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HOME SCREENPLAY

Report

P.P #15 MYP 2020-2021

Colegio Tilatá, La Calera Table of content

Introduction ...... 2 Research ...... 3 Planning ...... 6

Action ...... 10 Reflection ...... 16 Annexes ...... 18 Annex 1 ...... 18 Annex 2 ...... 19 Annex 3 ...... 21 Annex 4 ...... 22 Annex 5 ...... 23 Annex 6 ...... 23 Annex 7 ...... 24 Annex 8: ...... 25 Annex 8.1 ...... 25 Annex 8.2 ...... 25 Annex 8.3 ...... 26 Annex 8.4 ...... 26 Annex 8.5 ...... 27 Annex 8.6 ...... 27 Annex 8.7 ...... 27 Annex 8.6 ...... 27 Annex 8.9 ...... 28 Annex 8.8 ...... 28 Annex 8.10 ...... 29

Appendixes ...... 30 Bibliography ...... 40

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Introduction

Art is a way of expressing ideas, feelings, beliefs, or values. Every single type of art like music, drawing, painting, writing, photography, acting or dancing, are just ways to express what someone thinks or feels. In addition to that, one kind of art can gather all the art types mentioned before: Cinema. are ways to tell stories in the audiovisual media. Here, the Directors express beliefs, feelings and ideas. The first step to make a is the . This defines the story, the characters, dialogues, actions, etc.

On the other hand, the personal project is a space to develop some of your own ideas. and to make it possible, there are stages that must be met to create a good project. These stages are Researching, Planning, and Reflection.

In my case, as a personal project, I wanted to create a movie: Home. With it, I wanted to express my ideas about human behaviors such as revenge, rage, and contamination. And because the begins with the script this personal project is focused on the writing of the science film HOME.

Now, In this report, you will see how the Project stages were applied in Home.

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Research

The personal project is a space where you can make real some of your ideas and/or dreams.

This personal project focuses on writing the script for the sci-fi movie Home. This idea was born thanks to my personal interest in cinema, filming, , the universe, and an inspiration after watching Interstellar, by Christopher Nolan. Also, thanks to an initiative to revolutionize Colombian cinema (in Colombia there have been no films that address issues about the universe or travel to other planets). These could define an objective:

Starting in August 2020, and ending between February and March 2021, research: how to write a film, sciences and arts to create the script for the science fiction movie HOME, in order to express my ideas about inequality, pollution and revenge, through a story that talks about leaving our planet earth due to air quality (explained in appendix 1).

Thus, the global context related to my product was:

Personal and cultural expression. The exploration was: Ways in which we discover and express Ideas, feelings, beliefs, values (even though the film contains science and technology themes, the main purpose of movies is to

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express ideas, feelings, beliefs, values, increasing personal and cultural expression).

But why is this a "personal project"? This was not just a movie script. As In the personal project you can make some of your ideas, dreams and goals come true, this script was a personal dream. It was the first step to develop the science fiction film HOME. The story of the film was completely original, and it challenged me to a great extent, increasing thinking, social, communication, self-management, and research skills.

My interest in the audiovisual media has increased my curiosity, and consequently, I have done research, I have seen masterclasses and I have read scripts, which have given me basic knowledge on the subject.

Some life experiences have helped me to deepen a little more in this medium, I have participated in plays and I have written short scripts. The Interstellar movie inspired me with the story. I have also had MYP classes, which have helped me to think about the product: theater classes have helped me to write scripts, to understand how to create stories to express something and to tell this to the public. Physics, chemistry and biology classes created my passion for the universe. Spanish and philosophy gave me a new way of thinking in front of society, in front of the planet and in front of the entire universe.

The personal project also helped me develop inquiry skills.

Inquiry skills before the project:

“Access information to stay informed and inform others (usually, and before the project, I inquire about different topics, what helps me to inform others)”, “find information in different media (all the MYP years taught me that information isn’t always on the Internet. It’s also in books, movies, etc.)”,

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“establish connections between different sources (this is a method I used in other MYP years to prove sources’s information)” and “identify primary and secondary sources (specially Colombian history taught me to recognize primary and secondary sources)”.

Inquiry skills developed during the project :

“Read critically to understand (this was something very required in the personal project. As it was a research process, I had to verify every source that I used)” and “be precise in your citations and prepare a bibliography according to unknown conventions (Claudia Sabogal, the librarian, taught us how to cite and reference well)”.

Every source used in this project was verified thanks to tools provided by the librarian Claudia Sabogal (notes in appendix 3 and 4): Use of primary sources (First atoms of antimatter produced at CERN), written by organizations (The NERVA Nuclear Rocket Reactor Program, Westinghouse ENGINEER), academic sources (Black holes. Salem Press Primary Encyclopedia) and looking in two or more sources to compare information (SCRIPT FORMAT The easy guide compared with How to Write a Movie Script: Screenplay Format and Examples).

Although there are more sources, these are some examples to show how I verified their veracity. For more examples see appendix 5 and bibliography.

5

Planning

The personal project offers a growth in organization, planning, self-evaluation, and self-development abilities. This means that every personal project has to have a product, schedules and evaluation criteria.

Let's talk first about self-evaluation for my science fiction script.

The self-evaluation is based on evaluation criteria. The role of evaluation criteria is to shape the product and determine which things it would have, and which not based on the developed inquiry.

The evaluation criteria are divided in three: the science evaluation criteria (as the story’s genre is science fiction, scientific content should be evaluated), the script evaluation criteria (As the product is a script, it’s rules and content should be evaluated in order to determine if the final screenplay was correctly developed) and the story evaluation criteria (The script depends directly on the story, so it has to be evaluated in order to write a good script) (see annexes 1, 2, 3. For the reflection, see appendix 7).

This evaluation criteria are based on the investigation. In my case, the investigation was based on science and screenwriting.

Changes in evaluation criteria: I added two more aspects of the story: “the story follows Dan Harmon’s Circular story Diagram” and “the story follows

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the Save the Cat structure” (shown in annex 6 and 7 and explained in appendix 9). These two aspects can make a better organized story.

Now, let's talk about planning. Planning can be defined as the dates of working and completion of jobs. Dates can be represented in chronograms:

The two schedules are the "general schedule (annex 4)" and the "personal schedule (annex 5)". I divided both schedules into months and each month into two, representing each half. I also divided them into terms: short term (dark red to dark orange), medium term (orange to yellow), and long term (light orange to yellow) (for personal schedule only). The staff is divided into "academic tasks (blue)," tasks necessary to develop my product (green) "and" the final product (orange).

Now, let's talk about self-development abilities.

Organization skills before the project:

“Stick to class schedules and project deadlines (I have to respect the class schedules, in order to get all the information I´ll learn)”, “arrive to class with the right equipment (If there is not the right equipment, the learning process would not be well developed, for example, if we´re going to the lab we need the lab coat in order to enter)” and “use an organized and logical system of information folders or notebooks (every class demands a notebook in order to write the learning process. Some others also required folders; usually digital; to organize information)”.

Organization skills developed during the project:

“Set appropriate management goals and plan the skills to achieve them (usually I don't use neither management goals nor plan skills to achieve them, but in the personal project, we´re demanded to use things such as evaluation criteria)”, “structure the information appropriately in written, oral

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and visual works (although before the project I organized information in written, oral and visual works, the quality of those works developed during the project increased too much)”, “use different information organizers for each purpose (although I used information organizers, they were not different, because I didn't use different information organizers)” and “plan strategies to guide you in your investigation of the personal project (during the project, I wasn't used to planning strategies to guide my investigation. With the personal project I organized my investigation in different chronograms that helped me to have a better use of time)”.

Affective skills before the project:

“Demonstrate persistence and perseverance (with every task I had to develop, I always showed persistence and perseverance)”, “practice concentration to overcome distractions (in every class, I had to practice concentration in order to have a good understanding of the information)” and “deal with disappointment and situations where your expectations were not met (I usually have to lead with that, either in school tasks as in my personal life. This helped me to deal with disappointments and situations where the result was not the expected)”.

Affective skills developed during the project:

“Make informed decisions about behaviors and how to proceed (with the development of the project, my decisions on the script have been based on informed decisions)”, “request criticism and comments or suggestions from others and make informed decisions regarding whether or not to include them in your own work (I have contacted some friends, and my family has also commented on the script´s story in order to improve my work)” and “practice positive thinking (for me, positive thinking is very hard to develop. With this script, positive thinking has been very present because I have to always think that it would follow all the evaluation criteria)”.

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Action

After the planning, the began.

The script fulfills all the evaluation criteria (see annexes 1 to 3):

The science content is based on real theories of physics, biology, and chemistry combined with fictional theories, thanks to the help of experts and the investigation. An example of these can be seen in annexes 8.3 and 8.4 (these scenes from the script show my physics investigation of black holes and antimatter. It also shows Einstein's theory of relativity, since time passes slower in black holes, just like when they travel at the speed of light). In all annex 8, the Hollywood script format is shown. This was achieved thanks to the investigation, the Kit Scenarist program and reading other real scripts (Christopher and Jonathan Nolan Interstellar and The Dark Knight, James Cameron's Avatar, Avengers: Endgame by Stephen McFeely and Christopher Markus and Django Unchained by ). Also, the script has subtexts and motifs that make conversations and scenes deep (a can be seen in annex 8.5, where a small store represents the world, and the newspapers represent people’s thoughts). The evaluation criteria states that the script must be 70 pages or more. In annex 8.10 it’s shown that the script is 192 pages long. The story evaluation criteria are respected as the story is credible thanks to the internal and external conflicts of each , is supported by actual scientific concepts, theories, and discoveries, follows Dan Harmon’s Circular Story Diagram and the Save The Cat film structure.

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Following the objective of the script shown in the Investigation chapter, the final finished product was developed in January 2021 after investigating how to write a film, science and art. This led to the creation of a script for the science fiction film HOME. This story about leaving our planet earth helped me express my ideas about inequality, pollution, and revenge. My ideas, feelings, beliefs, and values were expressed through the characters and situations in the film: Dave Collins represented hope, peace, and togetherness, while Joseph Stevenson exposed revenge. The situation on earth featured pollution and inequality.

This project required critical and creative thinking abilities.

Critical thinking abilities the project needed:

“Consider ideas from other points of view and perspectives (since a movie must have multiple characters, this script forced me to consider ideas from other points of view)”, “formulate questions, and provocative and pertinent objectives (this screenplay also helped me to formulate questions, especially scientific questions)”, “plan to achieve the objectives, in addition to identifying the goals and defining the steps (as mentioned, this project forced me to plan dates and the story in different diagrams)” and “Identify obstacles and challenges (finding the story and the scientific content were obstacles that I had to identify in order to finish the script)”.

Creative thinking abilities the script needed:

“Generate impossible ideas (some ideas are completely fictional and impossible, for example turn an atom into an antiatom to create antigravity)”, “use the technique of brainstorming and maps to create ideas and questions (Dan Harmon´s circular diagram, and the Save The Cat Structure diagrams)” and “generate questions of the kind “what happens if?”( all the thinking process demanded me to question “what happens if?”. For

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example, to make this story credible, I had to ask myself “what happens if mankind has to leave the earth?”)”.

Thinking abilities before the project:

“Identify problems and develop general and specific objectives (most of the time I have to identify my problems, thanks to that I am able to develop general and specific objectives)”, “consider ideas from other points of view and perspectives (lots of times I see the world in other perspectives to help others)” and “evaluate the solutions to the problems (most of the times that I have a problem, and I come out with a solution, I try to evaluate how good this is, in order to have the best possible solution)”.

Thinking abilities developed during the project:

“Plan to achieve the objectives (can be shown with the chronograms and the diagrams)”, “identifying the goals and defining the steps (establishing the objective and dates)”, “generate impossible ideas (the fiction part pf the script helped me to generate impossible ideas)” and “consider what looks impossible (he fiction part pf the script helped me to consider what looks impossible)”.

The experts who helped me develop this story were Diego Andrés González Serrato, professor of physics at the Tilata School. Diego helped me with all the physics areas covered in the script (see annex 8.3 and 8.4). Carolina Rodríguez Rojas, biology teacher at Tilata School, helped me with all the biology part, for example, how could Pacific II (the new planet) be like (for examples, see annexes 8.6 to 8.9). Furthermore, Manuel Orellana, art teacher at the Tilata school, not only supervised my process, he also recommended movies to watch, which helped inspire me (for an example see appendix 6). I also had help from the aeronautical engineer Nicolás Hernando Maldonado, who helped me with the whole part of leaving the

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earth (see annex 8.6). Camila Andrea Martínez Becerra, professor of universal studies at Escuela Tilata supervised my academic process of personal projects. Finally, Claudia Sabogal, librarian at the Tilata School taught us about APA references and citations (see appendixes from 3 to 5).

Communication abilities before the project:

“Use active listening techniques to understand others (communication is very important in my life, so every day I had to use active listening techniques)”, “negotiate ideas and knowledge with classmates and teachers (before the project I used to communicate with teachers and classmates in academic and non-academic schedules)”, “develop a cultural understanding and global awareness by interacting with students from other cultures (in trips and in the school, I have interacted with students from other cultures)” and “write for different purposes (in past MYP years, we were demanded to write different kinds of texts on different topics, helping me to write for different purposes)”,

Communication abilities developed during the project:

“Offer and receive relevant feedback (with all the experts that helped me to develop this story I had the opportunity to receive relevant feedback)”, “interpret meaning through cultural understanding (all the movies that I had to analyze helped me to interpret meaning through cultural understanding)” and “use structural writing planners for different academic tasks (for writing the script, I had to use different structural planners)”.

Social abilities before the project:

“Be empathic (I consider myself as an empathic person, most of the time I like to think in others)”, “help others: facilitate the success of others (something that my school mates have required me a lot is helping them with the school, making their success easier)” and “take responsibility for

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your own actions (this is something that my family has taught me, making this a common thing in my life)”

Social abilities developed during the project:

“Negotiate goals and limitations with classmates and teachers (thanks to my supervisor, I have been able to negotiate goals and limitations with a teacher and promote changes by understanding others, and especially the dynamics of the group: Home is a film that wants to change vengeance, but also understand it. This helped me to promote changes by understanding others)”.

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Reflection

This MYP year helped me to finally write a film. But not just any movie. Since the evaluation criteria were fulfilled by combining real scientific theories and laws with fictional ideas, the Hollywood script format is followed, the dialogue is natural, is over 70 pages long, the story is credible, and the story continues. Dan Harmon’s story circle diagram and Save The Cat structure I was able to write a quality script. This made me very proud of my work, as I could really write a great movie, in which I could tell people that we must save ourselves from vengeance and rage.

As Collo, M (February 17, 2020), the first reader of the script, said: “I like it because it leaves me waiting, until the end the sacrificed everything to save everyone. He leaves me the courage, the bravery and the commitment ”.

Despite its quality, this script is not entirely perfect, it still has things to improve, for example, it could have used more sub-texts to deepen the story. Also, I could have used Studiobinder, a more sophisticated movie writing program, which I discovered when I was finishing the script.

Writing the script for the science fiction film HOME. This is the of this personal project. I must admit that before starting the project I knew little about film writing. Neither the structure nor the format were clear to me. I developed these necessary aspects during the process. Also, research and analysis of actual scripts

14 helped me write a story in which I was able to express my feelings about revenge, rage, and contamination.

This leads to the development of my global context. With this project I learned ways to express my ideas, feelings, beliefs, and values with art; with my script; with HOME. Thanks to this project, I learned to make "movies that matter”, just as Hardy, C (n. d.) said: “My definition of making films that matter is simply: using the medium of film to express, explore or examine the ideas that interest us, our personal struggles, and our personal and cultural beliefs on a microcosmic level. " (Hardy, par 16).

I must say that the writing of the film was not easy. I had many obstacles in the process. Some of the most difficult obstacles were scientific. Since the story is based on leaving earth, how to get to a new planet challenged me a lot. Fortunately, I was able to find a solution after days of thinking and researching.

This project also helped me to be a better IB student, as I improved the attributes of the profile "researchers (all the research needed for this script helped me improve the inquisitive profile)", "informed and instructed (I had to explore global concepts and venues and ideas)”,“thinkers (I had to apply my knowledge and skills to overcome challenges and make the right decisions)”, “open-mindedness (in order to create the different characters I had to see the world as them, which gave me a lot more perspectives, helping me to be open-minded) and "bold (this process was completely new to me, but I was able to complete it though. This makes me bold)."

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This story is very powerful and can really teach people why we should prefer peace. It leaves you wondering about how we are acting and what would happen to the world if we in anger.

Finally, this script was not useful only for the 9th grade. This can help me become the filmmaker I want to be and could open doors for my future. Also, I could gain experience and improve my English. As I mentioned before, this script is the first step to produce HOME, and finally make a change in Colombian cinema.

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Annexes

Annex 1

Scientific evaluation criteria

Classification Criterion number Criterium name

Although this is science fiction:

-laws of Einstein's relativity should be taken into account.

-the black hole theory should be taken into account- The script -Nuclear rockets respects some propulsion theory Scientific content I laws of physics. should be respected.

-The creation of antimatter using xenon and light should be taken into account.

-Every fictional theory should be supported by an actual scientific theory to make them credible.

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Although this is science fiction:

-Theory of evolution should be respected in order to create the new planet.

The script - Every fictional theory respects some should be supported by II an actual scientific laws of biology. theory to make them credible.

Although this is science fiction:

-Contamination on

earth should be The script credible and supported by chemical reactions. respects some III laws of chemistry. - Every fictional theory should be supported by an actual scientific theory to make them credible.

Annex 2

Script evaluation criteria

classification Criterion number Criterium name Description

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The script uses:

The script respects -slug lines

the scripts format -Action lines and laws.

I -Dialog

-Extensions

Script content -Parentheticals

-Transitions

-Subheaders

-Montage

-Chyrons

End of act

The dialog of the The script has a script sounds natural dialog II natural. that sounds like daily conversations.

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III The script is 70 or Normally, a more pages. script for a movie that lasts 1:30 or more, has 70 pages or more.

Annex 3

Story evaluation criteria

Classification Criterion number Criterion name Description

I The story is The story sounds credible (sounds like something that credible. can happen everyday life) for the reader

II The story is As the story is science fiction, it should be supported by supported by scientific Story content scientific theories. concepts, theories and discoveries.

The story follows Dan Harmon invented the circular story diagram that Dan Harmon’s helps to have a good III structure.

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Circular Story diagram.

The story follows This is a Hollywood structure used in multiple the Save the Cat movies. If Home follows this VI Structure diagram, the story would have a Hollywood like appearance.

Annex 4

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Annex 5

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Annex 6

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Annex 7

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Annex 8:

Annex 8.1 Annex 8.2

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Annex 8.3 Annex 8.4

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Annex 8.5

Annex 8.6

Annex 8.7

Annex 8.6

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Annex 8.9

Annex 8.8

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Annex 8.10

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Appendixes

Appendix 1 Appendix 2

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Appendix 3

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Appendix 4

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Appendix 5

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Appendix 6

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Appendix 7

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Appendix 8

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Appendix 9

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