National Aeronautics and Space Administration

GRADES

5-12

Space Shuttle Tires

Aeronautics Research Mission Directorate

Museum

BOX
Series
www.nasa.gov

in a

structures and materials

MUSEUM IN A BOX

Space Shuttle Tires

Lesson Overview
Through demonstration and math activities, students will learn about tire technology and the effects of air pressure. A section of tire from the Space Shuttle, a light truck and a bicycle are provided for students to compare and contrast. In addition, math activities are provided for students to complete and discuss the basic formulas for air pressure, circumference and the number of revolutions of a tire over a given distance.
(Photo courtesy of the Dryden Flight Research Center)

Objectives
1. By observing the tire sections from the Space Shuttle, a truck and a bicycle, students will identify the parts of each tire and note the differences between them. Students will determine the tread depth of a tire using a penny or a quarter. After reviewing Tire Basics, students will identify the information stamped on the sidewalls of tires found on vehicles in a parking lot. Students will use mathematical formulas to determine the diameter and circumference of a tire, as well as the number of revolutions made over a given distance. Students will calculate how tire pressure can impact the life of a tire along with its affect on fuel efficiency.

Space Shuttle Columbias first landing was at NASAs Dryden Flight Research Center, located at Edwards Air Force Base, CA.

Materials:
Included in MIB
Space Shuttle tire section Truck tire section Bicycle tire section

2. 3.

4.

Provided by User
United States Coins: one penny and one quarter for each group of 3 to 5 students

5.

GRADES

5-12

Time Requirements: 2 hours 50 minutes

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Background
Landing the Shuttle
Although the Space Shuttle departs Earth vertically as a rocket, it lands horizontally, like an airplane. This requires a landing gear system comprised of struts, shock absorbers and most importantly to these activities, tires. The Shuttle normally lands at the Kennedy Space Center in Florida, using Edwards Air Force Base in California as an alternate runway during periods of unsuitable weather. To land, the orbiter (which is the part of the Space Shuttle remaining after the solid rocket boosters and fuel tank have jettisoned upon launch), aligns with the runway. It begins a steep descent with its nose angled as much as 19 degrees down from horizontal. This glide slope as it is known is nearly seven times steeper than the average commercial airliner landing which causes the Shuttle to descend toward the runway approximately 20 times faster. At about 610 meters (2,000 feet) above the ground, the Shuttle commander raises the nose, which slows both the rate of descent and airspeed in preparation for touchdown. At approximately 75 meters (250 feet) above the ground, the speed will have slowed to less than 556 km/hr (300 kts/345mph) and the landing gear is deployed and locked into place. At touchdown, the main landing gear tires contact the runway first at approximately 354 km/hr (191 kts/220mph). Next, the nose gear lowers slowly as the orbiter loses speed. If necessary, a drag shoot can be deployed to assist in slowing the orbiter as well as maintaining directional control down the runway.

Shuttle Tires
The Shuttle has two main landing gear, which consist of two tires each. There are also two tires on the nose landing gear, for a total of six tires. Like most aircraft tires, the Space Shuttle tires are filled with Nitrogen because of its stability at different altitudes and temperatures. Also, Nitrogen molecules are larger than Oxygen molecules, which means Nitrogen escapes less easily from the tires, resulting in a more gradual loss of pressure over time. Nitrogen is also non-flammable which prevents problems should a tire puncture upon landing. When landing, the orbiter weighs approximately 109,000 kg (240,000 lbs). Because of this, shuttle tires are inflated to a much higher pressure than a small airliner or car. The main gear tires are inflated to 315 psi while the nose gear is inflated to 300 psi. The main gear tires can only be used one time, while the nose gear tires can be used for two landings.

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Tire Basics
Every tire manufactured in the United States is required to have its designation stamped into the sidewall of the tire. width aspect ratio radial diameter
(inches)

(millimeters)

(height/width)

construction

load index rating

tire class

255 P

65 R 1 7

speed rating

92

Fig. 1 Tire sidewall designation

In this example you can see the following designation on the tire: P225/65R16 92H P designates the tires class. In this example, P indicates that the tire is a passenger car tire. An LT would designate it as a light truck tire. 225 is the tires section width measured in millimeters. This measurement is taken from sidewall to sidewall. In this example, the section width of the tire is 225mm.
Sidewall

Section width

Sidewall

Fig. 2 Tire cross section 65 is the aspect ratio of the tire. The aspect ratio refers to the height of the sidewall as a percentage of the section width. R refers to the tire construction. In this example the tire is a radial tire. Although rare, you may also see the letter C, which refers to a cross-ply tire. 17 refers to the wheel diameter in inches. 92 refers to the load index for the tire. Load index ranges from 0 to 279 and corresponds with the load-carrying capacity of a tire. Passenger car tire load indices typically range from 75 to 105. (See the Load Index Table, Fig. 10 in the Reference Material Section.) H indicates the speed rating for the tire, which is the maximum speed for which the tire is allowed to travel per the manufacturers recommendation .

structures and materials 4

Activity 1
GRADES 5-12

Comparing Tires

Time Requirement: 30 minutes

Objective:
Observing the tire sections from the Space Shuttle, a truck and a bicycle, students will identify the parts of each tire and note their differences.

Materials:
In the Box
Tire Sections: Space Shuttle Truck Bicycle

Worksheets
Venn Diagram (Worksheet 1)

Img. 1 Tire Cross Sections

Reference Materials
Figure 1 Figure 2 Figure 3 Figure 4 Figure 5

Activity Overview:
In this activity you will use the pieces of tire provided to explore the differences between tires used on three different vehicles: a bicycle, a pickup truck and the Space Shuttle. You can either keep the students in one group or divide them into three groups, with each group getting a tire section. Fig. 3 Tire with cross section

Key Terms:
Bead Chafer Filler Liner Nylon Belt Plies Sidewall Steel Belt Tread

Activity:
1. Examine the three tires provided (shuttle, truck, and bicycle).

Hold up each piece of tire and tell the students which one belongs to which vehicle. Explain that each piece of tire is just a cross-section of the entire tire. (A cross-section is a slice of tire cut perpendicular to the wheel and extracted from the whole tire so we can easily see what the tire is made of and how it is constructed.) Using the Tire Cross-Section (Fig. 3) diagram, demonstrate how the cross-section relates to the whole tire.

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2. Identify the parts of each tire. Display the Parts of a Tire (Fig. 4) diagram. Hold the shuttle tire segment up and point out the parts of the tire mentioned on the diagram, explaining each term.

Tread
For a list of terms and definitions, see Fig. 4 in the reference materials section

Nylon Belt Liner Filler Bead

Steel Belt Plies Side wall

Chafer

Fig. 4 Parts of a tire 3. Compare and contrast the parts of the three tires. Pass the tire pieces around so that every student has the opportunity to feel and see each piece. Encourage students to examine the tires closely and to take note of similarities and differences. Point out that some tires have components that others do not. For example, the bicycle tire has a bead, but not a steel belt. Suggest the students think about the vehicle each piece of tire supports while they are examining its tire. If necessary, point out that larger/heavier vehicles require larger tires.

Discussion Points:
If you have access to a white board, chalk board or large pad of paper, draw

SPACE SHUTTLE TIRE

Filled with Nitrogen Tread Sidewall Bead Chaffer

BICYCLE TIRE
No Belts

or display the following Venn diagram. If not, use the blank diagram provided in the worksheet section. Discuss with the students the differences and similarities of the tires, placing the items on the chart in their appropriate locations. Your finished diagram should look similar to

Travels mainly on asphalt Steel belt Nylon belt Liner Filler

Deepest grooves

Thick tread Filled with air Designed for gravel roads

Fig. 5. 1. How are the tires similar? 2. How are the tires different? 3. Why do you think the tires are created differently?

TRUCK TIRE
Fig. 5 Venn Diagram

structures and materials 6

NATIONAL SCIENCE STANDARDS 5-8

SCIENCE AS INQUIRY
Abilities necessary to do scientific inquiry Understandings about scientific inquiry

NATIONAL SCIENCE STANDARDS 9-12

SCIENCE AS INQUIRY
Abilities necessary to do scientific inquiry Understandings about scientific inquiry

PHYSICAL SCIENCE
Properties and changes of properties in matter

PHYSICAL SCIENCE
Structure and properties of matter Interactions of energy and matter

SCIENCE AND TECHNOLOGY

Abilities of technological design Understanding about science and technology

SCIENCE AND TECHNOLOGY

Abilities of technological design Understanding about science and technology

NATIONAL MATH STANDARDS K-12

NUMBER AND OPERATIONS
Understand numbers, ways of representing numbers, relationships among numbers, and number systems Understand meanings of operations and how they relate to one another Compute fluently and make reasonable estimates

ALGEBRA
Represent and analyze mathematical situations and structures using algebraic symbols Use mathematical models to represent and understand quantitative relationships

MEASUREMENT
Understand measurable attributes of objects and the units, systems, and processes of measurement Apply appropriate techniques, tools, and formulas to determine measurements.

DATA ANALYSIS AND PROBABILITY

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

PROCESS
Problem Solving Communication Connections Representation

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Activity 2
GRADES 5-12

Measuring Tire Tread

Time Requirements: 20 minutes

Objective:
Students will determine the tread depth of a tire using a U.S. penny and quarter.

Materials:
In the Box
Tire Sections: Space Shuttle Truck Bicycle

Activity Overview:
In this activity you will teach your students how to measure the approximate tread depth of the three tire samples using coins. You will also discuss with them the need for tread and how various tread depths affect the performance of the vehicle.

Provided by User
United States Coins: one penny and one quarter for each group

Activity:
To begin, divide the students into three groups, one for each tire. Have each group of students measure each tire with the two coins then pass the tire on to the next group.
more than 2/32

Worksheets
None

Reference Materials
Figure 6 Figure 7 Figure 8

Key Terms:
Tread Tread Depth Fig. 6 Penny (head) tread measurement 1. Place a penny into several tread grooves with Lincolns head toward the tire. If the tire tread covers any portion of Lincolns head, there is more than 2/32 inch of tread depth remaining on the tire. This is the minimum legal tread depth in the United States.

structures and materials 8

more than 4/32

Fig. 7 Quarter (head) tread measurement 2. Place a quarter into several tread grooves with Washingtons head towards the tire. If the tire tread covers any portion of Washingtons head, there is more than 4/32 inch of tread depth remaining on the tire.

more than 6/32

Fig. 8 Penny (tails) tread measurement 3. Place a penny into several tread grooves with the top of the Lincoln Memorial towards the tire. If the tire tread covers any portion of the Lincoln Memorial, there is more than 6/32 of an inch of tread depth remaining on the tire.

Discussion Points:
1. What is the difference between the tread depths for each of the three different tires? It should have been discovered that the bicycle tire has the least amount of tread, with the truck tire having the most. The primary purpose of the grooves in the tread is to allow contaminates such as rain or snow to be removed, so that the rest of the tread can contact the surface. Generally speaking, the deeper the grooves, the more contaminates can be removed. As the bicycle is the slowest vehicle, it needs to remove less water in any given moment than a truck tire. For safety reasons however, the shuttle is not permitted to land while it is raining.

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2. Why is the tread depth important to a tires performance, traction, noise and comfort? The primary purpose of the grooves in the tread are to remove contaminates from the road. However, the design of the tread plays an important part in many other aspects. While a deep groove provides better traction in the rain, or off-road, it also greatly increases the noise from the tire as the rubber has to be stiffer. Smaller grooves, or groove-less tires (slicks), provide incredible traction on dry pavements which is why they are used on race cars, but would perform horribly when the road was even slightly wet.

structures and materials 10

NATIONAL SCIENCE STANDARDS 5-8

SCIENCE AS INQUIRY
Abilities necessary to do scientific inquiry Understandings about scientific inquiry

NATIONAL SCIENCE STANDARDS 9-12

SCIENCE AS INQUIRY
Abilities necessary to do scientific inquiry Understandings about scientific inquiry

PHYSICAL SCIENCE
Properties and changes of properties in matter

PHYSICAL SCIENCE
Structure and properties of matter Interactions of energy and matter

SCIENCE AND TECHNOLOGY

Abilities of technological design Understanding about science and technology

SCIENCE AND TECHNOLOGY

Abilities of technological design Understanding about science and technology

NATIONAL MATH STANDARDS K-12

NUMBER AND OPERATIONS
Understand numbers, ways of representing numbers, relationships among numbers, and number systems Understand meanings of operations and how they relate to one another Compute fluently and make reasonable estimates

ALGEBRA
Represent and analyze mathematical situations and structures using algebraic symbols Use mathematical models to represent and understand quantitative relationships

MEASUREMENT
Understand measurable attributes of objects and the units, systems, and processes of measurement Apply appropriate techniques, tools, and formulas to determine measurements.

DATA ANALYSIS AND PROBABILITY

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

PROCESS
Problem Solving Communication Connections Representation

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Activity 3
GRADES 5-12

Parking Lot Research

Time Requirements: 45 minutes

Materials:
Cars and other vehicles in a parking lot

Worksheets
Vehicle Data Sheet (Worksheet 2)

Reference Materials
Figure 1

Objective:
After reviewing Tire Basics, students will identify the information stamped on

Key Terms:
Sidewall Load Index

the sidewalls of tires found on vehicles in a parking lot.

Activity Overview:
In this activity, students will compare the sidewall designations of tires found on several passenger vehicles. The data collected in this activity can be used in Activity 4, Tire Math if desired. Prior to beginning the lesson, review your facilitys safety procedures with the students.

Activity:
The information on a vehicles tire can explain a lot about the vehicle. Begin this activity by reviewing the Tire Basics section of this lesson with your students to ensure they are familiar with how to read a tires sidewall information. 1. Divide the class into teams. Divide students into groups of 3-5 to perform their parking lot research. Make sure there are multiple vehicles in the parking lot to use as research subjects.

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Img. 2 Tire Sidewall 2. Using the Vehicle Data Worksheet, have each team collect the Vehicle Type, Make, Model and Sidewall Numbers from several vehicles. In case a parking lot is not available, or there are an insufficient number of vehicles, you can use the sample data provided on the Vehicle Data Worksheet.

Discussion Points:
1. Discuss what each of the sidewall numbers means, using one of the collected datasets as an example. You can use the Tire sidewall designation (Fig. 1) as well if required to assist in the review. 2. Is there any correlation to the specifications of the tire compared to the size of vehicle? It should be noticed that in general, larger tires are used on larger vehicles. Also, trucks will typically have deeper treads than passenger cars of the same size, as trucks need additional traction when working off-road. 3. Did any of the vehicles have the same tire dimensions? 4. What are the dangers of not having the same size and rating on all four tires of a vehicle? With limited exceptions such as race cars, it is vital that a vehicle have identical tires. The following is a list of problems that may be experienced by not having properly matching tires: Difficulty steering or cornering Vehicle may skid frequently, or experience a loss of traction Tires are more likely to wear at different rates, which could cause one to explosively fail while in motion Fuel economy may be reduced

structures and materials 13

MUSEUM IN A BOX

MUSEUM IN A BOX

NATIONAL SCIENCE STANDARDS 5-8

SCIENCE AS INQUIRY
Abilities necessary to do scientific inquiry Understandings about scientific inquiry

NATIONAL SCIENCE STANDARDS 9-12

SCIENCE AS INQUIRY
Abilities necessary to do scientific inquiry Understandings about scientific inquiry

PHYSICAL SCIENCE
Properties and changes of properties in matter

PHYSICAL SCIENCE
Structure and properties of matter Interactions of energy and matter

SCIENCE AND TECHNOLOGY

Abilities of technological design Understanding about science and technology

SCIENCE AND TECHNOLOGY

Abilities of technological design Understanding about science and technology

NATIONAL MATH STANDARDS K-12

NUMBER AND OPERATIONS
Understand numbers, ways of representing numbers, relationships among numbers, and number systems Understand meanings of operations and how they relate to one another Compute fluently and make reasonable estimates

ALGEBRA
Represent and analyze mathematical situations and structures using algebraic symbols Use mathematical models to represent and understand quantitative relationships

MEASUREMENT
Understand measurable attributes of objects and the units, systems, and processes of measurement Apply appropriate techniques, tools, and formulas to determine measurements.

DATA ANALYSIS AND PROBABILITY

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

PROCESS
Problem Solving Communication Connections Representation

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Activity 4
GRADES 5-12

Tire Math

Time Requirements: 45 minutes

Objective:
Students will use mathematical formulas to determine the diameter and circumference of a tire, as well as the number of revolutions made over a given distance.

Materials:
Worksheets
Vehicle Data Sheet (Worksheet 2) Tire Math (Worksheet 3)

Activity Overview:
In this activity, students will use the information found on a tires sidewall as a basis to calculate additional information. This activity can be done individually, or using the same groups as in Activity 3, Parking Lot Research. This lesson can reinforce concepts learned in math class (such as percentages, conversion factors and using formulas) as well as give students a tangible example of where they might apply some of the concepts they are learning. If the students have already completed Activity 3, Parking Lot Research, use the same worksheets and their recorded data for this activity. If not, sample data is provided on the Vehicle Data Worksheet. Depending on skill level, have students work through each problem on the worksheet, or work through them together as a group. Note: the work for each calculation is shown below.

Reference Materials
Figure 1

Key Terms:
Sidewall

Activity:
Calculate additional information from a tires sidewall designation. 1. Tire Diameter: Using the example of P225/65R17 92H from Fig. 1 in Tire Basics, determine the diameter of the tire. a. Convert the tires width to inches There are 25.4 mm in an inch. Divide the width of the tire (225mm) by 25.4 mm/inch to find the width in inches.

225 mm 25.4 mm 1 inch

225 mm 1 inch = 8.86 inches 25.4 mm 1

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b.

Determine sidewall height of the tire. Multiply the width of the tire in inches (8.86 inches) by the aspect ratio (.65 or 65%).

8.86 inches 0.65 = 5.76 inches

c. Determine the diameter of the tire. Add the two sidewall heights and the wheel diameter.

5.76 inches + 5.76 inches + 17 inches = 28.52 inches

d. Determine the diameter of the other tires on the Vehicle Data Worksheet.

2. Tire Circumference: The circumference is the distance around the outside edge of a circle. Using P225/65R17 92H and the diameter calculated in #1 determine the circumference of this tire. pi = = 3.141592, C = circumference, D = diameter, r = radius

C = 2 r or C = D 28.53 inches = 89.63 inches C = 2 r or C = D 28.53 inches = 89.63 inches

b. The Space Shuttle tire has a diameter of 44.9 inches; what is its circumference?

44.9 inches = 141 inches

c. Determine the circumference of the other tires on the Vehicle Data Worksheet.

3. Tire Revolutions: Determine the speed and revolutions of the Space Shuttle tires during a landing.

traveling at 353 km/hr (190 kts/219 mph) and traveled 8,993 feet before coming to a complete stop. a. Determine the tires speed during touchdown in inches per second. Convert miles per hour (mph) into inches per hour. Multiply miles per hour (219) by the number of feet in a mile (5,280) and the number of inches in a foot (12).

219 miles 5,280 feet 12 inches = 13,875,840 inches/hours 1 hour 1 mile 1 foot
Determine the number of seconds in an hour. Multiply the number of minutes in an hour (60) by the number of seconds in a minute (60).

60 minutes 60 seconds 1 hour 1 minute = 3600 seconds/hour

Convert inches per hour into inches per second.

13,875,840 inches 1 hour 1 hour 13,875,840 inches = 3,854.4 inches/seconds = 1 hour 3600 seconds 3600 seconds 1 hour
b. Calculate the rotational speed of the wheel in revolutions per minute. Revolutions per second: Divide the number of inches traveled per second (3,854.4) by the tires circumference (141 inches) to calculate the number of revolutions the tire made each second.

3,854.4 inches 1 seconds = 3,854.4 inches 1 = 27.3 revolutions/second 1 seconds 141 inches 141 inches
Revolutions per minute: Multiply the number of revolutions per second the tires made (27.3) by the number of seconds per minute (60).

27.3 revolutions 60 seconds = 1,638 revolutions/minute 1 second 1 minute

c. Calculate the number of revolutions the tires made while traveling the entire stopping distance. Convert feet into inches. Multiply the number of feet traveled (8,993) by the number of inches in a foot (12).

8,993 feet 12 inches = 107,916 inches 8,993 feet 1 foot

Divide inches traveled (107,916) by the tires circumference (141 inches) to determine the total number of revolutions the tire made.

107,916 inches = 765.36 revolutions 141 inches

d. Determine how many revolutions the other tires from the Vehicle Data Worksheet would make if they traveled 30,000 miles.

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NATIONAL SCIENCE STANDARDS 5-8

SCIENCE AS INQUIRY
Abilities necessary to do scientific inquiry Understandings about scientific inquiry

NATIONAL SCIENCE STANDARDS 9-12

SCIENCE AS INQUIRY
Abilities necessary to do scientific inquiry Understandings about scientific inquiry

PHYSICAL SCIENCE
Properties and changes of properties in matter

PHYSICAL SCIENCE
Structure and properties of matter Interactions of energy and matter

SCIENCE AND TECHNOLOGY

Abilities of technological design Understanding about science and technology

SCIENCE AND TECHNOLOGY

Abilities of technological design Understanding about science and technology

NATIONAL MATH STANDARDS K-12

NUMBER AND OPERATIONS
Understand numbers, ways of representing numbers, relationships among numbers, and number systems Understand meanings of operations and how they relate to one another Compute fluently and make reasonable estimates

ALGEBRA
Represent and analyze mathematical situations and structures using algebraic symbols Use mathematical models to represent and understand quantitative relationships

MEASUREMENT
Understand measurable attributes of objects and the units, systems, and processes of measurement Apply appropriate techniques, tools, and formulas to determine measurements.

DATA ANALYSIS AND PROBABILITY

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

PROCESS
Problem Solving Communication Connections Representation

structures and materials 18

Activity 5
GRADES 5-12

Tire Air Pressure

Time Requirements: 30 minutes

Objective:
Students will explore how tire pressure can impact the life of a tire along with its effects on fuel efficiency.

Materials:
Worksheets
Tire Air Pressure (Worksheet 4)

Activity Overview:
Having properly inflated tires is not only necessary for safety but also helps in increasing a vehicles fuel efficiency. Before beginning with the lessons below, discuss with the students the causes for air pressure loss. In addition to the usual culprits of leaks and punctures, temperature changes can also cause pressure loss especially during the winter months. This is due to the air molecules being closer together at lower temperatures. Worksheets are included for the students to use when making the calculations below.

Reference Materials
None

Key Terms:
PSI (Pounds per Square Inch)

Activity:
1. Tire Life: The expected mileage of a tire decreases by approximately 1% for every 1% the tire is under-inflated. If your tires were supposed to be inflated to 32 psi, and you drove the last 4,000 miles with your tires inflated to 29 psi, how many miles did you lose from each tires life? a. Determine the percentage of under-inflation. Divide the actual air pressure measurement by the recommended air pressure measurement, then subtract from 100 to give the final answer.

29 pounds 1 inch2

1 inch2 29 pounds = = 90.6% 32 pounds 1 inch2 32 pounds 1 inch2 100% - 90.6% = 9.4%

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b. to calculate the number of miles lost from the tires overall life.

4000 miles 0.094 = 376 miles

2. Convert the numbers of miles lost over the life of the tire in #1 to kilometers. (1 mile = 1.61 kilometers)

376 miles

1.61 km = 605.36 km 1 mile

3. Tire Temperature: Tires lose 1 psi for every 10F (5.56C) drop in temperature. If you travel from Phoenix (90F) to Cleveland (30F) and do not adjust your tire pressure, how much air pressure will your tires lose from the temperature change? a. Determine the decrease in temperature.

90F - 30F = 60 F
b. the ratio of air pressure loss (1 psi per 10F).

60 F
4. Gas Mileage:

1 psi 10 F

= 6 psi

by 6 psi, it will decrease gas mileage by 3%. a. Determine the amount of fuel needed under ideal conditions. Divide mileage driven by miles/gallon.

1000 miles 20 miles 1 gallon

b.

1000 miles 1

1 gallon 20 miles

= 50 gallons

100% - 3% = 97% (0.97)

c.

1000 miles = 1030.90 miles 0.97

d. Subtract the mileage achieved (1,000 miles) from the total mileage potential.

1030.90 miles - 1000 miles = 30.90 miles lost due to under-inf Iation

e.

Determine the additional number of gallons needed to drive 1000 miles on under-inflated tires.

1030.90 miles 20 miles 1 gallon

1030.90 miles 1

1 gallon = 51.50 gallons 20 miles

51.50 gallons - 50 gallons = 1.5 gallons of extra fuel needed for this trip
5. Assume gas costs $3.00 per gallon. Determine how much extra you would pay to drive 1,000 miles on the under-inflated tires in #4.

1.5 gallons $3.00 = $4.50

Discussion:
1. Why do tires lose air pressure? The primary causes are punctures, leaks and temperature changes (any quantity of gas contained to a fixed volume will increase in pressure with an increase in temperature, and will decrease in pressure with any decrease in temperature) although rubber tires are porous and will naturally lose air over time). How can a change in temperature affect your cars fuel efficiency? A drop in temperature can cause the tires air pressure to drop. A decreased air pressure results in decreased fuel efficiency. Why is it important for a tire to be properly inflated? An improperly inflated tire will cause vehicle handling issues which may lead to a crash. It also increases fuel consumption and reduces the life of the tire. An over inflated tire causes less area of the tire to contact the road (the contact patch). How would this effect handling? An over-inflated tire reduces the amount of rubber in contact with the road at any one time. As such, the tire is not able to grip the road properly which may cause the vehicle to slide while turning. Research the consequences of under inflated tires (Fig. 9). An under-inflated tire prevents the center of the tire tread from touching the road and instead runs on the tread edges. This greatly reduces the life of the tire and its ability to grip the road. It also causes much more road noise.

2.

3.

4.

5.

Under-in fIated

Properly InfIated
Fig. 9 Tire inflation

Over-infIated

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NATIONAL SCIENCE STANDARDS 5-8

SCIENCE AS INQUIRY
Abilities necessary to do scientific inquiry Understandings about scientific inquiry

NATIONAL SCIENCE STANDARDS 9-12

SCIENCE AS INQUIRY
Abilities necessary to do scientific inquiry Understandings about scientific inquiry

PHYSICAL SCIENCE
Properties and changes of properties in matter

PHYSICAL SCIENCE
Structure and properties of matter Interactions of energy and matter

SCIENCE AND TECHNOLOGY

Abilities of technological design Understanding about science and technology

SCIENCE AND TECHNOLOGY

Abilities of technological design Understanding about science and technology

NATIONAL MATH STANDARDS K-12

NUMBER AND OPERATIONS
Understand numbers, ways of representing numbers, relationships among numbers, and number systems Understand meanings of operations and how they relate to one another Compute fluently and make reasonable estimates

ALGEBRA
Represent and analyze mathematical situations and structures using algebraic symbols Use mathematical models to represent and understand quantitative relationships

MEASUREMENT
Understand measurable attributes of objects and the units, systems, and processes of measurement Apply appropriate techniques, tools, and formulas to determine measurements.

DATA ANALYSIS AND PROBABILITY

Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them

PROCESS
Problem Solving Communication Connections Representation

structures and materials 22

Reference Materials

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Fig. 1 Tire sidewall designation

width
(millimeters) (height/width) construction

aspect ratio

radial

diameter
(inches)

load index rating

tire class

55 P2

65 R 17

speed rating

92

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Fig. 2 Tire cross section

Section width

Sidewall

Sidewall

25

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Fig. 3 Tire with cross section

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26

Fig. 4 Parts of a tire

Bead A high-strength steel wire and rubber that hold the plies and the tire assembly onto the rim of the wheel.

Tread

Belt (Nylon and Steel Belts) Narrow layer of coated tire cord or rubber-encased steel cord located directly under the tire tread that are designed to resist deformation. Chafer A layer of rubber compound that is applied to the bead; the chafer provides protection against rim chafing and other external damage.

Nylon Belt Plies

Steel Belt Side wall

Filler A rubber compound that smoothly fits the plies to the bead. Liner A thin layer of rubber inside the tire which contains compressed air. Some tires use a tube in place of the liner.

Liner

Filler

Chafer

Bead

Plies Layers of fabric cord extending from bead to bead that reinforce the tire. Sidewall The part of the tire between the bead and the tread. Tread The most recognizable part of the tire. It is composed of wear-resistant rubber compound that provides traction and assists in removing road surface water and contaminants.

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Fig. 5 Venn Diagram

SPACE SHUTTLE TIRE

Filled with Nitrogen Tread Sidewall Bead Chaff er

BICYCLE TIRE
No Belts

Travels mainly on asphalt Steel belt Nylon belt Liner Filler

Deepest grooves

Thick tread Filled with air Designed for gravel roads

TRUCK TIRE

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Fig. 6 Penny (head) tread measurement

more than 2/32

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Fig. 7 Quarter (head) tread measurement

more than 4/32

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Fig. 8 Penny (tails) tread measurement

more than 6/32

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Fig. 9 Tire inflation

Under-infIated

Properly Inf Iated

Over-inf Iated

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Fig. 10 Load Index Table

The load index refers to the load-carrying capacity of a tire, or how much weight a tire can support. For example, if a tire has a load index of 82, it can support 1,047 pounds at maximum air pressure. Multiply that by four (4 x 1,047 = 4,188 pounds) to get your maximum load-carrying capacity. It is not recommended to install tires with a lower load-carrying capacity than what came on your car from the factory Load Index 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 Load (lbs) 99 102 105 107 110 114 117 120 123 128 132 136 139 143 148 152 157 161 165 171 176 182 187 193 198 Load Index 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 Load (lbs) 204 209 215 220 227 234 240 247 254 260 267 276 282 291 300 309 309 331 342 353 364 397 386 397 408 Load Index 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 Load (lbs) 419 130 441 454 467 481 494 507 520 536 551 567 584 600 617 639 639 677 694 716 739 761 783 805 827 Load Index 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 Load (lbs) 852 882 908 937 963 992 1019 1047 1074 1102 1135 1168 1201 1235 1279 1323 1356 1389 1433 1477 1521 1565 1609 1653 1709 Load Index 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 Load (lbs) 1764 1819 1874 1929 1984 2039 2094 2149 2205 2271 2337 2403 2469 2535 2601 2679 2756 2833 2910 2998 3086 3197 3307 3417 3527 Load Index 125 126 127 128 129 130 131 132 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 Load (lbs) 3638 3748 3858 3968 4079 4189 4289 4409 4541 4674 4806 4938 5071 5203 5357 5512 5677 5842 6008 6173 6393 6614 6779 6844 7385

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R E F E R E N C E M AT E R I A L S

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Glossary
Bead: A high-strength steel wire and rubber that hold the plies and the tire assembly onto the rim of the wheel. Belt: Narrow layer of coated tire cord or rubber-encased steel cord located directly under the tire tread that are designed to resist deformation. Chafer: A layer of rubber compound that is applied to the bead; the chafer provides protection against rim chafing and other external damage. Filler: A rubber compound that smoothly fits the plies to the bead. Liner: A thin layer of rubber inside the tire which contains compressed air. Some tires use a tube in place of the liner. Load Index: The maximum load each tire can carry. PSI: Pounds per Square Inch; one psi is one pound of force applied to one square inch of surface material. Plies: Layers of fabric cord extending from bead to bead that reinforce the tire. Sidewall: The part of the tire between the bead and the tread. Tread: The most recognizable part of the tire. It is composed of wear-resistant rubber compound that provides traction and assists in removing road surface water and contaminants. Tire Class: The group or category to which the tire belongs (ex: P=Passenger, LT=light truck). Tread Depth: The distance from the top of the tread to the bottom of the grooves. Tread Life: The number of miles the tread on a tire is expected to last.

structures and materials 34

Student Worksheets

structures and materials 35

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Worksheet 1
Venn Diagram

SPACE SHUTTLE TIRE

BICYCLE TIRE

TRUCK TIRE
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Worksheet 2

Vehicle Data

Vehicle Type Car Car Truck Truck SUV

Make Dodge Toyota Ford Nissan Honda

Model Neon Matrix F150 Titan CRV

Sidewall Numbers 185/60R15 205/55R16 255/65R17 285/70/R17

Diameter

Circumference Revolutions in 30,000 miles

FORMULAS
Tire Circumference: C = 2 r or C = D % Under Inflation = 100% Actual Air Pressure Recommended Air Pressure

Revolutions =

Distance Traveled Circumference

CONVERSIONS
1 inch = 25.4 mm 1 mile = 1.61 km 5,280 ft = 1 mile 12 inches = 1 foot = 3.141592

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205/70R15

Worksheet 3

Tire Math

1. Tire Diameter: Using the example of P225/65R17 92H from Figure 1 in Tire Basics, determine the diameter of the tire. a. Convert the tires width to inches There are 25.4 mm in an inch. Divide the width of the tire by 25.4 mm/inch to find the width in inches.

225 mm 25.4 mm 1 inch

b.

= 225 mm 1 inch = 8.86 inches 1 25.4 mm

Determine sidewall height of the tire. Multiply the width of the tire in inches by the aspect ratio (.65 or 65%).

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8.86 inches 0.65 = 5.76 inches

c. Determine the diameter of the tire. Add the two sidewall heights and the wheel diameter.

5.76 inches + 5.76 inches + 17 inches = 28.52 inches

d. Determine the diameter of the other tires on the Vehicle Data Worksheet.

Worksheet 3 Continued
2. Tire Circumference: The circumference is the distance around the outside edge of a circle. Using P225/65R17 92H and the diameter calculated in #1 determine the circumference of this tire. pi = = 3.141592, C = circumference, D = diameter, r = radius

C = 2 r or C = D
a.

28.53 inches = 89.63 inches

Use the formula for the circumference of a circle to find the circumference of the tire.

b.

The Space Shuttle tire has a diameter of 44.9 inches; what is its circumference?

c.

Determine the circumference of the other tires on the Vehicle Data Worksheet.

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Worksheet 3 Continued
3. Tire Revolutions: Determine the speed and revolutions of the Space Shuttle tires during a landing. When the first Space Shuttle, Columbia, landed at Edwards Air Force Base on April 14, 1981, it was traveling at 353 km/hr (190 kts/219 mph) and traveled 8,993 feet before coming to a complete stop. a. Determine the tires speed during touchdown in inches per second. Convert miles per hour (mph) into inches per hour.

219 miles 5,280 feet 12 inches = 13,875,840 inches/hours 1 hour 1 mile 1 foot
Determine the number of seconds in an hour.

60 minutes 60 seconds 1 hour 1 minute = 3600 seconds/hour

Convert inches per hour into inches per second.

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13,875,840 inches 1 hour 1 hour 13,875,840 inches = 3,854.4 inches/seconds = 1 hour 3600 seconds 3600 seconds 1 hour
b. Calculate the rotational speed of the wheel in revolutions per minute. Revolutions per second: Divide the number of inches traveled per second by the tires circumference to calculate the number of revolutions the tire made each second.

3,854.4 inches 1 seconds = 3,854.4 inches 1 = 27.3 revolutions/second 1 seconds 141 inches 141 inches
Revolutions per minute: Multiply the number of revolutions per second the tires made by the number of seconds per minute (60).

27.3 revolutions 60 seconds = 1,638 revolutions/minute 1 second 1 minute

c. Calculate the number of revolutions the tires made while traveling the entire stopping distance. Convert feet into inches by multiplying the number of feet traveled by the number of inches in a foot.

8,993 feet 12 inches = 107,916 inches 8,993 feet 1 foot

Worksheet 3 Continued
Divide inches traveled by the tires circumference to determine the total number of revolutions the tire made.

d. Determine how many revolutions the other tires from the Vehicle Data Worksheet would make if they traveled 30,000 miles.

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Worksheet 4

Tire Air Pressure

1. Tire Life: The expected mileage of a tire decreases by approximately 1% for every 1% the tire is under-inflated. If your tires were supposed to be inflated to 32 psi, and you drove the last 4,000 miles with your tires inflated to 29 psi, how many miles did you lose from each tires life? a. Determine the percentage of under-inflation.

29 pounds 1 inch2 32 pounds 1 inch2

1 inch2 29 pounds = 90.6% 1 inch2 32 pounds

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100% - 90.6% = 9.4%

b. Determine mileage lost due to under inflation.

2. Convert the numbers of miles lost over the life of the tire in #1 to kilometers. (1 mile = 1.61 kilometers)

3. Tire Temperature: Tires lose 1 psi for every 10 F (5.56 C) drop in temperature. If you travel from Phoenix (90 F) to Cleveland (30 F) and do not adjust your tire pressure, how much air pressure will your tires lose from the temperature change? a. Determine the decrease in temperature.

b.

90F - 30F = 60 F 1 psi 10 F

To determine how much air pressure is lost, multiply the temperature difference by the ratio of air pressure loss (1 psi per 10 F).

60 F

= 6 psi

Worksheet 4 Continued
4. Gas Mileage: If your car gets 20 miles/gallon and you drive 1,000 miles with your tires under-inflated by 6 psi, how much extra fuel will you need? For this example, assume that if a tire is under-inflated by 6 psi, it will decrease gas mileage by 3%. a. Determine the amount of fuel needed under ideal conditions.

1000 miles 20 miles 1 gallon

b.

1000 miles 1

1 gallon 20 miles

= 50 gallons

Determine the percentage of inefficiency.

c.

Determine the number of additional miles travelled due to inefficiency. Divide the total mileage potential by the inefficiency percentage.

1000 miles = 1030.90 miles 0.97

d. Determine how many miles were lost due to under inflation.

e.

Determine the additional number of gallons needed to drive 1000 miles on under-inflated tires.

1030.90 miles 20 miles 1 gallon

1030.90 miles 1

1 gallon = 51.50 gallons 20 miles

51.50 gallons - 50 gallons = 1.5 gallons of extra fuel needed for this trip
5. Assume gas costs $3.00 per gallon. Determine how much extra you would pay to drive 1,000 miles on the under-inflated tires in #4.

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Images

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Img. 1 Tire Cross Sections

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IMAGES

Img. 2 Tire Sidewall

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Img. 3 Installing a main shuttle tire

(Photo courtesy of NASA www.nasaimages.org)

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Img. 4 The Space Shuttle at lift-off

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(Photo courtesy of NASA www.nasaimages.org)

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Img. 5 The Space Shuttle en-route to the launch pad

(Photo courtesy of NASA www.nasaimages.org)

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IMAGES

Img. 6 The Space Shuttle on the launch pad

(Photo courtesy of NASA www.nasaimages.org)

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Img. 7 The Shuttle Discovery landing at Kennedy Space Center

(Photo courtesy of NASA www.nasaimages.org)

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Img. 8 The Shuttle Endeavour landing at Kennedy Space Center

(Photo courtesy of NASA www.nasaimages.org)

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Img. 9 The Shuttle Columbia landing at Edwards Air Force Base

(Photo courtesy of NASA www.nasaimages.org)

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Aeronautics Research Mission Directorate

Museum

BOX
Series

in a

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www.nasa.gov
EP-2010-12-479-HQ