Rob schupbach.judith resnik

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Rob schupbach.judith resnik

  1. 1. Rob SchupbachCRIN E06 Elementary Science Curriculum and InstructionDr. Juanita Jo MatkinsOctober 2, 2011 Judith A. Resnik As the second female astronaut and the first Jewish-American in space, Judith Resnik broke down boundaries and left a legacy of inspiration for all. Judith Arlene Resnik was born April 5, 1949, in Akron, Ohio. The daughter of Dr. Marvin Resnik, a respected Akron optometrist, andSarah Resnik, Judy was brought up in the Jewish religion and attended Hebrew school. In 1966,Judith graduated from Firestone High School. She was an accomplished classical pianist andexcelled in mathematics. While a student at Firestone, she achieved a perfect score on the SAT.Judith went on to attend Carnegie-Mellon University in Pittsburgh, Pennsylvania and received aBachelor of Science Degree in Electrical Engineering in 1970. She also attended the Universityof Maryland, College Park and was awarded a Doctorate in Electrical Engineering in 1977. Upon graduation, Resnik worked at numerous jobs before entering the space program.She first worked with the RCA Corporation in Morristown, New Jersey. There she worked oncircuitry for specialized radar control systems. She authored a paper on design procedures forspecial-purpose integrate circuitry. While working on her doctorate, Resnik was a biomedicalengineer and staff fellow in the laboratory of neurophysiology at the National Institute of Healthin Bethesda, Maryland, from 1974 to 1978. She also worked for the Xerox Corporation in ElSegundo, California. Judith was recruited into the astronaut program in January of 1978 by actress NichelleNichols, who played Lt. Uhura on Star Trek and who was working as a recruiter for NationalAeronautics and Space Administration (NASA). Judith completed her one-year training
  2. 2. Rob SchupbachCRIN E06 Elementary Science Curriculum and InstructionDr. Juanita Jo MatkinsOctober 2, 2011evaluation period in August 1979. NASA assigned her to work on a number of projects insupport of the Orbiter development, including experiment software, the Remote ManipulatorSystem, and training techniques. Judith was the first American Jewish astronaut to go into space, the first Jewish woman,and only the second Jew to go to space (after Boris Volynov of the Soviet Union). She would be the second American woman to fly in space (after Sally Ride in 1983), and the fourth womanworldwide. On her first trip into space, Resnick was a mission specialist on the maiden voyage ofthe space shuttle Discovery, STS-41-D. During this mission she helped to deploy three satellites into orbit. She was also involved in biomedical research during the mission. Images of Judith’sfirst space mission caused some notoriety. In weightlessness she displayed an enormous halo of hair. Judith’s next space travel was scheduled to be on the Challenger space shuttle. Inaddition to Judith, the crew on board the Challenger included two other mission specialists Dr.Ronald McNair and Lieutenant Colonel Ellison Onizuka (U.S. Air Force), two civilian payloadspecialists, Gregory Jarvis and Christa McAuliffe, also of the Teacher in Space Project;
  3. 3. Rob SchupbachCRIN E06 Elementary Science Curriculum and InstructionDr. Juanita Jo MatkinsOctober 2, 2011Commander Michael J. Smith (U.S. Navy), the pilot; and Dick Scobee, the spacecraftcommander. Challenger, STS 51-L was launched from the Kennedy Space Center, Florida, at11:38:00 EST on January 28, 1986. 73 seconds later, at an altitude of 48,000 feet, the right solid-fuel rocket booster, which was leaking flame from one of its joints, broke loose and slammedinto the external tank. The Challenger Space shuttle exploded and spun wildly out of sight. Theentire crew perished in the explosion. Judith once said, "I think something is only dangerous if you are not prepared for it, or ifyou dont have control over it or if you cant think through how to get yourself out of a problem." ReferencesJudith Resnik. (2011). In Jewish Virtual Library. Retrieved October 1, 2011, from http://www.jewishvirtuallibrary.org/jsource/biography/Resnik.htmlJudith Resnik. (n.d.). In Wikipedia. Retrieved October 1, 2011, from http://en.wikipedia.org/wiki/Judith_ResnikJudith A. Resnik Elementary School. (1995). Retrieved October 2, 2011, from http://www.montgomeryschoolsmd.org/schools/resnikes/Challenger Astronauts Memorized on the Moon. (2011). In Universe Today. Retrieved October 1, 2011, from http://www.universetoday.com/82948/challenger-astronauts-memorialized-on-the-moon/Judith A. Resnik. (2011). In Challenger Project. Retrieved October 1, 2011, from http://www.challenger.org/about/history/resnik.cfmNASA. (2003). Retrieved October 1, 2011, from
  4. 4. Rob SchupbachCRIN E06 Elementary Science Curriculum and InstructionDr. Juanita Jo MatkinsOctober 2, 2011 http://www.jsc.nasa.gov/Bios/htmlbios/resnik.html What aspects of Judith Resnik’s story could be used to teach students about the nature of science? I was in Kindergarten when the Challenger disaster happened. I was five years old inJanuary 1986 (I turned 6 in June). After a few years, ten years later, my fellow classmates and Ireflected on the tragedy in our 10th grade U.S. History class. Some had very vivid memories ofthe explosion. I, thank the gods, do not. But, we all remember being ushered back to ourclassrooms from the auditorium as our teacher plopped us down in front of the TV to watchSesame Street. I also remember going home that evening. I lived right across the street from theelementary school and our family business was right in front of our house. I remember mymother being very upset. I knew that she had been crying. Dad and my grandparents were gluedto CNN. In the years that followed, I discovered the severity of the situation and that my motherand grandmother had saved all of the news clippings and periodicals that covered the disaster.Also, my brother, who was in 7th grade at the time, remembered seeing the explosion live. Howtraumatic for such young children. When broaching the nature of science with students, I don’t think we should shy awayfrom the dangers that involved. Precaution is the key. When in undergraduate school studyingtheatre, my mentor professor had a sign on his door that read: Pryor Proper Planning PreventsPiss Poor Performance. I think I would use this in the classroom (sans the piss part!). Also, I think that students should be introduced to discovery. There is so much about thisplanet, our environment, our solar system, our bodies, etc…that we still don’t know about.Shouldn’t we explore the facts and delve into the unknown? Some things in science, and in life,
  5. 5. Rob SchupbachCRIN E06 Elementary Science Curriculum and InstructionDr. Juanita Jo MatkinsOctober 2, 2011are so unpredictable. But, that doesn’t me our curious nature about the physical, biological,mechanical, and various other scientific disciplines must be subdued. How I plan to use the article in the classroom. Challenger Astronauts Craters (33.84 S, 210.54E) 08.15.2011 - Twenty-five years have passed since seven brave astronauts lost their lives in the Challenger accident. As the Shuttle program comes to an end, we are reminded of those who lost their lives in the pursuit of human exploration. Shortly after the accident, the Challenger astronauts were memorialized by having lunar craters named after them. These seven craters, located on the far side of the Moon in the Apollo Basin, expose deepportions of the lunar crust.This LOLA image reveals that the depths of McNair and Jarvis craters, in particular,reach nearly 7 km below the lunar datum (the Moons equivalent of sea level). Thedepth of McNair and Jarvis is due to their placement within the large Apollo Basin (anexisting topographic low) as well as the Apollo Basins location in the even larger SouthPole-Aitken Basin. When combined with data from other LRO instruments such asLROC and Diviner, and instruments aboard other spacecraft such as the MoonMineralogy Mapper (M3) aboard Chandrayaan-1, the complex nature of the Challengercraters is revealed. Data from the M3 instrument reveal that Jarvis craters compositionmay represents a deep portion of the lunar crust.References:1. Steigerwald, B. (2010) "Biggest, Deepest Crater Exposes Hidden, Ancient Moon," 02June 2011.2. Robinson, M. (2011) "Challenger Astronauts Memorialized on the Moon," 28 January2011, LROC Featured Image..3. Petro, N. et al. (2011) "Lower Crustal Materials Exposed in the Apollo BasinRevealed Using Moon Mineralogy Mapper (M3) Data," 41st Lunar and PlanetaryScience Conference, Abstract 1802, March 1-5, The Woodlands, TX.
  6. 6. Rob SchupbachCRIN E06 Elementary Science Curriculum and InstructionDr. Juanita Jo MatkinsOctober 2, 2011After discussing the Apollo missions to the moon, I would have students explore the moon invarious different ways. An activity might be the following:
  7. 7. Rob SchupbachCRIN E06 Elementary Science Curriculum and InstructionDr. Juanita Jo MatkinsOctober 2, 2011Meteoroids andthe Craters TheyMakeAbout this ActivityThis activity investigates theformation of craters. Youllsee how the size, angle, andspeed of a meteorites impactaffects the properties ofcraters. In addition, yourfamily will become familiarwith the terms meteor, Image of unnamed crater on themeteoroid, and meteorite. far side of the moon courtesy of NASA. What Youll Need 1 or 2 - shallow What to Do basins at least 1 square To begin the foot (30 centimeters), cat activity, fill one of liter boxes work well the basins with flour about 1 1/4 1 or 2 - bags to 1 1/2 inches ofunbleached flour (3-4 centimeters) deep.Sprinkle a 1 - box of instant little cocoa on the cocoa surface. This will Several pebbles,various make the changes sizes, caused by the 1/3 to 1 1/2 inches (1 to 4 pebbles more centimeters) visible. Gather the various pebbles; 1 - old newspaper they will be the "meteoroids." 1 - ruler 1 - pen or pencil EXPERIMENT 1 Testing the Size of the Meteoroid 1 - data sheet Pick out one of the smallest pebbles and have a family member volunteer to drop (not throw) the pebble from about eye level into the basin. Describe what you observe, and try to predict the appearance of a crater formed by a larger pebble dropped
  8. 8. Rob SchupbachCRIN E06 Elementary Science Curriculum and InstructionDr. Juanita Jo MatkinsOctober 2, 2011 from the same height. Things to Talk About Then have your volunteer drop a medium size pebble from about the Discuss these terms same height. What is different about before beginning the the crater? activity. Have the volunteer drop the largest A meteoroid is a pebble from the same height. particle or rock Record the results on your data sheets. traveling through space. The size of a meteoroid can range from microscopic to many meters across. Meteor Crater near Winslow, Arizona was formed by an impact that Image of Meteorite photo by Ron Hipschman, courtesy of happened 50,000 years ago. An California Academy of explosive force greater than 20 Science million tons of TNT left a crater 700 feet deep (210 meters) and over 4,000 feet (1,200 meters) across. A meteor is a streak of light seen in the night sky caused by EXPERIMENT 2 a meteoroid entering Testing the Speed of the the Earths atmosphere and Meteoroid vaporizing in a flash Pick out three or four pebbles of of light. The light is roughly the same (medium) size. produced by the heat Smooth over the flour and sprinkle on of friction between a little more cocoa. For a test the meteoroid and comparison, have the smallest family the atmosphere. The member drop one of the pebbles from average size eye level. meteoroid, which causes the meteors Try to predict the appearance of a that we see at night, crater formed by a pebble of the same is probably no larger size dropped at a higher level. than a grain of sand. Speeds can be as Have the next person drop pebbles in great as 50,000 at successively higher levels. miles per hour Have the tallest family member drop
  9. 9. Rob SchupbachCRIN E06 Elementary Science Curriculum and InstructionDr. Juanita Jo MatkinsOctober 2, 2011 the pebble from as high of a distance (80,000 kilometers- as he/she can. Make sure that all per-hour) or more. trajectories are vertical for consistency in the test. A meteorite is a meteoroid that has Record the results on your data sheets. struck the Earth. On impact, large meteoroids leave craters and may EXPERIMENT 3 bury themselves Testing the Angle of Impact deep underground. Meteorites of any Smooth the flour and sprinkle on more size can be quite cocoa. Have someone throw a medium- valuable. sized pebble with moderate force vertically into the basin. Then try to predict the appearance of a crater if the meteoroid strikes the ground at an angle. The next person should throw a similar sized pebble at about the same speed, but at a slight angle. Discuss the shape of the new crater and predict how the shape of the crater will change as the angle of impact increases. Continue throwing pebbles into the basin, taking care to throw the same sized rocks at the same speed, but at varying angles. Discuss further the shape of the craters. Record the results on your data sheets. Whats Going On The results of this test are often very surprising. One would normally expect the crater to have an oblong shape on extremely wide-angle impacts. In fact, all craters that we have seen on the Moon and Earth are pretty much circular. The reason is that an explosion occurs on impact and the forces associated with an explosion are always spherically symmetrical.
  10. 10. Rob SchupbachCRIN E06 Elementary Science Curriculum and InstructionDr. Juanita Jo MatkinsOctober 2, 2011 Related Websites The Sky Is Falling http://www.exploratorium.edu/ exploring/space Sky and Telescopes Meteor Page http://www.skypub.com/sights/ meteors/meteors.shtml This activity was derived and modified from "Experimenting with Craters," an activity in the Great Explorations in Math and Science (GEMS) teachers guide,Moons of Jupiter, ©1993 UC Regents. GEMS is a series of more than 50 guides and handbooks developed at theLawrence Hall of Science.

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