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Transcript for NASA Connect - Wired For Space
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[Music]
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[Jeff] Few things are as
exhilarating as heading
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around the racetrack at just
under 200 miles per hour.
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Hi. Welcome aboard the number
24 Dupont Chevy Monte Carlo.
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I'm Jeff Gordon.
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It takes a lot to win a NASCAR race
like science, technology and math.
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There's a whole lot more to
it than just counting laps.
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You also need plenty
of something else.
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Fuel. During an average race my
race car burns 100 gallons of fuel.
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Guess how many gallons
this car uses?
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None. Instead it uses electricity.
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NASA is working on cutting edge
technology using electricity
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to propel a spacecraft
instead of using fuel.
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To do that, NASA will use the power
of math, science and technology
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but hold on race fans.
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There's a string attached.
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Ladies and gentlemen,
start your engines
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for this episode of NASA CONNECT.
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[Music]
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[Van] Hey there.
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Welcome to NASA CONNECT, the show
that connects you to the world
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of math, science,
technology, and NASA.
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I'm Van Houghs.
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[Jennifer] And I'm Jennifer Pulley.
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Today, we're at Disney MGM
studios in Orlando, Florida.
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We are your hosts.
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Along with Norbert.
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Any time Norbert appears, have your
cue cards from the lesson guide
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and your brain ready to answer
the questions he gives you
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and teachers every time
Norbert appears with the remote,
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that's your cue to
pause the videotape
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and discuss the key card
questions he gives you.
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[Van] Fasten your seat belt.
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[Jennifer] On today's show, we'll
learn how NASA researchers collect
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and measure data, recognize
patterns, develop functions
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and use Algebra to solve problems.
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[Van] Then they compare the results
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and predict how the technology
will perform in space.
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Plus you will simulate
NASA research and learn all
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about magnetic forces and
how they cause motion.
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[Jennifer] And you know what?
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You are going to be doing all
of this in your classroom.
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[Van] It is going to
be a thrilling ride.
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[Jennifer] Later Dr. Shelley
Canwrite will get you hooked
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up to this shows web activity.
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Today's NASA CONNECT program
features patterns, functions,
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and algebra to get
you wired for space.
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[Van] Did you know that NASA
researchers use math, science,
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and technology everyday to make
sure space transportation is safe
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and reliable?
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[Jennifer] That's right
and more affordable, too.
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[Van] You know, NASA
connects has sent us
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on some pretty cool locations
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but Disney MGM's rocking roller
coaster starring Aerosmith is
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definitely a gas.
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[Jennifer] Gas?
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Not gas, Van.
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This coaster uses state of the
art electromagnetic motors.
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[Van] electromagnetic?
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You mean this roller coaster runs
on electricity and magnetism?
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[Jennifer] Exactly.
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[Music]
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[Jennifer] Electricity is one of
the fundamental forces of nature
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that we use to make
things work for us.
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Magnetism is the force
of attracting
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or repelling magnetic materials.
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Magnets have the power to
pull things toward them
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but they can also push
or repel things away.
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When you connect the power of
electricity with the strength
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of magnetism, you can make an
electromagnetic motor like the one
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that gets your clothes
clean in the washer.
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Today, we're learning how
electricity and magnetism are used
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for what you might call
another type of spin cycle:
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Propelling spacecraft into orbit.
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[Van] Oh man.
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That was so awesome.
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[Jennifer] That was intense.
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[Van] Now tell me how does a
roller coaster like this relate
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to NASA and spacecrafts?
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Not that I'm complaining,
but I want to ride it again.
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[Jennifer] Okay.
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We will. Hang on.
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Let me tell you.
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NASA is working on a way to propel
spacecraft into orbit and get this,
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they're using a track very similar
to this roller coaster track.
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[Van] All right.
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All right.
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[Jennifer] Hey, let's
propel ourselves
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over to NASA Marshall Space
Flight Center in Huntsville,
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Alabama and check it out.
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[Van] Jennifer, this is supposed
to be like a roller coaster?
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Where are the loops?
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[Jennifer] Well, it's not like
a roller coaster in that way,
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Van but it does use some of
the same scientific principles.
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This is Jose Perez.
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He's the launch assist project
manager from Kennedy Space Center
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in Cape Canaveral, Florida.
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[Jose] Thanks, Jennifer.
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Getting into space is
expensive and the first part
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of the trip cost the most.
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That's where this track comes in.
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It is used for magnetically
propelling a spacecraft.
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Like magnets, electricity
has a similar push
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and pull called charges;
in fact, electricity
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and magnetism are a lot alike
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because they are really
the same force of nature.
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We're just used to thinking of
them as two different things.
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That's where or mag lev or
magnetic levitation coming in.
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[Van] Okay.
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So, what is magnetic levitation?
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[Jose] Magnetic levitation
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or mag lev is a new
technology being developed
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for high speed trains.
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Instead of running on metal
wheels these new trains float
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or levitate above the track.
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[Van] Levitate?
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[Jennifer] Yeah, how
does that happen?
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[Speaker] Well, electromagnets
in the track levitate
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and propel the vehicle down the
track without any direct contact.
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[Van] Cool.
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I get it. Electrical charges
are like magnetic poles
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that repel each other and
pushes it down the track.
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[Jose] Exactly the magnetic
levitated spacecraft will leave the
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track traveling around
600 miles per hour
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and then reach orbit
using rocket power.
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[Student] What kind
of test do they use?
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speak were.
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[Student] Were there any
patterns in the results?
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[Student] What kind of graph
resulted from the data?
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[Jose] One of the things that we
test is how much force is being
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produced by our electromagnets.
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To find the force, we use this
equation F equals N times A.
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Where F is the force, M is the
mass and A is the acceleration.
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Acceleration is increase
of speed over time.
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We put sensors aboard
or test vehicle
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that measure its acceleration.
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Since we already know the
mass of our test vehicle,
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if we multiply the
acceleration by the mass,
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we can determine the force.
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Taking those numbers and
producing line graphs,
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we can show the forces
on our test vehicle.
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The pattern that develops help
us protect the performance
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for future space vehicles.
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[Van] Wow, that's a pretty
exciting ing way to you use math.
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You use math everyday, right?
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[Speaker] Yes, and we also
share our results with people
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in the industry and
other NASA centers.
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By looking at our results, they can
understand how much the carrier is
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accelerating and how much force
the track magnets are generating
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because we speak the common
language of mathematics,
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we can share what we learn
and we learn from each other.
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[Jennifer] Well, that's
pretty neat.
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I mean NASA uses electromagnets
and this track
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to help them develop new ways to
propel a spacecraft into orbit.
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And you know what?
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NASA is also using
electricity, magnetism and tethers
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to help them propel
spacecraft already in orbit.
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[Van] Wait.
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You said tethers like
tetherball with the pole
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and the rope attached to the ball.
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[Jennifer] Absolutely.
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Some other examples of tethers
besides tetherball are the elastic
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string that keeps a paddle ball
on a paddle, a fishing line
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that keeps a fish on a
pole and even a leash
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that keeps a dog close
to its owner.
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[Van] Maybe you can think
of some more examples.
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You know NASA has
been using tethers
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and conducting experiments
in space for years.
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[Jennifer] You're, right.
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In fact, in the 1960's, the
Gemini astronauts use tethers
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to connect their spacecraft
to another unoccupied rocket.
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[Van] The 1960's.
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Far out, man.
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What? Over the years
NASA has learned
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that connecting two spacecraft
together opens up a whole new world
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of possibilities like
propelling a spacecraft.
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One person who knows
all about tethers
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in space is physicist
Les Johnson and he works
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at NASA Marshall Space
Flight Center.
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[Les] Thanks, Van.
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We are testing a new that doesn't
need any rocket engines or fuel.
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Instead it will use the earth's
magnetic field to help push
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or pull on the spacecraft.
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[Jennifer] All magnetic objects
form invisible lines of force
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that extend between the
poles of the object.
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A magnetic field is the
space around the magnet
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where your feel its force.
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Magnetic field lines extends and
radiate between the earth's north
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and south poles and between
the poles of the magnet.
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[Les] Basically the
earth's magnetic field works
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with a special type of work
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or conductor called an
electrodynamic tether to push
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or pull on the object.
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The electrons that make up
the electric current flowing
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through the conductor will
experience a force when they move
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through a magnetic
field like the earth's.
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Since they're trapped in
the conducting wire tether,
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the force will be
applied to the tether
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and whatever's attached to it.
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Depending upon the direction in
which the current is flowing,
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this force can be a push
or the pull either lowering
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or raising a spacecraft's orbit.
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[Jennifer] So, the direction
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of the current determines
whether it is pushing or pulling.
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[Van] And the more
current, the more force.
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[Les] Right.
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In fact, NASA Marshall is working
on a project called ProSEDS
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which uses earth's magnetic
field to push or pull
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on the attached tether.
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When the tether moves,
so does the spacecraft.
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[Jennifer] Les, ProSEDS
is an acronym, right?
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What does it stand for?
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[Les] ProSEDS stands for Propulsive
Small Expendable Deployer System.
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Space exploration is
limited largely by the cost
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of launching payloads.
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Finding a cheaper way to explore
space is always very important
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to us.
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Typically a rocket will place
its payload into lower orbit
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and from there propellant
fuel thrusters have
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to boost it to a higher altitude.
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ProSEDS is one experiment
that focuses on the technology
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to cut the expense of placing
a payload into its final orbit.
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[Van] Sounds like ProSEDS
can be a nice alternative
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to using rocket engines
and lots of fuel.
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[Les] Absolutely.
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Electrodynamic tethers could one
day be used as cheap, lightweight
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and reliable way to remove
space junk from orbit,
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keep the international
space station in orbit,
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and even power missions
at other planets.
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[Van] Wow.
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This can get us to other planets?
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[Les] Tethers offer us
unlimited possibilities, Van.
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That's why I'm all charged
up about this project.
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[Jennifer] You know,
students in Baton Rouge,
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Louisiana are also charged up
about today's classroom activity.
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[Students] Hi.
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We're from the Middle Magnet
School in Baton Rouge, Louisiana.
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[Student] NASA CONNECT asked
us to help you understand how
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to do the student
activity for this program.
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[Student] Earlier we learned
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that the NASA process experiment
uses long conducting wires
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called tethers.
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The tethers make electricity that
can be used to move satellites.
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Now, we're going to simulate
the research they do at NASA
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by constructing and using the make
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and go electrodynamic
demonstration unit
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or EDU for short.
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[Student] First, let's
make the EDU.
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The materials you need:
Magnets, batteries, wire,
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and very small lightbulbs,
called light emitting diodes,
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are inexpensive and easy to find.
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Remember safety is our
number one concern at NASA.
[00:11:45.849]
So, be sure to listen carefully
and follow the safety guidelines.
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Now that the EDU is made,
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you'll need to make an
electrical current level controller
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for the EDU.
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The current controller is
made using only regular paper
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and a set of five resistors.
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Be sure that all your wires
are connected correctly.
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This will correct what is
called a closed circuit
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that allows the electricity to
flow freely through the EDU.
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Now, you are ready to observe and
predict what happens to the light
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from the LED when you change the
amount of electricity flowing
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through the circuit of your EDU.
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If the wires are not connected
properly, an open circuit exists
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in the flow of the electricity
throught the EDU is broken.
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As a class, discuss whether there's
a pattern to describe what happens
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to the brightness of the light
when electricity level increases.
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[Student] The EDU is a model of
the actual propulsion system tested
[00:12:37.629]
in the ProSEDS mission.
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You will use the EDU to
observe and understand
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if a wire has electricity
flowing through it,
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the wire can actually move if
it is placed near a magnet.
[00:12:48.819]
You'll measure, record,
and graph the relationship
[00:12:52.309]
between the electric current
and wire coil movement.
[00:12:55.619]
Then you analyze the results,
just like NASA researchers do.
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[Student] Next construct the coil
as directed in the lesson guide.
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Add the wire coil along
with the magnet to the EDU.
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Observe what happens to
the wire coils motion
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when the magnet is present.
[00:13:13.239]
Looking at your previous
set of test results,
[00:13:15.819]
what do you think will
happen to the wire coil
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when the current level increases?
[00:13:20.429]
Change the current levels and
measure and record the distance
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that the wire coil
moves at each level.
[00:13:26.839]
Each time you test
a new current level,
[00:13:29.059]
compare the results
with your classmates.
[00:13:31.839]
Average the test results
at each current level.
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[Student] After you
have completed testing,
[00:13:37.079]
your teacher will get you started
[00:13:38.389]
on graphing your data then
help you understand how
[00:13:41.129]
to analyze your results.
[00:13:42.859]
[Speaker] Great work, class.
[00:13:44.149]
But how can we display the data
that we have collected on a graph?
[00:13:48.009]
Think about the information
we're comparing.
[00:13:50.739]
Now that we have our graph labeled,
[00:13:53.179]
one person from each
group should come up
[00:13:56.329]
and graph the average distance the
coil moved at each current level.
[00:14:00.789]
This looks great.
[00:14:01.989]
What type of graph is this?
[00:14:03.939]
A bar graph?
[00:14:05.239]
A line graph a scatter plot?
[00:14:07.689]
What was the maximum
distance our wire coil moved?
[00:14:11.669]
What current level produced
the greatest movement?
[00:14:14.419]
Why do you think this is so?
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[Speaker] Class, can you guess
[00:14:17.629]
which electricity level
the circuit is set on based
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on how far the wire coil is moving?
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[Student] If I run some more
tests, I know I can find out.
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[Students] Yeah.
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Let's make it go again.
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[Van] Man, those kids look like
they were having a lot of fun.
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[Jennifer] And learning a lot, too.
[00:14:34.419]
[Les] Well, just like NASA CONNECT
teamed up with a school to learn
[00:14:37.559]
about electromagnetism, NASA
has teamed up with a University
[00:14:40.529]
to help us understand
propulsion in space.
[00:14:42.329]
[Jennifer] Hey, let's head
to the University of Michigan
[00:14:44.679]
and see what they
have been working on.
[00:14:47.429]
[Brian] I'm professor Brian
Gilcrest with a University
[00:14:49.639]
of Michigan in Ann Arbor.
[00:14:51.319]
[Jane] And I'm Jane
Owyler, a graduate student
[00:14:53.349]
in space systems engineering
here at the University.
[00:14:56.979]
[Brian] My students were
asked to design build
[00:14:58.959]
and test very small
spacecraft that will be used
[00:15:01.659]
to with NASA's ProSEDS
tether mission.
[00:15:04.329]
ProSEDS is demonstrating a new
kind of propulsion technology
[00:15:08.519]
that does not require
any rocket engines.
[00:15:10.959]
It uses the earth's
magnetic field to help push
[00:15:13.729]
and pull on spacecraft.
[00:15:15.769]
ProSEDS will pull down a
large, used up rocket stage.
[00:15:19.759]
[Jane] We named the
satellite Icarus
[00:15:21.179]
after the character
from Greek mythology.
[00:15:22.979]
As you might know, Icarus and
his father Daedalus were trying
[00:15:26.479]
to escape from Crete using
wings that they had built.
[00:15:29.709]
Icarus flew too close
to the sun and the wax
[00:15:31.879]
that was holding his
wings on melted
[00:15:33.719]
and he fell into the Agean Sea.
[00:15:35.859]
The ProSEDS mission will be
successful if it can rapidly bring
[00:15:39.469]
down the rocket engine from
orbit which will ultimately burn
[00:15:42.649]
up in the atmosphere falling
from the ski just like Icarus.
[00:15:47.069]
The Icarus satellite will pull
out 15 kilometers of tether
[00:15:50.949]
from the deployer
and the instruments
[00:15:52.989]
on board will measure the
location of the end of the tether,
[00:15:56.629]
the end mass, and
spacecraft attitude.
[00:15:59.329]
[Speaker] Did she say attitude?
[00:16:01.389]
[Jane] Not that kind of attitude.
[00:16:03.329]
I mean the position of the
spacecraft relative to the earth.
[00:16:06.469]
[Speaker] Right Jane.
[00:16:07.439]
The students designed
this satellite
[00:16:08.909]
to collect this information and
transmit the data to the ground.
[00:16:12.329]
Mission scientists will
use this information
[00:16:14.279]
to better understand the
dynamics of tether systems.
[00:16:16.979]
[Jane] To build our satellite,
we used computer design tools
[00:16:19.659]
and a lot of discussions
and mentoring
[00:16:21.789]
from experienced engineers
and faculty at Michigan,
[00:16:24.799]
the NASA Marshall
Space Flight Center,
[00:16:26.429]
and from industry
partners such as TWR.
[00:16:28.319]
After the design work,
various mechanical
[00:16:32.239]
and electrical components
were purchased or built.
[00:16:35.329]
These pieces were carefully put
together and then we were able
[00:16:38.419]
to begin a long list of
tests to see if it was going
[00:16:41.529]
to work the way we wanted it to.
[00:16:43.459]
[Brian] At the same time we
were designing the hardware,
[00:16:45.449]
we were developing
the computer software.
[00:16:48.289]
Not everything worked the
first time as is typical
[00:16:50.809]
of anything new being developed.
[00:16:52.819]
So, we had to consider
what could have gone wrong,
[00:16:55.359]
read through the notes
and journals to check
[00:16:57.319]
that we did everything
right and then try again.
[00:17:00.389]
Sure enough.
[00:17:01.339]
Some changes had to be made to get
it ready for delivery and flight.
[00:17:05.029]
Each step required careful planning
to accomplish the special steps
[00:17:08.819]
that we mentioned earlier.
[00:17:10.279]
The tests were done here
at our labs and at Michigan
[00:17:12.979]
and at the Marshall
Space Flight Center.
[00:17:15.509]
[Van] How did you gather the data?
[00:17:17.359]
[Jane] Electronic sensors
were often used in our tests
[00:17:20.449]
to make the critical
measurements necessary to know
[00:17:22.839]
that the Icarus satellite
was still working correctly
[00:17:25.529]
but other data collection involved
just looking at the satellite
[00:17:28.159]
to see that for example our
solar cells were not broken
[00:17:31.519]
and sometimes we had to measure
how much power the solar panels
[00:17:34.429]
could generate or how much power
our radio transmitter was sending
[00:17:37.589]
to its antenna.
[00:17:39.009]
[Van] Wait a minute.
[00:17:40.399]
They're in Michigan.
[00:17:41.859]
[Jennifer] And we're at the
Marshall Space Flight Center
[00:17:43.709]
in Huntsville, Alabama.
[00:17:45.239]
How do they do that?
[00:17:46.349]
[Brian] Good communication
[00:17:47.369]
in a project like this
is very important.
[00:17:50.079]
When the students were designing
and building their spacecraft,
[00:17:52.879]
they communicated with their NASA
partners using presentations,
[00:17:56.759]
written reports and through
e-mail using the internet.
[00:18:00.049]
Later as were collecting data,
we dealt with the test reports
[00:18:02.949]
that showed how the satellite
and its instruments performed
[00:18:06.449]
by using patterns, functions and
algebra they were able to prove
[00:18:10.219]
to themselves and NASA that
the Icarus satellite was ready
[00:18:13.119]
for flight.
[00:18:14.179]
Being able to understand
data in the form of charts
[00:18:16.879]
and graphs is a lot
easier than descriptions.
[00:18:20.449]
Mathematics is really like another
language, a language that all
[00:18:23.959]
of our partners need to
understand to be able to understand
[00:18:26.369]
to be able to work together.
[00:18:28.859]
[Student] How is algebra
used to find a solution?
[00:18:31.709]
[Student] How are
arrays used in algebra?
[00:18:34.759]
[Student] What algebraic
equation shows
[00:18:37.359]
that voltage is related to current?
[00:18:40.759]
[Van] Hey, guys.
[00:18:41.459]
Meet Leslie Curtis.
[00:18:42.749]
She's an engineer
here at NASA Marshall.
[00:18:45.279]
[Leslie] Thanks, Van.
[00:18:46.319]
Dr. Gilcrest is right.
[00:18:47.659]
Mathematics is one of
the most powerful tools
[00:18:49.689]
that we have available
to us at NASA.
[00:18:51.969]
We use algebra almost everyday to
find solutions to our problems.
[00:18:56.119]
This is the Icarus satellite
that Jane told us about.
[00:18:59.009]
It uses solar cells to
charge its batteries.
[00:19:01.939]
Solar cells which convert sunlight
into electricity are arranged
[00:19:06.049]
in a pattern called an array.
[00:19:08.399]
One of the ways that
equations can be written
[00:19:10.339]
in algebra is also
called an array or matrix.
[00:19:14.019]
Actually they look a lot alike.
[00:19:16.149]
Let's compare them.
[00:19:17.999]
Here's an example of an
array used in algebra.
[00:19:20.469]
Notice the pattern
of rows and columns.
[00:19:23.869]
Now here's a picture
of the solar array.
[00:19:26.359]
See the rows and columns again?
[00:19:28.839]
Let's use the solar arrays
on the Icarus satellite
[00:19:31.559]
to do a simple math problem that
the students at the University
[00:19:34.419]
of Michigan were faced with.
[00:19:36.459]
Then let's compare solar
arrays with algebraic arrays.
[00:19:39.959]
The Icarus satellite
uses 12-volt batteries.
[00:19:42.959]
Voltage is a measurement
of electricity.
[00:19:45.559]
If we use a solar array to charge
our batteries we know from science
[00:19:49.119]
that we need to have a solar array
voltage that is slightly higher
[00:19:52.209]
than the 12-volt batteries.
[00:19:54.119]
So, let's say 15-volts.
[00:19:56.289]
To calculate the number of
solar cells we would need
[00:19:58.449]
for the array, we use algebra.
[00:20:00.759]
And since each Icarus solar cell
provides 0.5 or a half a volt
[00:20:05.419]
of charge, how many cells do
we need for our solar array
[00:20:09.219]
to produce the 15 volts?
[00:20:11.109]
If we solve for C, which
stands for the number of cells,
[00:20:14.419]
we see 30 cells to give us 15 volts
[00:20:17.629]
to successfully charge
the batteries.
[00:20:20.249]
From this information, we
can arrange our solar cells
[00:20:23.419]
in a solar array pattern.
[00:20:25.229]
[Van] Cool.
[00:20:25.849]
Like ten cells wide
by three cells high?
[00:20:28.319]
[Jennifer] Or 15 cells
wide by two cells high.
[00:20:31.079]
[Leslie] So you see when
scientists are trying
[00:20:32.849]
to calculate complicated equations
we often write them in the pattern
[00:20:36.759]
of an algebraic array.
[00:20:38.319]
[Jennifer] That's great.
[00:20:39.109]
So, you use patterns and
algebra to determine the amount
[00:20:42.399]
of solar cells in an array.
[00:20:44.369]
But let me ask you this.
[00:20:45.689]
How long does it take for solar
cells to charge Icarus's batteries.
[00:20:51.299]
[Leslie] Well, that question can
be answered using algebra, also.
[00:20:54.599]
We know that the charge
[00:20:55.779]
on the Icarus satellite battiers
is related to current and time.
[00:20:59.729]
Current is another measure of
electricity, which is expressed
[00:21:02.649]
in units called amperes
or amps for short.
[00:21:05.879]
Now to calculate the amount of time
needed to charge the batteries,
[00:21:08.999]
we use the following equation.
[00:21:11.139]
Charge is equal to
current times time.
[00:21:14.849]
Since we want to know
the length of time needed
[00:21:16.989]
to charge the batteries,
we can rewrite the equation
[00:21:19.919]
as time is equal to
charge divided by current.
[00:21:23.689]
The Icarus satellite batteries
have a maximum charge capacity
[00:21:27.409]
of 2.5-amp hours.
[00:21:29.499]
A typical charging
current that we might use
[00:21:32.309]
to charge the system is 0.5-amps.
[00:21:35.209]
So, if the charge is 2.5-amp
hours and the current is 0.5 amps,
[00:21:41.029]
the equation can be
written this way.
[00:21:43.429]
Time is equal to 2.5-amp
hours divided by 0.5-amps.
[00:21:49.589]
Solving for time, we can
see that the time required
[00:21:52.739]
to reach full charge on
the system is five hours.
[00:21:55.949]
[Van] Okay.
[00:21:56.229]
Let me see if I got this straight.
[00:21:57.999]
We use voltage as a way
of measuring electricity
[00:22:01.089]
when we're talking about
the solar array and current
[00:22:04.809]
to describe electricity when we're
calculating the time it takes
[00:22:08.419]
to recharge the batteries.
[00:22:10.099]
But how are voltage
and current related.
[00:22:12.999]
[Leslie] Voltage and
current are related
[00:22:14.449]
by the simple equation V equals IR.
[00:22:17.659]
V stands for voltage which
is usually measured in volts.
[00:22:21.499]
I is the current which is
usually measure in amps
[00:22:24.439]
and R is called the resistance.
[00:22:26.639]
The resistance is measured
in units called Ohms
[00:22:29.729]
and the equation V equal IR
is actually called Ohm's law
[00:22:34.129]
after G.S. Ohm, a German
scientist and the unit
[00:22:37.509]
of resistance was
named in his honor.
[00:22:40.449]
[Van] You know, I
think it's pretty sweet
[00:22:48.239]
that the university students
used algebra to work with NASA
[00:22:51.289]
on the ProSEDS experiment but
I don't really get the volts
[00:22:55.789]
and amps and resistance.
[00:22:57.609]
[Jennifer] Oh, my.
[00:22:58.919]
[Van and Jennifer] Volts
and amps and resistance.
[00:23:01.169]
Oh, my.
[00:23:01.919]
[Jennifer] Get it Dorothy and --
[00:23:02.579]
[Van] I get it.
[00:23:03.049]
[Jennifer] I just couldn't resist.
[00:23:05.669]
Nor could we resist the chance
to meet some students who teamed
[00:23:08.739]
up with NASA CONNECT and are
wired for today's web activity.
[00:23:16.989]
[Shelley] Hey gang.
[00:23:17.819]
Hey Norbert.
[00:23:18.919]
Welcome to St. Louis, Missouri.
[00:23:21.299]
I'm standing here in front of
the St. Louis Science center,
[00:23:24.089]
our museum partner for this show.
[00:23:26.299]
This science center is a 232,000
square foot building facility
[00:23:32.259]
that's connected by a
bridge in the tunnel.
[00:23:34.649]
It contains 11 galleries, over
650 exhibits an Omni Max theater,
[00:23:40.239]
plantarium, discovery room and
live science presentations.
[00:23:44.599]
In a moment, we are going to
go inside to meet the students
[00:23:47.459]
from the Compton Drew
Investigative learning center
[00:23:50.549]
and the AIAA student chapter from
the University of Washington/St.
[00:23:54.529]
Louis. These students
are going to highlight
[00:23:56.779]
for us the web based activities
[00:23:58.889]
which complements this
NASA CONNECT video program.
[00:24:02.209]
[Speaker] But first,
let's take a quick fly
[00:24:04.829]
by of Norbert's online lab.
[00:24:07.079]
There are a couple of areas of
this lab worth investigating.
[00:24:10.599]
Teachers, the lab manager section
is designed especially for you.
[00:24:14.399]
Here you will find
scenarios and tools
[00:24:16.589]
that connects web activity
into the classroom.
[00:24:20.199]
Another excellent resource for
integrating technology officially
[00:24:23.779]
into the cirriculum is
E-Pals classroom exchange.
[00:24:27.949]
As a connect partner, it
offers free web-based e-mail
[00:24:31.589]
and an online classroom
community of over 130 countries
[00:24:35.599]
with whom you might communicate
and collaborate on class projects,
[00:24:38.939]
such as those projects suggested
in the CONNECT programs.
[00:24:42.499]
A. Well, here we are now inside
the St. Louis Science Center
[00:24:46.559]
and waiting already to take
us into the wild blue yonder
[00:24:49.459]
of the Internet and this CONNECT
shows web activity are our guest
[00:24:53.069]
middle and university students.
[00:24:55.249]
The web module that they will
share has been contributed
[00:24:57.799]
by Princeton Universities
Interactive Plasma Physics
[00:25:01.319]
Education Experience or IPPEX.
[00:25:04.609]
[Speaker] IPPEX has created several
interactive modules including one
[00:25:08.689]
on electricity and magnetism.
[00:25:11.119]
This module will introduce you to
many of the basic concepts involved
[00:25:15.509]
with electricity and magnetism
like static charge, moving charge,
[00:25:19.859]
voltage, resistance, and current.
[00:25:23.009]
This site combines multimedia with
built in interactive exercises
[00:25:27.129]
to help you better
understand the concepts.
[00:25:30.119]
For instance, you can rub a
balloon on a wool sweater to learn
[00:25:33.969]
about static electricity.
[00:25:36.059]
Use a slider bar to
see what happens
[00:25:38.209]
with similar charges on balloons.
[00:25:40.829]
Build and complete a circuit.
[00:25:43.279]
[Shelley] So, there you have it.
[00:25:44.769]
Take a website, add
interactivity, subtract complexity,
[00:25:48.569]
and multiply excitement.
[00:25:50.329]
The E solution is simple.
[00:25:51.869]
Norberts online lab.
[00:25:53.339]
It's where education clicks.
[00:25:55.379]
Bringing to you the power
of digital learning.
[00:25:57.849]
I'm Shelley Canwrite
for NASA CONNECT.
[00:26:00.059]
Online.
[00:26:02.379]
[Van] There you have it.
[00:26:04.209]
I passed you.
[00:26:05.749]
[Jennifer] Van, I almost had you.
[00:26:08.859]
Well, you know what?
[00:26:09.949]
That's about all we
have time for today.
[00:26:13.629]
Van, you might have beat
me at slot car racing
[00:26:16.379]
but you're definitely
no Jeff Gordon.
[00:26:19.749]
[Van] We'd like to thank
everybody who made this episode
[00:26:22.159]
of NASA CONNECT possible.
[00:26:23.399]
[Jennifer] That's right.
[00:26:23.819]
We hope you have all
made the connection
[00:26:25.629]
between the NASA research
that's used to propel spacecraft
[00:26:29.139]
without the use of fuel and the
math, science and technology
[00:26:32.499]
that you do in your
classroom everyday.
[00:26:34.159]
[Van] Jennifer and I would
love to hear from you
[00:26:35.859]
with your questions or comments.
[00:26:37.829]
So, write us at NASA CONNECT,
NASA Langley Research Center,
[00:26:41.579]
Mail Stop 400, Hampton,
Virginia 23681
[00:26:46.609]
or send us an e-mail
[email protected].
[00:26:51.289]
[Jennifer] Teachers, if
you would like a videotape
[00:26:53.469]
of this NASA CONNECT program and
the accompanying lesson guide,
[00:26:56.809]
check out the NASA CONNECT website.
[00:26:58.989]
From our site, you can link to
CORE the NASA Central Operation
[00:27:02.729]
of Resources for Educators or link
[00:27:05.309]
to the NASA educator
resource center network.
[00:27:08.619]
[Van] Until next time.
[00:27:09.809]
[Jennifer] Stay connected to math.
[00:27:11.459]
[Van] Science.
[00:27:12.419]
[Jennifer] Technology and --
[00:27:13.739]
[Van] NASA.
[00:27:14.939]
[Jennifer] See you then.
[00:27:15.649]