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  1. 1. Overview of Space Science BC 3 Academy June 22 – July 2 2004 Jean Willits Melissa Teply
  2. 2. -NASA- Marshall Space Flight Center at Redstone <ul><li>Joel Farbman, </li></ul><ul><li>Education Resource </li></ul><ul><li>Director, enlightened </li></ul><ul><li>us on the ins and outs </li></ul><ul><li>of NASA’s activities </li></ul><ul><li>at Redstone. </li></ul>
  3. 3. Marsha <ul><li>Bill Evans, NASA Engineer, in the Shuttle Engineering Support Center discussing the roles of the technicians during practice runs and launches of the Space Shuttle. </li></ul>
  4. 4. <ul><li>From this control room the design technicians read incoming data from the shuttle rocket boosters, fuel tank and main engines. </li></ul>
  5. 5. <ul><li>In case of emergency, the engineers have a direct line to Cape Canaveral to shut down the mission. They only have a six second window. </li></ul>
  6. 7. <ul><li>The Payload Operation Center is responsible for collecting and transmitting data from the Space Station experiments to the design scientists around the world. </li></ul>
  7. 8. <ul><li>The POC is also responsible for communicating directly with the astronauts giving them daily directions for operations of the shuttle experiments. </li></ul>
  8. 9. <ul><li>The POC controls the power, utilities, and video feed from the space station. </li></ul>
  9. 10. <ul><li>????AREA 51??? </li></ul>
  10. 11. <ul><li>-NASA- </li></ul><ul><li>National Center for Advanced Manufacturing </li></ul>
  11. 12. Ron Ro <ul><li>Ron Daniels explains the vacuum plasma spray, a machine used to make complicated pieces of equipment that combine two or more metals. </li></ul>
  12. 13. <ul><li>Curtis Manning discusses NASA’s use of rapid prototyping for their design engineers. </li></ul>
  13. 14. Testing Sites at Redstone Arsenal
  14. 15. <ul><li>Tom Nolan, Professor at MTSU, uses raster maps that make use of the remote sensing technology from satellites. This can be used in any field of research. </li></ul>
  15. 16. <ul><li>Dr. Klumpf, Astronomy Professor, at MTSU, received a $100,000 grant from NASA to build a Naked Eye Observatory on the campus. Students will be able to determine relative distances in space, calculate time, predict an eclipse, determine season changes, etc. </li></ul>
  16. 17. Naked Eye Observatory
  17. 18. <ul><li>Dr. Andrew Ertl, Professor of Space Physiology at Vanderbilt, developed the Neurological research, Neurolab, that was used on the 1998 space shuttle mission. </li></ul>
  18. 19. <ul><li>Drew Gilmore, Education Director at Adventure Science Center, gave us a private viewing of the night skies, mission to mars, and moon travels. </li></ul>
  19. 20. Talk about hands on activities!
  20. 21. Dyer Observatory
  21. 22. <ul><li>Takao Doi, a Japanese astronaut, enlightened us to the grueling training an astronaut must go through by showing a training video. He also explained his space walk and the effects of space on your body. </li></ul>
  22. 23. Challenger Center Dedicated to the memory of the education crew
  23. 24. Challenger Center
  24. 25. Lesson One <ul><li>Content Standard: 7.0 </li></ul><ul><li>Earth and Its Place in the Universe </li></ul><ul><li>Learning Expectations: </li></ul><ul><li>6.7.2 Investigate the relative distances of objects in space. </li></ul><ul><li>Construct a scale model of the solar system. </li></ul>
  25. 26. Relative Distances in Space <ul><li>The great amount of distance that exists between planets, stars, and galaxies is a difficult concept to understand. </li></ul>                                                                                                     
  26. 27. Application <ul><li>TSW take part in several activities that illustrate the relative distance between the sun and the planets. </li></ul><ul><li>TSW construct a 3-D scale model of our solar system. </li></ul>
  27. 28. Scale Model Activities <ul><li>Utilize the Naked Eye Observatory on the MTSU Campus. </li></ul>
  28. 29. The Naked Eye Observatory <ul><li>Students can measure the relative sizes of the sun, moon and planets and determine relative distances through several investigations. </li></ul>http://www.mtsu.edu/~physics/newobservator.htm
  29. 30. Solar System Hike <ul><li>The scale for this activity is 611 feet of space. The solar system has been shrunk by 1 billion. </li></ul><ul><li>Cards with the names of,and correct size of the planets are placed at relative distances from each other. Students “walk” the solar system and discover the distance between the planets. </li></ul><ul><li>www.adventuresci.com </li></ul>
  30. 31. Results <ul><li>Students should be able to calculate distances in astronomical units (AU) between the sun and each planet. </li></ul><ul><li>Students determine what scale to use to represent each distance in a scale drawing. </li></ul><ul><li>ie: 1 inch equals 1 AU </li></ul><ul><li>Students draw the sun and each planet relative to their actual size. </li></ul>
  31. 32. Evaluation <ul><li>The Students will construct a 3-D scale model of our solar system. </li></ul>
  32. 33. Web Sites <ul><li>http://www.enchantedlearning. com/crafts/astronomy/solarsystemmodel </li></ul><ul><li>http://members.aol.com/ARIELSTIN/page4.html </li></ul><ul><li>http://www.sciencetlinks.com/lessons.cfm?DOCID=33 </li></ul><ul><li>http://www2.jpl.nasa.gov/galileo/sepu/education/nau/scale.html </li></ul>
  33. 34. Lesson Two <ul><li>Content Standard: 2.0 </li></ul><ul><li>Interactions </li></ul><ul><li>Learning Expectations: </li></ul><ul><li>2.2B –Make inferences about how environmental factors would affect population growth, given a scenario. </li></ul><ul><li>6.1B –Predict how environmental changes will encourage and discourage the formation of a new species or extinction of an existing species, given a written scenario. </li></ul>
  34. 35. Changes in Environmental Factors <ul><li>By using a satellite mapping system, students can track the changes of vegetation, population, toxic levels in the soil, waste management programs and storage. </li></ul>
  35. 36. Application <ul><li>TSW show an understanding of satellite based computer programs. </li></ul><ul><li>TSW graph environmental factors that affect population growth. </li></ul><ul><li>TSW research the environmental factors affecting the area he or she has chosen. </li></ul>
  36. 37. Downloading ArcExplorer for free! <ul><li>In order to begin the computer project each computer needs a copy of Arc Explorer. This can be downloaded from </li></ul><ul><ul><li>http://www. esri . com/software/arcexplorer/ </li></ul></ul>
  37. 38. <ul><ul><li>-Once downloaded, go back to the website above. </li></ul></ul><ul><ul><li>-Go to ‘Customize your Arcexplorer’ </li></ul></ul><ul><ul><li>- Within this page students can begin to create the graph of the area they are focusing on. </li></ul></ul><ul><ul><li>-This can be printed out, put into a Power Point, etc. </li></ul></ul><ul><ul><li>- Further info can be found at </li></ul></ul><ul><ul><li>http://www.geographynetwork.com/ </li></ul></ul><ul><ul><li>http://www.gap.uidaho.edu/projects/data.asp </li></ul></ul>
  38. 41. Research <ul><li>Each group is to research the environmental factors represented on the graph. </li></ul><ul><ul><ul><li>Explain the importance of the info </li></ul></ul></ul><ul><ul><ul><li>The past environmental trends </li></ul></ul></ul><ul><ul><ul><li>Predict the future environmental trends </li></ul></ul></ul><ul><ul><ul><li>What is being done to control any damage to the environment </li></ul></ul></ul>
  39. 42. Results <ul><li>Students should be able to construct a graph from the GIS system </li></ul><ul><li>Students should determine what environmental factors will affect the area of interest. </li></ul><ul><li>Students will relate the info gained by presenting in an oral form. </li></ul>
  40. 43. Evaluation <ul><li>The teacher will use a rubric to grade the projects. </li></ul>
  41. 44. THANK YOU!!

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