup of deformation along faults and
mapping ground deformation after earthquakes
occur. The Uninhabited Aerial Vehicle Synthetic
Aperture Radar (UAVSAR) is one of their newest
Picture of G-III UAVSAR
Day 3
How Scientists Monitor Earthquakes
Scientists use a broad array of tools to "listen"
to the San Andreas and other faults, looking for
clues about their past, present and future
behavior.
These tools include ground-based technologies
such as seismometers, creepmeters, and
stressmeters. They also employ complex
computer models such as QuakeSim.
Picture of QuakeSim
tools.

Activity 1.3 Tectonic Plates and Earthquakes
In this activity, you will use NASA’s Electronic
Map of the Earth to select three regions that
might benefit from earthquake monitoring.
This map demonstrates the relationship
between earthquakes and volcanoes and the
boundaries of tectonic plates. Complete the
corresponding worksheet, Tectonic Plates and
Earthquakes.

In addition to traditional tools, scientists are
now using space-based technologies which are
capable of imaging minute Earth movements to
Tectonic Plates and Earthquakes
NASA’s Electronic Map of the Earth demonstrates you the relationship between earthquakes and volcanoes and the boundaries of tectonic
plates. Click on play to view the action, and then answer the questions below. Work in pairs or triads to complete this worksheet. Be prepared
to share your answers with your team.
1. Compare the distribution of volcanoes to the distribution of earthquakes. How are they similar? How do they differ?
2. There are some volcanoes and earthquakes that are not located at plate boundaries. How might you explain their locations?
3. Use a world map to identify three cities which are situated along plate boundaries where there is significant volcanic and earthquake activity.
Consider whether any of these sites would be competitive in the Flight Mission Challenge.
In what ways would each of these areas benefit from improved earthquake monitoring data?
How is the U.S. partnership with this area important?
What resources does this area have for earthquake damage mitigation?
City/
Benefit to Area
Benefit to U.S.
Resources Available
Country
WHY MONITOR EARTHQUAKES?
WHO WANTS TO KNOW?
Picture of earthquake damage



Mitigating the Impact of Earthquakes
Before you make your final decision on site
location, there are two further questions to
consider. How do we mitigate earthquake
damage? Who is involved in decisions
regarding response to and resources for dealing
with natural hazards such as earthquake
damage? Earthquakes are frightening and
potentially dangerous because they strike
suddenly, often violently, and without warning.
Depending on the severity of the earthquake,
the results can be devastating in terms of
damage to infrastructures and property as well
as severe injury and loss of lives.



Scientists want to know more about
forces that shape the earth.
Engineers want to know what causes
damage so that they can design
earthquake-resistant buildings and
structures.
State and federal authorities want
to evaluate risks so that they can make
decisions. For example:
The fire department and police
want to position resources to be ready
for emergencies.
City planners want to establish policy
on housing zones and building codes.
Families want to know the risks before
they make decisions where to live and
work.
WHY DO YOU WANT TO KNOW
WHERE EARTHQUAKES ARE MOST LIKELY
TO OCCUR?
Picture of shaky structure
Earthquake mitigation can be structural,
locational, or operational.



Structural mitigation involves resisting or
avoiding earthquake forces via hardware
solutions. Improved earthquake monitoring
can inform decisions about where to
enforce strict building codes such as
structural bracing or height of a structure.
Locational mitigation typically avoids
earthquake effects via alternative land uses.
Improved earthquake monitoring can
inform decisions about areas to restrict or
limit building.
Operational mitigation refers to emergency
planning and related measures that
respond to earthquake effects to reduce
the impacts to acceptable levels. The Great
California Shake-Out is an example of an
operational mitigation measure. This statewide event is designed to increase public
knowledge of how to prepare for and what
to do in an earthquake emergency.

Engineering Extension: Quaky-Shaky
Design Challenge
Mechanical and civil engineers play a major role
in the reduction of damage caused by
earthquakes. They design earthquake resistant
structures, propose building codes, and
recommend the strategic positioning of
resources for quick response.
In this activity, you will assume the roles of a
team of engineers and design and test an
earthquake-resistant structure. The goal is to
build a structure from limited building materials
that can withstand movement on a “shaky
table.”
To get
started, read
the article,
Earthquake
(Worldbook
at NASA).
The entire
article is
interesting,
but the most
important
section is
called “How
to Build,”
which is
included in
the shaded
box to the
right.
You will use the NASA Engineering Design
Packet, which includes a five-step design
process: Ask, Imagine, Build, Evaluate, and
Share. As you plan and develop your structure,
you will answer questions about each step of
their design process. This open-ended packet
can be applied to any design project and can be
used to enhance existing curriculum.
Additional ideas for creating your structure are
found in the activity sheet, Quaky-Shaky Design
Challenge.
When you have completed the activity, be sure
to respond to the Daily Log:
DL 3: How do we mitigate
earthquake damage?
How to Build an Earthquake
Resistant Building
(from Worldbook at NASA)
Engineers have developed a number of
ways to build earthquake-resistant
structures. Their techniques range from
extremely simple to fairly complex. For
small- to medium-sized buildings, the
simpler reinforcement techniques include
bolting buildings to their foundations and
providing support walls called shear walls.
Shear walls, made of reinforced concrete
(concrete with steel rods or bars
embedded in it) help strengthen the
structure and help resist rocking forces.
Shear walls in the center of a building,
often around an elevator shaft or
stairwell, form what is called a shear core.
Walls may also be reinforced with
diagonal steel beams in a technique called
cross-bracing.
Builders also protect medium-sized
buildings with devices that act like shock
absorbers between the building and its
foundation. These devices, called base
isolators, are usually bearings made of
alternate layers of steel and an elastic
material, such as synthetic rubber. Base
isolators absorb some of the sideways
motion that would otherwise damage a
building.
Skyscrapers need special construction to
make them earthquake-resistant. They
must be anchored deeply and securely
into the ground. They need a reinforced
framework with stronger joints than an
ordinary skyscraper has. Such a
framework makes the skyscraper strong
enough and yet flexible enough to
withstand an earthquake.
McNally, Karen C. "Earthquake." World Book Online Reference
Center. 2005. World Book, Inc.
http://www.worldbookonline.com/wb/Article?id=ar171680.
Located at Worldbook at NASA
http://www.nasa.gov/worldbook/earthquake_worldbook.html.
Quaky-Shaky Engineering Design Challenge
Earthquakes can be exciting to study but
they also can be very devastating to a
community when they happen. Bridges,
roads, houses, and other structures are all
vulnerable to earthquakes. In many cases
the disaster is the result of poor building
practices.
In this activity, you will participate in an
engineering design experience to observe
how sudden acceleration as experienced
during an earthquake can lead to structural
failure. You will also discover what building
characteristics most affect stability.
Designing Your Structure
You may use whatever materials your
teacher provides – Popsicle sticks and glue
or spaghetti and small marshmallows work
great.
Remember that the base of structure
should be 35 x 35 cm2 piece of double-layer
corrugated cardboard, and the structure
itself must be no wider than 30 x 30 cm2.
The structure should be attached to the
cardboard base using only paper clips,
Elmer’s glue, twisty ties, string, and/or
rubber bands.
During testing, your structure will be shaken
at various drill speeds, beginning with the
lowest setting first. The structure will not be
tested at the next highest drill setting if
either: (1) displacement of structure
exceeds >2 corners from cardboard base or
(2) structure fails (i.e. can no longer support
its own weight).
Document Your Planning
Use the Secondary
Design Packet
(www.nasa.gov/pdf/3
24206main_Design_Pa
cket_II.pdf) to
document your design
development through
the eight-step engineering design process:
Identify the Problem; Identify Criteria and
Constraints; Brainstorm Possible Solutions;
Select a Design; Build a Model or Prototype;
Test the Model and Evaluate; Refine the
Design; and Share the Solution. You will also
want to take plenty of pictures of the
process!
G-III UAVSAR in Hawaii or Haiti
Day 4

and might be in the form of quotes, graphics,
images, or audio/video clips.
The argument should address the following
issues:
 How the area would benefit from
improved earthquake monitoring data.
 How the U.S. and NASA will benefit from
improved earthquake monitoring in this
area.
 How scientists, engineers, state and
federal authorities, fire departments,
police, and families would benefit.
 What resources for damage mitigation
are available in the area.
 The impact of the location on flight
planning and how you will maximize or
minimize the impacts (covered in Section 2).
Activity 1.4: Selecting the Site for the
Flight Mission Challenge
Read the article, Digging into Earthquakes:
Radar Track Changes in Earth’s Surface. This
article explains how the G-III UAVSAR has been
used for earthquake monitoring missions. In
your team, discuss these two questions:
 How does the UAVSAR allows scientists
to track changes in the Earth’s surface?
 What are the responsibilities of each
mission flight crew (i.e., pilot, scientist,
co-pilot, mission manager)?
The Flight Mission Challenge: Improving
Earthquake Monitoring requires that you
propose a site location that future earthquake
monitoring and present an argument that
justifies your selection.
The persuasiveness of your argument for site
location comprises 50% of your score on the
evaluation rubric. Review the rubric and
highlight the criteria related to this part of the
Challenge.
Your team’s argument should include multiple
reasons that are backed up with evidence.
Evidence can include data, logic, and opinions
STEPS TO DEVELOPING
YOUR ARGUMENT
Share your top three locations identified in
the Plate Tectonics, Earthquakes, and
Volcanoes Worksheet. As a group, reach
consensus on which site holds the most
promise.

Complete the Argument Construction
Worksheet.

Keep track of references and save
supporting evidence (graphics,
images, audio/video clips) for use in
your multimedia presentation.

Complete the Argument Flowchart.

Save your work.
When you have completed the activity, be sure
to respond to the Daily Log:
DL 4: What progress is my team making on its
site selection argument? How am I contributing?
Digging Into Earthquakes:
Radar Tracks Changes in Earth’s
Surface
Cruising along at more than 400 mph
and 40,000 feet above the ground may
seem an unlikely position for studying
earthquakes, but that is exactly what
scientists with the Jet Propulsion
Laboratory are doing, with the aviation
assistance of NASA Dryden Flight
Research Center.
Using radar originally designed for
unmanned aerial vehicles but being flown
aboard a NASA business jet, scientists
are able to take extremely detailed
images of the Earth below.
The radar, known as the Unmanned
Aerial Vehicle Synthetic Aperture Radar
(UAVSAR), allows scientists to track
minute changes in the Earth’s surface—
as small as one millimeter—such as those
created along a fault line following an
earthquake.
Data collected by the radar system,
which is housed in a pod attached
beneath the business jet’s fuselage, may
be used to create predictive models by
giving scientists a greater understanding
of the processes occurring beneath the
earth.
“What we’re most interested in is what
happens to that stress,” said Jay Parker,
acting principal investigator for the project
at JPL. “But it’s deep within the Earth.
We can’t see it.”
In repeated passes over an area, the
radar is able to measure surface
deformities by comparing one pass with
another.
The data are processed to create highdefinition photography of how things
move, Parker said.
“The resolution is extra-ordinarily
high,” he said. “It’s a very detailed
picture.”
The picture is overlaid onto maps to
see how it corresponds with known faults.
The platform that makes this study
possible is a business jet equipped with a
precision navigation system that enables
the aircraft to fly an exact path repeatedly.
The Platform Precision Autopilot,
developed by Dryden Flight Research
Center, ties into the autopilot system on
the Gulfstream III jet.
“It lies to the airplane that is’ on an
approach (for landing)” said NASA pilot
Dick Ewers. This keeps the aircraft
aligned on a precise path for the required
data gathering.
The system uses GPS for the highly
accurate navigation necessary to repeat
the same passes over and over again.
Using the PPA, the aircraft flies inside
a virtual tube 30 feet in diameter,
maintaining that position over 200 miles
while flying over 400 mph.
A recent data-gathering mission took
off from the Dryden Aircraft Operation
Facility in Palmdale, where the Gulfstream
is based, and spent about six hours
crisscrossing a section of Southern
California stretching from the Antelope
Valley south to roughly Riverside.
Each leg of the mission ran east and
west, from the eastern deserts roughly in
line with Twenty-nine Palms to the Pacific
Ocean, making tight turns over the
Channel Islands for the eastbound legs.
Each of the nine legs of the mission
was about 180 to 200 miles long and
averaged about 30 minutes of flight time.
The area is one that includes the San
Andreas Fault, a major area of interest in
earthquake study. The flights precisely
retrace the lines flown on earlier missions,
allowing researchers to compare the
measurements of the same exact areas
from one flight to the next.
Where passenger seats would
normally be aligned along the jet’s interior,
NASA’s Gulfstream has mental racks of
equipment, controlling, monitoring, and
recording the navigation and sensor
systems.
The pilot and co-pilot are in control of
the aircraft during takeoff and landing,
while positioning the aircraft for the start
of a line and while turning from the end of
one line to the start of the next.
Once in position, however, control
switches to the PPA.
A Dryden mission manager engages
and disengages the system from a station
behind the cockpit, where he also
monitors it during the line to ensure the
aircraft remains within the “tube.”
He also monitors the airspeed, as the
radar system must maintain airspeed of at
least 350 knots in order to function
properly.
Another station in the rear of the jet is
for monitoring the radar system.
At the end of each line, the PPA is
disengaged and the pilots take control
once more.
The disengagement is noticeable only
from the movement of the aircraft, as it
begins to turn; otherwise the transition is
seamless.
The co-pilot’s seat has a small
computer tablet attached to the center of
the control yoke, which is tied into the
PPA. This allows him to guide the aircraft
to the correct starting point before
handing off control.
In planning these flights, the scientists
select which areas they want mapped and
select the flight lines, providing the start
and end coordinates for each.
The flight crew then maps out the
mission, adding the turns form one line to
the next, calculating the amount of fuel
required and arranging for any airspace
clearances necessary for the flight paths.
Dryden flies the California earthquake
missions, studying the San Andreas and
Hayward faults, every six months to
monitor the changes, said Tim Moes,
Dryden’s project manager for the
Gulfstream III.
This fall’s series of earthquake flights
began in October and included some
43hours of flight time, wrapping up with a
six-hour flight on December 6.
This series was a little longer than the
normal biannual missions, which tend to
run about 30 hours, Moes said.
However, project scientists booked
additional flight time to study the
continuing changes in the vicinity of the
April earthquake in Baja California. Those
extra observations have shown the
earthquake activated other faults “in ways
we’re just learning about,” Parker said.
The California earthquake missions
began in 2009, and scientists now have
four sets of flight data for comparison,
said Paul Lundgren, project scientist at
JPL.
The UAVSAR uses radar technology
developed for scientists, which have
advantages over aircraft for this kind of
study, Lundgren said.
Satellites offer regular overflights of
the area and can cover a wider swath of
territory with each pass.
Additionally, satellites provide an
image undisturbed by airflow, such as is
created by flying the system on an
airplane. These disturbances must be
compensated for in processing the
images, he said.
Mounting the system aboard an
aircraft, however, carries its own
advantages, Lundgren said. It may be
sent to cover any area at virtually any time
and repeat the passes as desired, instead
of the predetermined orbits of a satellite.
Most satellites are in orbits that collect
information along a north-south route; an
aircraft can instead travel east to west and
collect a different image.
In addition, the United States does not
have any satellites with the radar system;
scientists here have had to rely on data
gathered by foreign satellites.
“UAVSAR represents our initial foray
into this by NASA,” Lundgren said.
The system has also been used to
study volcanoes, measuring changes in
magma domes and other factors at sites
such as Mount St. Helens in Washington
and Kilauea in Hawaii.
The system was used in June (2010)
to map the coastline of the Gulf of Mexico
to provide baseline data for a study of the
effects of the PB oil spill on the coastal
area.
The radar system has also been used
in studies of the levy system used in the
Sacramento Delta region, soil moisture
and vegetation studies, all around the
world.
Although it is being used to collect
scientific data, the UAVSAR system is still
in the engineering phase.
“We have a very good foundation for
getting the data, but it’s complicated to
produce pictures,” Parker said. “It’s well
along in the sense that we’re getting very
high-quality data, but the process is still
undergoing changes.
This story was originally reported in the
Antelope Valley Press, 12-11-10.
Argument Construction Worksheet
Use the table below to construct your argument for site selection. Be sure to save your documentation in digital form so it can be used in your multimedia
presentation.
City/ Country
Issue
How the area would
benefit from improved
earthquake monitoring
data.
How the U.S. and NASA
will benefit from improved
earthquake monitoring in
this area.
How scientists, engineers,
state and federal
authorities, fire
departments, police, and
families would benefit.
What resources for
damage mitigation are
available in the area.
The impact of the location
on flight planning and how
you will maximize or
minimize the impacts
(covered in Section 2).
Reason
Evidence/Documentation
Multimedia Proposal Flow Chart – Site Selection
Use the flow chart below to organize the presentation for your argument for site selection. Use additional pages as needed. (Technology Tip: Construct your
storyboard digitally using Microsoft Word® and Smart Art Flowchart Design.)
Section 2: Elements of Flight Planning
Day 5
The Mathematics of Flight Planning
Activity 2.1 Totally Tubular Volume
Significant mathematics is required to plan a
flight for earthquake monitoring. This includes
calculating distance, cost, and time of the flight
itself; determining the best altitude for data
collection, and even comparing the two images
for differential interferometry.
Problem Set
Totally Tubular!
View the demonstration, Totally Tubular! which
demonstrates the importance of the automatic
pilot in collecting data with the UAVSAR.
When you have viewed the demonstration,
complete the Totally Tubular Volume Problem
Set.
The G-III and the UAVSAR make repeated
passes over an area in order to get exact images
to compare. The pilot has an invisible “tube” of
airspace that the G-III must line up to. Once
lined up, the Flight Operations Specialist will
activate the UAVSAR’s autopilot and monitoring
system that will take over control of the plane.
This set of problems will help you understand
the importance of the volume of the virtual
tube. What might happen if the tube is too
narrow? Too wide?
To answer these questions, you will use one of
your favorite geometry formulas:
v = h · · r²
This system precisely guides the plane through
the tube of airspace, so exact data can be
recorded. When the pass is complete, the
aircraft control is switched back to the pilot to
make a turn. This process is repeated many
times. In the picture to the right, Engineering
Operations Specialist Haupt activates the
UAVSAR autopilot on the G-III.

View the 55-second video clip on Gulfstream-III
that includes footage of a G-III checkout flight
with the UAVSAR pod and radar imagery over
the Mojave Desert.
Totally Tubular Volume Problem Set
Participate in the Totally Tubular Demonstration and then answer these questions. Be sure
to show your work.
Volume of a Cylinder = Height x  x Radius2
v = h · · r²
1.
Summarize what you learned in the Totally Tubular Demonstration. Which G-III flew
straighter, the one with UAVSAR autopilot or the one without?
2.
Using the formula for the Volume of a Cylinder to determine the volume of the Totally
Tubular test cylinder. (You will need to take measurements.)
3.
Using the formula for the Volume of a Cylinder to calculate the volume of the airspace
for the G-III if h = 20 miles and r = 2 miles.
4.
Using the formula for the Volume of a Cylinder, calculate the volume of the airspace for
the G-III if the h = 50 miles and r = 10 miles.
5. Why would it be important to limit the radius of the cylinder of the UAVSAR remote pilot?
Swath Geometry
NASA’s G-III aircraft carries a RADAR system
known as a Synthetic Aperture Radar (SAR) that
is used for measuring very small changes in the
surface of the earth in order for scientists to
understand and possibly predict earthquakes.
The G-III and the UAVSAR fly predetermined
paths with great precision. The UAVSAR only
“looks” to the left of the aircraft, so the flight
paths have to be flown in such a way that data
are collected over the entire selected area. This
is represented by the image below.
Activity 2.1 Swath Geometry Problem Set
The swath area is dependent upon the altitude
of the G-III. Complete the Swath Geometry
Problem Set and use the Pythagorean
Theorem to calculate distance.
You’ll need the following facts to help you
complete this problem set:





The aircraft flies at 40,000 feet (6.6
nautical miles) above the earth and the
SAR’s line of sight to the ground below
is perpendicular to the G-III’s flight
path.
The beam width of the SAR is
approximately 10o and the center of the
beam is angled downward 13o below
the horizon. This creates a swath along
the ground track that varies in size and
position based on the aircraft’s altitude.
The aircraft flies in a straight line for
150 nautical miles taking RADAR data,
then descends to 20,000 feet (3.3 nm)
and flies in a straight line for another
150 nautical miles taking RADAR data.
NASA’s G-III aircraft takeoff
performance allows it to climb 1 mile in
altitude for every 4 miles it travels
across the ground.
For the Gulfstream III jet that UAVSAR
flies on, its maximum flight time is
about 6 hours from takeoff to landing.
In your Daily Log, summarize what you’ve
learned:
DL 5: How do the G-III and UAVSAR
do their jobs?
Swath Geometry Problem Set
Complete the following problem set involving the Pythagorean Theorem. Be sure to show
your work and be prepared to defend your solution.
1. Solving for Length of Missing Side Using Pythagorean Theorem: NASA’s G-III aircraft
takeoff performance allows it to climb 1 mile in altitude for every 4 miles it travels across
the ground. If the aircraft levels off for cruise flight at 5 miles above the ground, what was
the angular distance (hypotenuse) from the point of takeoff that the G-III flew to get to its
cruise altitude?
2. Solving for Length of Missing Side Using Pythagorean Theorem: NASA’s G-III aircraft is
flying a mission at 6 miles above the earth’s surface. As the aircraft approaches the end of
its orbit, the pilot tunes the Distance Measurement Equipment (DME) of the aircraft’s
navigation system to the nearest airport transmitter. The DME indicates a distance of 18
miles from the G-III aircraft. What is the actual distance of the aircraft from the airport
below?
3. Solving for Length of Missing Side Using Pythagorean Theorem: NASA’s G-III aircraft
carries a RADAR system known as a Synthetic Aperture Radar (SAR) that is used for
measuring very small changes in the surface of the earth in order for scientists to
understand and possibly predict earthquakes. The distance from the G-III’s flight path to the
point on the ground for data collection is 19 miles (b). The distance from the SAR unit on
the G-III to the point where the center of SAR’s beam strikes the ground below is 20 miles
(c). Find the height above ground that the G-III is flying.
4. Solving for Length of Missing Side Using Pythagorean Theorem: NASA’s G-III aircraft flies
west from Midville to Swanson, a distance of 250 miles, then turns south and flies to
Cornertown, a distance of another 80 miles, for a total distance of 330 miles. What would
the distance be if the G-III had flown directly from Midville to Cornertown?
5. Solving for Angular Distance of Right Triangles Using the Pythagorean Theorem: NASA’s
G-III aircraft carries a RADAR system known as a Synthetic Aperture Radar (SAR) that is used
for measuring very small changes in the surface of the earth in order for scientists to
understand and possibly predict earthquakes. The aircraft flies at 40,000 feet (6.6 nautical
miles) above the earth and the SAR’s line of sight to the ground below is perpendicular to
the G-III’s flight path. The beamwidth of the SAR is approximately 10 o and the center of the
beam is angled downward 13o below the horizon. This creates a swath along the ground
track that varies in size and position based on the aircraft’s altitude. Given that the slant
range to the farthest edge of the swath at 40,000 feet is 47 miles from the SAR, and the
slant range to the closest edge of the swath is 21 miles from the aircraft, what is the width
of the swath on the ground (b1 – b2)? Round off distances to whole numbers.
6. Solving for Angular Distance/Right Triangle with One Side and One Angle: NASA’s G-III
aircraft carries a RADAR system known as a Synthetic Aperture Radar (SAR) that is used for
measuring very small changes in the surface of the earth in order for scientists to
understand and possibly predict earthquakes. The aircraft typically flies at 40,000 feet (6.6
nautical miles high) above the earth and the SAR’s line-of-sight to the ground below is
perpendicular to the G-III’s flight path. The center of the SAR’s beam has a depression angle
of 13o below the horizon, creating a Radar swath along the ground track that varies in size
and position based on the aircraft’s altitude. If the G-III descends to 30,000 feet (4.9
nautical miles high), how much closer to the aircraft will the center of the swath be (c 1 –
c2)?
7. Solving Area Changes using Right Triangles & Trigonometric Ratios: NASA’s G-III aircraft
carries a RADAR system and flies at 40,000 feet (6.6 nautical miles) above the earth and the
SAR’s line of sight to the ground below is perpendicular to the G-III’s flight path. The
beamwidth of the RADAR is approximately 10o wide and the center of the beam is angled
downward 13o below the horizon (depression angle). This creates a swath along the ground
track that varies in size and position based on the aircraft’s altitude. The aircraft flies in a
straight line for 150 nautical miles taking RADAR data, then descends to 20,000 feet (3.3
nm) and flies in a straight line for another 150 nautical miles taking RADAR data. Determine
the area of both data swaths at the different altitudes (round off values to one decimal
point).
Day 6
Differential Interferometry
Differential interferometry (D-InSAR)
requires taking at least two images with.
The DEM can be either produced by GPS
measurements or could be generated by
interferometry as long as the time between
acquisition of the image pairs is short,
which guarantees minimal distortion of the
image of the target surface. In principle,
three images of the ground area with
similar image acquisition geometry are
often adequate for D-InSar.
The principle for detecting ground
movement is quite simple. One
interferogram is created from the first two
images; this is also called the reference
interferogram or topographical
interferogram. A second interferogram is
created that captures topography plus
distortion. Subtracting the latter from the
reference interferogram can reveal
differential fringes, indicating movement.
The described 3 image D-InSAR generation
technique is called 3-pass or doubledifference method.
Differential fringes which remain as fringes
in the differential interferogram are a result
of SAR range changes of any displaced point
on the ground from one interferogram to
the next. In the differential interferogram,
each fringe is directly proportional to the
SAR wavelength, which is about 5.6 cm for
ERS and RADARSAT single phase cycle.
Surface displacement away from the
satellite look direction causes an increase in
path (translating to phase) difference. Since
the signal travels from the SAR antenna to
target and back again, the measured
displacement is twice the unit of
wavelength. This means in differential
interferometry one fringe cycle -pi to +pi or
one wavelength corresponds to a
displacement relative to SAR antenna of
only half wavelength (2.8 cm).
Activity 2.2: Interpreting Interferograms
(PLACEHOLDER: UNDER DEVELOPMENT)
When you have completed the activity, be sure
to respond to the Daily Log:
DL 6: How will UAVSAR interferogram data
help us mitigate earthquake damage?
Interpreting Interferograms
(PLACEHOLDER: UNDER DEVELOPMENT)
Day 7
Basics of Flight Planning
It would be very difficult to build a house
without a plan.1 A builder depends on the plan
to provide information about the design and
size of a house under construction. Plans can
also be used to describe an action or sequence
of events such as planning for a celebration.
The pilot of an airplane depends on a flight plan
to provide information to help ensure a
successful flight to a destination. The
plan may contain the following information:
 Aircraft number (identification)
 When the flight will leave (departure
time)
 Where the plane will takeoff from
(departure point)
 How it will get there (route of flight)
 Where it will land (destination)
 How long it will take to fly there
(estimated time en route)
 When the flight will land (estimated
time of arrival)
Abbreviations and codes are used on flight
plans to save space and reduce the number of
words. For example, the code for San Francisco
International Airport in California would appear
on the flight plan as SFO. Palmdale
International Airport, the departure point for
the G-III, is abbreviated PIA.
GULFSTREAM-III
BY THE NUMBERS
69,700 lbs
Maximum Takeoff
Weight (with fuel/
passengers/cargo)
38,000 lbs
Empty Weight
77 ft
Wingspan
83 ft
Length of Airplane
24 ft
Height of Airplane
495 mph
(430 knots)
Average Cruising Speed
581 mph
(505 knots
Mach 0.85)
Maximum Speed
45,000 ft
4,000
nautical
miles
2
11,400 lbs
(5,170 kg)
Maximum Operating
Altitude
Range (when fully
loaded)
Number of Engines
(Rolls-Royce Spey Mark
511-8 turbofan)
Thrust produced per
Engine
The pilot plans the route of flight by connecting
a series of points on an aeronautical chart (see
example on the left).
1
This section is excerpted from Plan to Fly There, Aeronautics
Educator Guide (NASA).
Prominent landmarks such as radio towers, race
tracks, and mountains are depicted on
aeronautical charts to help pilots navigate.
Pilots also use landmarks to specify their
location when communicating on the radio to
flight controllers and air traffic. Be sure to
consider the use of landmarks in your flight plan
to assist your navigator.
Are pilots required to use a flight plan? For
most pilots, the answer is yes.. For example,
pilots flying commercial airliners are required to
use flight plans.Other pilots use flight plans for
safety reasons. If a flight is not completed on
time, government agencies are notified so
search and rescue operations may locate the
pilot and airplane filed on the flight plan.
To learn more about future flight design
and air traffic control, go to
http://futureflight.arc.nasa.gov/. In this
Pilots use a radio or telephone to communicate
or "file" flight plan information with a Flight
Service Station. Once the airplane is airborne,
Air Traffic Control (ATC) controllers use the
information on flight plans to help track
airplanes, and to maintain a safe distance
between airplanes.
designed for air transportation. With more
Different airplanes travel at different speeds.
Pilots determine the time en route based upon
the cruising speed of their airplane. In order to
be as economical as possible, the G-III flies at an
average cruising speed of 490 mph (430 knots)

Activity 2.3: Flight Planning – Part 1
Use the Flight Plan Draft and a map of
California, the United States, or the world to
record your departure airport, destination
airport, route of flight, and estimated flying
time in hours.
Complete the calculations on your Flight Plan
Draft to help your team decide on an
appropriate the departure time and subsequent
arrival time at the destination airport. If you
have to stop to refuel, consider where would be
the best site to land.
Be sure to include your reasoning in your flight
plan proposal. If time and resources permit,
plot your takeoff airport, return airport, and
three data takes on a printed map.
When you feel that your Flight Plan Draft is
complete, you’ll be ready to go to NASA’s online
flight planning tool and incorporate the UAVSAR
data takes into your plan.
Be sure to respond to the Daily Log:
DL 7: What does your flight plan include?
program, you become a NASA researcher
and design the air transportation system of
the future! When cars were invented,
scientists and engineers had to design a
ground transportation system with roads
and traffic rules. A similar system was
people traveling by air than ever
before, your challenge is to find ways
to improve this air transportation
system.
Flight Plan Draft
Basic Flight Plan Information
Aircraft Identification
NASA Gulfstream-III
Departure Airport
Palmdale International Airport (PIA)
Departure Time(Military Time)
Intermediate Airport
Description of Route of Flight
Destination Airport
Total Distance from Departure to Destination
Airports
(include Intermediate Airports if appropriate)
Nautical Miles
Average Speed of G-III
430 Nautical Miles/hour
Estimated Time En Route
Hours
Arrival Time (Military Time)
Cost/hour
Dollars
Estimated Total Cost
Dollars
UAVSAR Data Take Paths Information
Recommended Altitude of Flight
Area to be Mapped
Nautical Miles2
Width of Swath
Nautical Miles
Number of Swaths (Data Take Paths)
Diagram of Area with Rough Swath Plan
Day 8


Activity 2.4: Flight Planning – Part 2
The UAVSAR Flight Planning map is a Google
Maps flight planning tool developed specifically
for NASA. You will log into the site as a guest
and use the tool to plan your flight and estimate
the time and distance required.
The main features of the flight planning tool
include drawing flight lines on the map, nudging
them, adding them to the current flight plan,
and reordering them. You can also add ground
control points and search and select takeoff,
landing, and intermediate airports. As the flight
plan is constructed, all of its components are
constantly being saved and updated.
The tool may be accessed from any computer
with Safari, Foxfire, or Chrome. It will not work
properly in Internet Explorer. Access the tool at
http://uavsar.jpl.nasa.gov/cgi-bin/fps
Once in the system, click on Video Tutorial (top
right) and view the following tutorials. You will
also be able to refer back to these tutorials at
any time during the flight planning process.
 Getting Started
 Airport & Flight Lines: drag & drop
 Flight Line: add line using end point
method
 Takeoff Airport: select airport
 Landing Airport: select airport
 Flight Plan Report (Generate Plan and
View Previous Plans)
Flight Plan Requirements
You should create a flight plan that includes the
following:
 Takeoff Airport
 Landing Airport
 Minimum of 3 data take lines
Generating Your Flight Plan Report
When you have completed your plan, you will
generate a report. This report will include three
important components of your plan:
1. Summary – this contains all the flight time
estimates as well as the estimated cost of
the flight plan at the bottom.
2. Flight Plan Maps (terrain and hybrid views)
- this displays the full flight plan and each
individual swath. It also includes a legend
and a list of the data take paths. The map
above is in the “hybrid” view and shows
two data take paths
3. Configuration File – this file contains more
detailed information about the flight plan.
Summary
In addition to these three documents, you will
also need to update your Flight Plan Draft
Worksheet.
Be sure to respond to the Daily Log:
DL 8: How did the online flight planning tool
help you create a flight plan that is accurate
and comprehensive?
Days 9-10


Activity 2.5: Creating the Multimedia
The last information you need for your
multimedia proposal is to develop your
argument for your flight plan. Complete the
Defending Your Flight Plan and Presentation
Flow Chart: Flight Plan Proposal
Map (Hybrid View)
To develop your multimedia proposal, you will
use all of your resources—Flight Plan Draft,
Flight Plan Summary, Flight Plan Maps,
Configuration File, Flight Plan Defense—as well
as your Argument Construction Worksheet and
Argument Flow Chart. Be sure also to use the
checklist and rubric to guide your effort.
There are many options for multimedia,
including the following. Check with your
teacher to see which options are available or if
you may use one not listed: PowerPoint,
KeyNote, Prezy, Camtasia, Audacity, Producer,
Movie Maker, Garage Band, Wikis, Glogster,
VoiceThread, or Animoto.
Configuration File
Be sure to respond to the Daily Log:
DL 9: How is your multimedia proposal
progressing?
Creating the Argument for Your Proposal
Defending Your Flight Plan
Defend your Destination Airport: Why was your choice the best destination airport possible?
Defend your Intermediate Airport: Why was your choice the best intermediate airport possible?
Defend your Departure Time: Why did you decide to start your flight at that time of day?
Defend your Total Cost: What is your flight plan the most cost effective?
Defend your Data Take Paths: Why did you choose these data take paths?
What other information do you want to provide in your multimedia proposal?
Multimedia Proposal Flow Chart – Flight Plan Information
Use the flow chart below to organize your presentation on the flight plan you are proposing. Use additional pages as needed. (Technology Tip: Construct your
storyboard digitally using Microsoft Word® and Smart Art Flowchart Design.)
Pre-Conference Form
Use the Proposal Checklist and Scoring Guide to identify strengths and areas of improvement for your
multimedia proposal. Complete one form per team and be ready to share your ideas with your teacher.
Strengths (2 per category)
Quality and
Strength of
Argument for
Site Selection
Quality,
Accuracy, and
Cost Efficiency
of Flight Plan
Quality of
Multimedia
Proposal
Teacher
Feedback
Areas for Improvement (2 per category)
THE FLIGHT MISSION CHALLENGE
The Flight Mission Challenge: Improving
Earthquake Monitoring is the culmination of
the knowledge and achievements students have
gained in the preceding activities.
The design challenge is the opportunity to “put
it together” in creating a proposal to advance
our knowledge of how earthquakes impact the
surface of the earth.
This section of the guide provides further
details on the FMC: IEM rules and
requirements, multimedia formats and
resources, and evaluation rubrics.
Challenge Objective
Student teams will propose a site location and
flight plan for earthquake monitoring.
Challenge Description
Working in three phases, small teams of
students will identify a site location that is in
need of earthquake monitoring and baseline
data collection; design a flight plan to/from
Edwards Air Force Base; and create a
multimedia presentation to present their
proposal to NASA.
Extensions

Assessment Process
Two summative assessment tools are provided
to assist in the evaluation of individual and
team performance in Flight Mission Challenge:
Improving Earthquake Monitoring challenge.
An analytic rubric provides detailed criteria in
four categories: Competitive, Strong, Limited,
and Poor. A multiple choice questions test bank
includes 50 questions in science, mathematics,
and engineering that be used in a unit
examination.



Enter the team with the best results in
NASA’s 2011 Flight Mission Challenge:
Improving Earthquake Monitoring. This is a
national contest to identify new sites for
improved earthquake monitoring. The
winning team will be brought to the NASA
Dryden Flight Research Center for VIP tours
and other experiences. Information about
the contest can be found at the following
site: http://arees.nasa.gov/. If future
contests will be held, information will be
found on the same site.
Hold FMC: IEM team briefings for other
classes.
If your school hosts a science fair, have
teams present their proposals for fair
visitors.
Hold a school or district-wide competition
for the Quaky-Shaky Engineering Design
Challenge.
Proposal Checklist and Scoring Guide
CATEGORY
Characteristics of a Successful Proposal
(Each characteristic is worth 5 points)
Points
Possible
1. Selected site is within parameters of Challenge.
Quality and
Strength of
Argument for
Site Selection
2. Proposal includes comprehensive and accurate information of
location and description of site.
3. Proposal includes accurate information about how area will
benefit from improved earthquake monitoring data.
4. Proposal identifies accurate information about how U.S. and
NASA will benefit from improved earthquake monitoring in this
area.
5. Proposal identifies accurate information about how scientists,
engineers, state and federal authorities, fire departments, police,
and families would benefit.
6. Proposal identifies what resources for damage mitigation are
available in the area.
7. Proposal includes summary of impact of the location on flight
planning and how these impacts will be maximized or minimized.
45
8. Charts, graphics, and maps of important data are provided.
9. References are current, relevant, and reputable.
10. Flight plan meets parameters of the Challenge.
Quality,
Accuracy, and
Cost Efficiency
of Flight Plan
11. Proposal includes description of flight plan, including explanation
of how resources (time, budget, human) will be used efficiently.
12. Proposal includes details on take-off, intermediate, and landing
airports and data take paths.
13. Proposal includes images of terrain and hybrid views of flight
plan.
30
14. Configuration data is analyzed and explained.
15. Proposal includes discussion of why choices were made and
reflection on flight plan design process.
16. All major elements of proposal are addressed.
Quality of
Multimedia
Proposal
TOTAL POINTS POSSIBLE
17. Content is well organized with subheadings or bulleted lists. Use
of font, color, graphics, and effects enhance presentation.
18. Use of multimedia contributes to the persuasiveness of the
argument.
19. Contributions of each author are identified. Each author makes
important contributions to the oral presentation.
20. Proposal is professional, interesting, and well-rehearsed, with
smooth delivery that holds audience attention.
25
100
Points
Earned
Rubric for Flight Mission Challenge: Improving Earthquake Monitoring
Competitive
Strong
Quality and Strength of Argument for Site Selection
Limited
Poor
Rubric for Flight Mission Challenge: Improving Earthquake Monitoring
Competitive









Information of location and
description of site is
comprehensive and accurate.
Argument for site selection is
logical and well supported.
Information about how area will
benefit from improved
earthquake monitoring data are
accurate, comprehensive, and
persuasive.
Information about how U.S. and
NASA will benefit from
improved earthquake
monitoring in this area is
persuasive.
Multiple ways that scientists,
engineers, state and federal
authorities, fire departments,
police, and families would
benefit is creative and
compelling.
Multiple resources for damage
mitigation are available in the
area are identified.
Summary of impact of location
on flight planning is
comprehensive.
Four or more charts, graphics,
and maps of important data
provide support for argument.
References are current,
relevant, and reputable.
Strong









Information of location and
description of site is accurate.
Argument for site selection is
logical and supported with some
evidence.
Information about how area will
benefit from improved
earthquake monitoring data are
accurate and supports the
argument.
Information about how U.S. and
NASA will benefit from
improved earthquake
monitoring in this area is
included.
Several ways that scientists,
engineers, state and federal
authorities, fire departments,
police, and families would
benefit are itemized.
Includes identification of at least
one resource for damage
mitigation are available in the
area are identified.
Impact of location on flight
planning is summarized.
Three Charts, graphics, and
maps of important data support
argument.
References are relevant and
reputable.
Limited
Poor






Information of location and
description of site is accurate
but key points are missing, or
information is present but
inaccurate.
Argument for site selection is
logical but critical evidence is
missing in one or more of the
following areas: how area will
benefit from improved
earthquake monitoring data are
appropriate; how U.S. and NASA
will benefit from improved
earthquake monitoring in this
area is included; ways that
scientists, engineers, state and
federal authorities, fire
departments, police, and
families would benefit are
itemized; and/or identification
of at least one resource for
damage mitigation are available
in the area.
Impact of location on flight
planning is incomplete.
Only two charts, graphics, and
maps of important data are
included.
References are relevant.




Information of location and
description of site is inaccurate
and key points are missing.
Argument for site selection is
poorly developed and critical
evidence is missing in several of
the following areas: how area
will benefit from improved
earthquake monitoring data are
appropriate; how U.S. and NASA
will benefit from improved
earthquake monitoring in this
area is included; ways that
scientists, engineers, state and
federal authorities, fire
departments, police, and
families would benefit are
itemized; and/or identification
of at least one resource for
damage mitigation are available
in the area.
Impact of location on flight
planning is missing or
incomplete.
Charts, graphics, and maps of
important data are not included
or are dated and not related to
the argument.
References are incomplete.
Rubric for Flight Mission Challenge: Improving Earthquake Monitoring
Competitive
Strong
Limited
Poor
Quality, Accuracy, and Cost Efficiency of Flight Plan
 Flight plan is detailed and
strategic.
 Thoroughly describes flight plan,
including explanation of how
resources (time, budget, human)
will be used efficiently.
 Documents important details on
take-off, intermediate and landing
airports and data take paths.
Includes images of terrain and
hybrid views of flight plan.
 Configuration data are accurately
analyzed.
 Thorough and persuasive
discussion of why choices were
made and thorough reflection on
planning process.
 Flight plan is reasonable.
 Description of flight plan includes
explanation of how resources
(time, budget, human) will be
used efficiently.
 Details on take-off, intermediate
and landing airports and data take
paths are accurate.
 Includes images of terrain and
hybrid views of flight plan.
 Configuration data are analyzed
with few mistakes.
 Solid explanation of why choices
were made and sufficient
reflection on planning process.
 Flight plan is reasonable, but
there are gaps in explanation of
how resources (time, budget,
human) will be used efficiently.
 Calculations of cost or distance
are inaccurate.
 Information on take-off,
intermediate and landing airports
and data take paths is incomplete.
 Includes images of terrain and
hybrid views of flight plan.
 Analysis of configuration data are
limited.
 Incomplete explanation of how
choices were made. Limited
evidence of reflection on planning
process.
 Flight plan is not reasonable.
 There is little explanation of how
time, budget, and human
resources will be use efficiently.
 Calculations of cost and distance
are inaccurate.
 Missing Information on take-off,
intermediate and landing airports
and/or data take paths.
 Missing images of terrain and
hybrid views of flight plan.
 Little or no analysis of
configuration data.
 Explanation of how choices were
made is missing or incomplete.
 All major elements of proposal
are addressed.
 Content is organized to direct
viewer.
 Use of font, color, graphics, and
effects supports presentation.
Use of multimedia contributes to
the persuasiveness of the
argument.
 Contributions of each author are
identified, but there are obvious
differences in the degree of
contributions of team members.
 Presentation is interesting,
convincing, and holds audience
attention.
 Some elements of the proposal
are poorly developed.
 Some content is disorganized.
 Use of font, color, graphics, or
effects detracts viewer.
 Use of multimedia is limited; but
what is used contributes to the
persuasiveness of the argument.
 Contributions of each author are
not well identified or only a few
team members completed the
bulk of the work.
 Presentation captures attention
but confused the audience.
 Some points are relevant, but
overall argument fails to
 Multiple elements of the proposal
are missing or incomplete.
 Content is disorganized and
argument is difficult to follow.
 Font, color, graphics, and effects
detract from presentation.
 Little multimedia is included.
 Contributions of authors are not
well identified and work is shoddy
and unprofessional.
 Argument fails to convince.
Quality of Multimedia Presentation
 All elements of proposal are fully
addressed.
 Content is well organized with
subheadings or bulleted lists.
 Use of font, color, graphics, and
effects enhance presentation.
 Use of multimedia contributes to
persuasiveness of the argument.
 Contributions of each team
member are identified.
 Each team member makes
important contributions to the
oral presentation.
 Presentation is convincing,
professional, interesting, wellrehearsed, and designed to
Rubric for Flight Mission Challenge: Improving Earthquake Monitoring
Competitive
captivate audiences.
Strong
Limited
convince.
Poor
Key Vocabulary
Aeronautical chart – map used to assist in navigation of aircraft.
Air traffic controller – individual trained to manage air traffic.
Autopilot – a navigational devise that automatically keeps planes on a steady course.
Baseline data – data collected to establish and understanding the existing conditions.
Building code – set of standards established and enforced by local government for the structural safety
of buildings.
Creepmeter – instrument used to determine if slow movement is taking place between two parts of an
earthquake fault line,
Deformation – a change for the worse; altering the form with a negative result.
Differential interferogram – results from the comparison of at least two images and which
demonstrates the changes that have occurred.
Earthquake - shaking and vibration at the surface of the earth resulting from underground movement
along a fault plane of from volcanic activity
Engineer – person who is trained in the application of scientific and mathematical principles to the
design, manufacture, and operation of machines and processes.
Engineering design process – steps used by engineers to help develop products.
Fault – a crack in the earth’s crust.
Forecast – to predict in advance.
GPS (Global Positioning System) - radio navigation system that allows users to determine their exact
location.
Knot - A unit of speed, used to measure wind speed. One knot is equal to 1.151 miles per hour or 1.852
kilometers per hour and is most commonly abbreviated as kn.
Magnitude – property of size or extent (whether large or small).
Mission – assignment for an operation, study, or process.
Mitigate – to reduce the seriousness or extent of the circumstances.
Model – representation of a phenomenon.
Monitor - to watch and check a situation carefully for a period of time in order to discover something.
Natural hazards –naturally occurring event that has potential of negative effect on people or the
environment.
Navigate – to plan, record, and control the course of an aircraft.
Plate tectonics – theory that explains the global distribution of geological phenomena.
Probability – measure of how likely it is that some event will occur.
QuakeSim – a NASA project for modeling earthquake fault systems.
Radar – instrument that uses electromagnetic waves to identify range, altitude, direction or speed of
moving and fixed objects.
Seismometer - instruments that measure motions of the ground, including those of seismic waves
generated by earthquakes.
Space-based technologies – using space observation of the Earth (via satellites and aircraft) to improve
understanding of earthquake and volcanic processes.
Stress – force exerted when one body presses on, pulls on, pushes against, or tends to compress or
twist.
Stressmeter – instrument that measures the stress on an object.
Surface distortion – changes in the surface of the earth due to stress.
Swath - portion of Earth's surface or atmosphere measured by an instrument during a single satellite
overpass.
Uninhabited Aerial Vehicle Synthetic Aperture Radar (UAVSAR) - instrument that uses radar to
measure the surface distortions caused by earthquakes, volcanoes, and other dynamic phenomena
References
Charles Scawthorn, "Designing for and mitigating earthquakes", in AccessScience@McGraw-Hill,
http://www.accessscience.com, DOI 10.1036/1097-8542.YB070130
NASA Research: Earthquakes http://solidearth.jpl.nasa.gov/PAGES/quake04.html
Earthquake Hazard Program. NSGS. http://earthquake.usgs.gov/
G-III/UAVSAR TEACHER, STUDENTS, AND MULTIMEDIA RESOURCES
Type of Resource
Content Area
T = Teacher
S = Science
Annotation
S = Student
T = Technology
Type of
Resource
T
How Does Imaging Radar Work? Simple and visual explanation of how imaging radar works. Clicking
“back” takes you to a first question “What Do Topo Maps Have to Do With Space?” Also in Spanish.
Part of JPL NASA SpacePlace.
Track UAVSAR Flight Allows you to track UAVSAR flight on the G-III within US airspace in real time by
clicking on the 'go' button. Clicking will open a new window (the flight-tracking website is not a JPL
website). If the G3 is not in flight, the website will indicate the last known position.
UAVSAR Missions to Hawaii, Haiti, and Central America (Airborne Science Newsletter, Spring 2010)
NASA’s G-III UAVSAR has had a very productive start to 2010 with deployments to Hawaii, Haiti, and
Central America while conducting local missions from its base in Palmdale California, as well.
Gulfstream-III Movie Collection Three movies from the NASA Movie Collection.
Gulfstream-III Photo Journal Images from the JPL Photo Journal.
G-III Photo Gallery Pictures of the G-III, UAVSAR, and data imagery.
Arctic Trek to 'Break the Ice' on New NASA Airborne Radars Press release (2009). NASA will 'break the
ice' on new airborne radars that can help monitor climate change when a team of scientists embarks
this week on a two-month expedition to the vast, frigid terrain of Greenland and Iceland.
Mount Saint Helens in False Color from UAVSAR Lithograph of Mount Saint Helens of UAVSAR imaging.
On the Road to DESDynl with UAVSAR Poster (2009) presented by team of Caltech/JPL reporting on
NASA Terrestrial Ecology project involving G-III and UAVSAR to estimate canopy height and biomass.
NASA's G-III and UAVSAR Conducting East Coast Vegetation Study Press release of radar imaging
mission.
UAVSAR Overview Homepage for UAVSAR (Uninhabited Aerial Vehicle Synthetic Aperture Radar) that
includes news, mission and flights, instrument details, data, science, publications, and contacts.
UAVSAR: A New NASA Airborne SAR System for Science and Technology Research. Scientific research
report includes explanation process of differential interferometry.
The Great Southern California Shake-Out At 10:00 am, Thursday November 13, southern California
participated in the largest earthquake preparedness drill in U.S. history. The movie depicts the response
of NASA/JPL researchers to this event. Included in this scenario are components which include modeling
MM = Multimedia
E = Engineering
M = Math
Science
S
MM
K-5
6-8
X
X
X
X
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T
9-12
E
Math
K-5
X
6-8
X
9-12
G-III/UAVSAR TEACHER, STUDENTS, AND MULTIMEDIA RESOURCES
Type of Resource
Content Area
T = Teacher
S = Science
Annotation
S = Student
T = Technology
Type of
Resource
T
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MM
MM = Multimedia
E = Engineering
M = Math
Science
K-5
6-8
9-12
LS
ES
PS
ES
PS
ES
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Math
K-5
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using QuakeSim tools and immediate post-earthquake acquisition of InSAR and SAR data by UAVSAR.
NASA Airborne Radar To Study Quake Faults In Haiti, Dominican Republic Press release (2002). In
response to the disaster in Haiti on Jan. 12, NASA has added a series of science over flights of
earthquake faults in Haiti and the Dominican Republic on the island of Hispaniola to a previously
scheduled three-week airborne radar campaign to Central.
NASA Radar Images Show How Mexico Quake Deformed Earth Press Release (2010). NASA has released
the first-ever airborne radar images of the deformation in Earth's surface caused by a major earthquake
-- the magnitude 7.2 temblor that rocked Mexico's state of Baja California and parts of the American
Southwest on April 4.
Scientists Search for a Pulse in Skies Above Earthquake Country Press release (2009). New NASA 3-D
airborne radar will study California's earthquake faults. Radar sees below the surface to measure
buildup and release of strain along faults. Data can be used to guide rescue and damage assessment
efforts after a quake.
Earthquake Studies: SAR Interferometry and Surface Change Detection SAR can provide high-resolution
imagery of earthquake-prone areas, high-resolution topographic data, and a high-resolution map of coseismic deformation generated by an earthquake. Of these, the last one is probably the most useful,
primarily because it is unique. Other techniques are capable of generating images of the Earth's surface
and topographic data, but no other technique provides high-spatial-resolution maps of earthquake
deformation.
X
X
X
X
SAR Interferometry and Surface Change Detection (JPL Research Report, 1995).
Scientific argument for the need for global SAR measurements of surface changes due to earthquakes.
Case of the Shaky Quake Educator Guide with activities in mathematics, science, and technology.
Students work as Tree House Detective to learn about earthquakes. Resources include videos, website,
and career education links. From NASA SCI Files.
X
X
X
X
9-12
G-III/UAVSAR TEACHER, STUDENTS, AND MULTIMEDIA RESOURCES
Type of Resource
Content Area
T = Teacher
S = Science
Annotation
S = Student
T = Technology
Type of
Resource
Southern California Integrated GPS Network Education Module (Earthquakes) This educational module
was designed to allow students to interactively explore the use of SCIGN and its data in earthquake
studies. It is divided into four major sections: Plate Tectonics, Earthquakes, GPS, and Space Technology
at Work. All of the sections include background material and activities; the first three sections focus
primarily on introducing satellite technology and tectonic phenomena, and the final section serves to
integrate knowledge learned in the first three by allowing students to use real SCIGN data in their
investigations into plate tectonics, earthquakes, and GPS.
Planetary Geology Educator Guide with exercises grouped into five units: 1) introduction to geologic
processes, 2) impact cratering activities, 3) planetary atmosphere, 4) planetary surfaces and 5) geologic
mapping.
Earthquake (World Book at NASA) Overview of earthquakes; how an earthquake begins, spreads, and
causes damage; how to reduce earthquake damage; and how to monitor and predict earthquakes.
Earthquake Forecast Program Press release (2004). A NASA funded earthquake prediction program has
an amazing track record. Published in 2002, the Rundle-Tiampo Forecast has accurately predicted the
locations of 15 of California's 16 largest earthquakes this decade, including last week's tremors.
FORECAST Scorecards The "Scorecard" is a forecast map, or "seismic hotspot" map, for a specific period
of time. The hotspots are found by a method that computes the increase in potential for large
(magnitude M > 5.0) earthquakes. Part of the NASA QuakeSim Website.
Space Age Quake Research On April 18, 1906 a massive, deadly earthquake left the city of San Francisco
in shambles. One hundred years later, earthquake research has changed dramatically. We can't actually
travel back in time to study the 1906 earthquake directly, but scientists are doing the next best thing re-creating the earthquake inside a computer.
NASA’s Earthquake Research Articles on current NASA projects related to earthquake monitoring and
prediction.
Anticipating Earthquakes (audio file/streaming audio) Science@NASA report on how satellite
technologies being developed at NASA and elsewhere might be able to spot the signs of an impending
quake days or weeks before it strikes, giving the public and emergency planners time to prepare.
Discussion of how radar and InSAR is used.
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6-8
9-12
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G-III/UAVSAR TEACHER, STUDENTS, AND MULTIMEDIA RESOURCES
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NASA Details Earthquake Effects on the Earth press release (2005). NASA scientists using data from the
Indonesian earthquake calculated it affected Earth's rotation, decreased the length of day, slightly
changed the planet's shape, and shifted the North Pole by centimeters. The earthquake that created
the huge tsunami also changed the Earth's rotation.
U.S. Tree Canopy Height 1650-1992 Biophysical parameters are easy to measure for modern vegetation,
but how do scientists know what those characteristics were in the past? Native old-growth vegetation
has different characteristics than modern regrowth, particularly in a forest. NASA and USGS scientists
Louis Steyaert and Robert Knox combed through both historical and modern records of vegetation to
characterize biophysical parameters for 1650, 1850, 1920, and 1992. From NASA Earth Observatory.
SAR, InSAR, and Lidar Studies for Measuring Vegetation Structure Over the Harvard Forest Poster
presented by JPL Scientists.
NASA’s Research: Volcanoes Articles on current NASA projects related to volcano monitoring and
prediction.
S
MM
X
X
X
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E = Engineering
M = Math
Science
K-5
6-8
9-12
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Shaky Table Construction Directions2
These instructions describe how to build an inexpensive shake table to simulate ground motion during
an earthquake. The table is ideal for having students design Popsicle stick buildings to minimize damage
during an earthquake. The table is also an excellent mechanism to study the resonance frequencies of
buildings using the BOSS (Building Oscillation Seismic Simulation) Model published by AGU/Fema in their
Seismic Sleuths publication.
PART I: Base of Earthquake Table
Materials Needed:
Qty
1
2
2
2
2
4
8
8
8
Size
20” x 40”
40” length
46” length
20” length
21.5” length
½” length
4” length
¼”
3” length
4
Several
Several
4” length
1-5/8” length
¾” length
Material
½” Plywood
2x4
2x4
3/4” diameter PVC pipe
7/8” wooden dowel
7/8” diameter PVC pipe
¼” carriage bolts, full thread
Retaining nuts (for carriage bolts)
¼” I.D. rubber sleeves (tygon or automotive vacuum tubing,
or similar)
Ceiling hooks (with threads)
Drywall screws
Drywall screws
Note: All ceiling hooks and carriage bolts are centered on the 2 x 4 lengths.
Step 1: Attach 2 x 4s to 20” x 40” plywood piece using drywall screws (Fig. 1). Carriage
bolts are attached to the inside 46” length 2 x 4 at distances of 10.5”, 13.5”, 22.5” and 25.5” from the
end that extends beyond the plywood base and should be countersunk to allow the 2 x 4s to lie flat on a
countertop. Use ¼” nuts to secure carriage bolts. (Fig 2). Place rubber sleeves over carriage bolts to
prevent wear on wooden dowels.
2
Original Design by Casey Hagbo, Geophysics Major, Class of 2001. Modified by NASA AREE Team, 2010.
Fig. 1: Underside of base
Fig. 2: Installing Carriage bolts & PVC tracks
Step 2: Prepare to attach PVC pipe by first drilling three holes in the PVC. Two should be located 2” from
each end and one at the midpoint of the pipe. These holes should only be drilled through one side of the
PVC pipe. They will allow you to secure the pipe to the base later by serving as “windows” for the
screws. These holes help the platform to glide more smoothly than if screws were sticking up a little on
the top of the PVC pipe. Again center the pipes on the outer 2 x 4 and inset 2” from each of plywood
sheet (Fig. 2).
Step 3: Ceiling hooks are attached to the inner 2 x 4 at distances of 3” and 33” measured from the end
that extends beyond the plywood base (Fig. 3).
Fig 3: Base Section Ceiling Hooks installed
Step 4: After assembling the base of the table, split each of the four 7/8” PVC pipe sections lengthwise
and place one on each end of the wooden dowels (note: stretch open each section of PVC carefully to fit
over the ends of the dowels). These dowels should be placed inside the bolt “fences”. Do not secure
these dowels! They will be the part that the shake table platform will move back and forth on (Fig. 4).
Fig 4: Dowel placement on base and PVC section installation
PART II: The Shake Platform
Materials Needed:
Qty.
Size
1
20” x 20”
2
20” length
4
4” length
Several
Several
1
20” x 20”
Several
10 x ¾”
2
30” length
6
10 x ¾”
Material
½” Plywood
2x4
Ceiling hooks (with threads)
Drywall screws
Large Rubber Bands
Plexiglas (optional)
Wood screws (optional)
Velcro strap
Pan head self-tapping wood screws
Step 1: Attach the two 2 x 4s to the edges of the plywood with drywall screws and place the ceiling
hooks 5” in from the edge of the plywood and centered on the 2 x 4s (Fig. 5). Apply paint and/or logos
as builder’s discretion. The optional Plexiglas cover for the platform may be used to etch in scaling
values or as protection for painted logos, as desired. Attach Plexiglas with 4 or more 10 x ¾” wood
screws. Note: Use caution when drilling holes in Plexiglas due to shattering.
Fig 5: Platform assembly with ceiling hooks installed
Step 2: After assembly is complete, the table should be secured on top of the base by hooking 2 to 3
large rubber bands around each pair of hooks. The table platform should be able to roll back and forth
over the wooden dowels (Fig. 6).
Fig 6: Platform installed on base and secured with large rubber bands
Step 3: Cut one ½” length off of each Velcro strap and set aside. Attach one end of a 29” Velcro strap to
the edge of the platform lateral axis using one 10 x ¾” pan head screw. Using a small piece of Velcro,
attach to the opposite edge of the platform using two self-tapping pan head wood screws. Repeat
Velcro attachment process for longitudinal axis.
Fig 7: Velcro attachment
PART III: The Drill Mechanism
Materials Needed:
Qty.
Size
1
6” length
Box
7” x 11” x 2 ¾”
Several
¾” length
4
2 ½” x 5/8”
4
1 ½” x 5/8”
2
1 ¼”
1
12” x 2”
1
Material
2x4 with 5/16” hole
½” Plywood
Drywall screws
Corner brackets
Corner brackets
Carriage bolts with wing nuts
Brass or steel strap for securing drill
½” Variable speed electric drill
Constructing the Box Assembly
Step 1: Cut a 7” x 11” piece of ½” plywood and attach to the corner of the base (opposite of the
platform assembly) using drywall screws.
Step 2: Construct the walls of the box and attach to box base using corner brackets (Fig. 8). Note an
additional 1 ¾” x 7” x ½” strip of wood is used to reinforce each short side of the box.
Fig 8: Box Assembly with end walls attached
Step 3: Attach a 1 ¾” x 11” x ½” strip of wood along the inside edge of the box to enclose three sides of
the box. Attach a 7” x 11” x ½” plywood sheet to the top of the box using drywall screws to complete
the box assembly (Fig 9).
Fig 9: Completed box assembly
Step 4: Attach the 6” length of 2 x 4 with the 5/16” hole (1.5” from top of 2 x 4) using drywall screws and
corner brackets (Fig. 10). Attach the electric drill using the carriage bolts with wing nuts and the metal
strap as shown in Figure 11. Note: Use Styrofoam or similar material between the drill and box
assembly to adjust alignment of crank mechanism.
Fig 10: Crank support and drill tie-down strap attached to box assembly
Fig 11: Drill mounted with strap
Part IV: Crank Mechanism
Materials Needed:
Qty
Size
Material
1
2
1
2
2
2
1
1
Several
Several
3 ½” length
2” length
3/8”
3/8”
5/8”
3/8”
1” w x 1/8” thick x 2 ½” length
1” w x 1/8” thick x 15” length
5/8”
3/8”
5/8” Hex bolt
3/8” Hex bolt
Hex nut
Locking hex nuts
Bushing
Bushing
Steel bar (Crank Mechanism)
Steel bar (Armature Mechanism)
washers
washers
Step 1: Assemble the crank mechanism using Figures 12 - 14 as a guide. Drill one 5/8” hole on one end
of the 2 ½” steel bar approximately ¼” to ½” from the end and tap and thread for securing to the main
drive (3 ½” length) 5/8” hex bolt. Drill a 3/8” second hole approximately 1” from the main drive hole
and tap and thread for securing the 3/8” armature bolt. See figure 12 for general arrangement of crank
and armature assemblies.
Fig 12: Crank and armature mechanisms
Step 2: Drill one 3/8” hole on one end of the 15” steel bar approximately ¼” to ½” from the end. Drill a
3/8” second hole approximately ¼” to ½” from the opposite end of the 15” steel bar. Using a vise and
large crescent wrench, twist the mid-point of the 15” steel bar to create a 90o twist in the armature.
Figure 13 depicts the twist in the armature desired for attaching the crank assembly to the table’s
platform assembly.
Fig 13: Assembled unit showing 90 deg. twist in armature
Step 3: Temporarily remove the crank support block from the box assembly and insert the two 5/8”
bushings into each side of the 5/8” hole drilled through the crank support block. Drill out the inner
threads of the bushings to allow the 5/8” main drive hex bolt to turn freely, then reattach the crank
support block back onto the box assembly.
Step 4: Using a hammer and punch set, tap down the sharp anchors on the two 3/8” bushings. If
desired, the sharp anchors may also be removed by a grinder using standard shop practices. Drill out
the inside threads of both bushings and set aside for later assembly.
Step 5: Place one washer onto the main drive hex bolt and attach the threaded 5/8” end of the 2 ½”
long steel bar to the main drive hex bolt. Tighten bar onto main drive hex bolt, then add 58” nut to
backside of main drive crank assembly to ensure tight fit. Additional washers may be required to obtain
correct alignment of the main drive crank assembly with the armature assembly. Refer to figure 14 for
configuration.
Fig 14: Assembled main drive and armature mechanism
Step 6: Place one washer onto 3/8” x 2” armature bolt and insert into 3/8” hole in the main drive crank
assembly and tighten. Install a 3/8” hex nut, and tighten. Insert one washer, followed by one of the
previously prepare 3/8” bushings, and place one end of the armature bar over the bushing, ensuring
that it does not bind. Place another washer onto the armature hex bolt and complete the assembly by
installing a 3/8” lock washer. Tighten assembly and ensure that the armature does not bind on the
crank assembly. Refer to figure 11 for configuration. Additional washers may be required to adjust
alignment of the crank mechanism.
Step 7: Place the armature onto the top of the installed platform assembly, mark the spot where the
hole in the armature rests on the platform and drill a 3/8” hole in the table’s platform. Insert the 3/8” x
2” bolt up through the bottom of the platform hole using a washer, followed by a 3/8” bushing
(mounted flat side to top of platform). Attach the end of the armature over the bushing, then install a
washer and complete with a 3/8” lock washer. See figure 15 for configuration.
Fig 15: Armature attached to platform assembly
Step 8: Lock hex bolt in electric drill and operate slowly for the first time to evaluate alignment of crank
and armature mechanism and adjust as needed. Periodically check all assemblies during operation for
tightness and wear.
--------------------------------------------------------------------------------------------------------------------Figure 16 depicts the final product (Note: disk crank assembly was replaced with more robust steel bar
crank assembly in current revision) for reference. When using the shake table, secure it to the table it is
resting on using clamps. This will prevent the shake table from walking when the drill is operating at
higher RPMs. Use caution when operating shake table above 300 rpm as possible damage to the crank
mechanism may occur.
Expect to pay approximately $50 to $100 for a good drill. The rest of the materials should not exceed
$50. The steel crank and armature components may require some machine time and this cost will vary.
Therefore, Labor charges have not been calculated.
Fig 16: Final Shake Table assembly (with superseded disk crank assembly)