Overview of Space Science

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Overview of Space Science

• BC3 Academy
• June 22 July 2
• 2004
• Jean Willits
• Melissa Teply

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-NASA- Marshall Space Flight Center at Redstone

• Joel Farbman,
• Education Resource
• Director, enlightened
• us on the ins and outs
• of NASAs activities
• at Redstone.

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Marsha

• 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.

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• From this control room the design technicians
  read incoming data from the shuttle rocket
  boosters, fuel tank and main engines.

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• 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.

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• The Payload Operation Center is responsible for
  collecting and transmitting data from the Space
  Station experiments to the design scientists
  around the world.

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• The POC is also responsible for communicating
  directly with the astronauts giving them daily
  directions for operations of the shuttle
  experiments.

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• The POC controls the power, utilities, and video
  feed from the space station.

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• ????AREA 51???

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• -NASA-
• National Center for Advanced Manufacturing

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Ron Ro

• Ron Daniels explains the vacuum plasma spray, a
  machine used to make complicated pieces of
  equipment that combine two or more metals.

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• Curtis Manning discusses NASAs use of rapid
  prototyping for their design engineers.

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Testing Sites at Redstone Arsenal
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• 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.

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• 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.

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Naked Eye Observatory
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• Dr. Andrew Ertl, Professor of Space Physiology at
  Vanderbilt, developed the Neurological research,
  Neurolab, that was used on the 1998 space shuttle
  mission.

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• Drew Gilmore, Education Director at Adventure
  Science Center, gave us a private viewing of the
  night skies, mission to mars, and moon travels.

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Talk about hands on activities!
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Dyer Observatory
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• 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.

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Challenger Center
Dedicated to the memory of the education crew
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Challenger Center
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Lesson One

• Content Standard 7.0
• Earth and Its Place in the Universe
• Learning Expectations
• 6.7.2 Investigate the relative distances of
  objects in space.
• Construct a scale model of the solar system.

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Relative Distances in Space

• The great amount of distance that exists between
  planets, stars, and galaxies is a difficult
  concept to understand.

                                                
                                                  
  
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Application

• TSW take part in several activities that
  illustrate the relative distance between the sun
  and the planets.
• TSW construct a 3-D scale model of our solar
  system.

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Scale Model Activities

• Utilize the Naked Eye Observatory on the MTSU
  Campus.

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The Naked Eye Observatory

• Students can measure the relative sizes of the
  sun, moon and planets and determine relative
  distances through several investigations.

http//www.mtsu.edu/physics/newobservator.htm
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Solar System Hike

• The scale for this activity is 611 feet of space.
  The solar system has been shrunk by 1 billion.
• 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.
• www.adventuresci.com

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Results

• Students should be able to calculate distances in
  astronomical units (AU) between the sun and each
  planet.
• Students determine what scale to use to represent
  each distance in a scale drawing.
• ie 1 inch equals 1 AU
• Students draw the sun and each planet relative to
  their actual size.

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Evaluation

• The Students will construct a 3-D scale model of
  our solar system.

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Web Sites

• http//www.enchantedlearning.com/crafts/astronomy/
  solarsystemmodel
• http//members.aol.com/ARIELSTIN/page4.html
• http//www.sciencetlinks.com/lessons.cfm?DOCID33
• http//www2.jpl.nasa.gov/galileo/sepu/education/na
  u/scale.html

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Lesson Two

• Content Standard 2.0
• Interactions
• Learning Expectations
• 2.2B Make inferences about how environmental
  factors would affect population growth, given a
  scenario.
• 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.

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Changes in Environmental Factors

• By using a satellite mapping system, students
  can track the changes of vegetation, population,
  toxic levels in the soil, waste management
  programs and storage.

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Application

• TSW show an understanding of satellite based
  computer programs.
• TSW graph environmental factors that affect
  population growth.
• TSW research the environmental factors affecting
  the area he or she has chosen.

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Downloading ArcExplorer for free!

• In order to begin the computer project each
  computer needs a copy of Arc Explorer. This can
  be downloaded from
• http//www.esri.com/software/arcexplorer/

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• -Once downloaded, go back to the website above.
• -Go to Customize your Arcexplorer
• - Within this page students can begin to create
  the graph of the area they are focusing on.
• -This can be printed out, put into a Power
  Point, etc.
• - Further info can be found at
• http//www.geographynetwork.com/
• http//www.gap.uidaho.edu/projects/data.asp

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Research

• Each group is to research the environmental
  factors represented on the graph.
• Explain the importance of the info
• The past environmental trends
• Predict the future environmental trends
• What is being done to control any damage to the
  environment

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Results

• Students should be able to construct a graph from
  the GIS system
• Students should determine what environmental
  factors will affect the area of interest.
• Students will relate the info gained by
  presenting in an oral form.

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Evaluation

• The teacher will use a rubric to grade the
  projects.

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THANK YOU!!