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Annotated List of Works Cited Primary Sources Newspapers “Apollo 11 se Vraci na Zemi.” Rude Pravo [Czechoslovakia] 22 July 1969. 1. Print. This was helpful for us because it showed how the U.S. wasn’t the only ones effected by this event. This added more to our project so we had views from outside the US. Barbuor, John. “Alunizaron, Bajaron, Caminaron, Trabajaron: Proeza Lograda.” Excelsior [Mexico] 21 July 1969. 1. Print. The front page of this newspaper was extremely helpful to our project because we used it to see how this event impacted the whole world not just America. Beloff, Nora. “The Space Race: Experts Not Keen on Getting a Man on the Moon.” Age [Melbourne] 24 April 1962. 2. Print. This was an incredibly important article to use in out presentation so that we could see different opinions. This article talked about how some people did not want to go to the moon; we didn’t find many articles like this one. In most everything we have read it talks about the advantages of going to the moon. This is why this article was so unique and important. Canadian Press. “Half-billion Watch the Moon Spectacular.” Gazette [Montreal] 21 July 1969. 4. Print. This source gave us a clear idea about how big this event really was, not only was it a big deal in America, but everywhere else in the world. This article told how Russia and China didn’t have TV’s so they had to find other ways to hear about this event like listening to the radio. -
NASA Eclips Educator Guide: Real World Mathematics
National Aeronautics and Space Administration NASA eClips™ Educator Guide Real World: Mathematics: Preparing for a Soft Landing Educational Product Educators & Students Grades 6-8 www.nasa.gov NP-2008-09-106-LaRC Preparing For A Soft Landing Preparing for a Soft Landing Grade Level: 6-8 Lesson Overview: Subjects: Students are introduced to the Orion Crew Exploration Middle School Mathematics Vehicle (CEV) and NASA’s plans to return to the Moon in this Physical Science lesson. Thinking and acting like engineers, they design and build models representing Orion, calculating the speed and acceleration of the models. Teacher Preparation Time: This lesson is developed using a 5E model of learning. This model is based upon 1 hour constructivism, a philosophical framework or theory of learning that helps students connect new knowledge to prior experience. In the ENGAGE section of the lesson, Lesson Duration: students learn about the Orion space capsule through the use of a NASA eClips video Five 55-minute class meetings segment. Teams of students design their own model of Orion to be used as a flight test model in the EXPLORE section. Students record the distance and time the models fall Time Management: and make suggestions to redesign and improve the models. Class time can be reduced to three 55-minute time blocks During the EXPLAIN section, students answer questions about speed, velocity and if some work is completed at acceleration after calculating the flight test model’s speed and acceleration. home. Working in teams, students redesign the flight test models to slow the models by National Standards increasing air resistance in the EXTEND section of this lesson. -
Earthrise- Contents and Chapter 1
EARTHRISE: HOW MAN FIRST SAW THE EARTH Contents 1. Earthrise, seen for the first time by human eyes 2. Apollo 8: from the Moon to the Earth 3. A Short History of the Whole Earth 4. From Landscape to Planet 5. Blue Marble 6. An Astronaut’s View of Earth 7. From Cold War to Open Skies 8. From Spaceship Earth to Mother Earth 9. Gaia 10. The Discovery of the Earth 1. Earthrise, seen for the first time by human eyes On Christmas Eve 1968 three American astronauts were in orbit around the Moon: Frank Borman, James Lovell, and Bill Anders. The crew of Apollo 8 had been declared by the United Nations to be the ‘envoys of mankind in outer space’; they were also its eyes.1 They were already the first people to leave Earth orbit, the first to set eyes on the whole Earth, and the first to see the dark side of the Moon, but the most powerful experience still awaited them. For three orbits they gazed down on the lunar surface through their capsule’s tiny windows as they carried out the checks and observations prescribed for almost every minute of this tightly-planned mission. On the fourth orbit, as they began to emerge from the far side of the Moon, something happened. They were still out of radio contact with the Earth, but the on- board voice recorder captured their excitement. Borman: Oh my God! Look at that picture over there! Here’s the Earth coming up. Wow, that is pretty! Anders: Hey, don’t take that, it’s not scheduled. -
A Journey: the International Space Station an Annotated Storyboard: an Example of How to Create a Digital Story
A Journey: The International Space Station An Annotated Storyboard: An Example of How to Create a Digital Story This was my first attempt to create a digital story, and in fact the first time I had ever done video editing on the computer. As a result, it is not perfect. The original intent had been to create a digital story of no more than about 7 minutes length, that told of some aspect of my life, Work or interests. It was to include a variety of images and videos from several sources, have a soundtrack, and my own narration. One of the first things you are told when you go to build a digital story, is to create a storyboard to lay out your ideas, scenes, script and thoughts, aims and goals for each segment of the story. This was not how I created this story. I think visually. My first steps were to review my extensive image and video collection to identify source material and a list of topics from which I would begin my work, and from that, to select a series of videos and still images which I would try to incorporate in my story, and lay them out in a meaningful order. My original idea was to talk about different spacecraft and how they operate. But during the initial review of a preliminary draft of that story, my mentor asked, “why is this meaningful for you” and, when I showed videos of the interior of the space station, he asked “well I see a bunch of stuff, but what is it?” This set me off in a somewhat different direction from where I had started. -
EH9.3 JULYL04 Gallery.Pmd
gallery NEIL MAHER ON SHOOTING THE MOON ON 22 APRIL 1970, the first Earth Day, citizens paraded, rallied, and protested for the environment with drawings, paintings, and illustrations—but not with photographs—of the entire Earth. No such photograph existed. In 1970, the reigning iconic image of the Earth from space was the first picture shown here, Earthrise, taken by Apollo 8 in late December of 1968. On 7 December 1972, an Apollo 17 astronaut snapped the second photograph below, which quickly replaced Earthrise as the image of Earth from space for an American public ready to “Think Globally, Act Locally.” This essay explores the connections between technology, nature, and narrative in the production and reception of these two popular NASA photographs. While both these pictures are familiar to Americans today, the stories they tell are less well known, surprisingly divergent, and indicate that whether we are hiking close to home with map and compass or rocketing toward the Moon, technology mediates our contact with the environment and in doing so shapes the stories we tell about nature. As important, these extraterrestrial tales also suggest how the relationship between nature and technology in American culture shifted during four of the most turbulent years of the postwar period.1 The technology used to create and publicize these two photographs was nearly identical. Both the Apollo 8 and Apollo 17 missions depended on three-stage Saturn 5 rockets, developed by NASA’s Wernher Von Braun, to transport astronauts far enough from Earth—approximately 240,000 nautical miles—to peer back at the entire planet. -
Space Rescue Ensuring the Safety of Manned Space¯Ight David J
Space Rescue Ensuring the Safety of Manned Space¯ight David J. Shayler Space Rescue Ensuring the Safety of Manned Spaceflight Published in association with Praxis Publishing Chichester, UK David J. Shayler Astronautical Historian Astro Info Service Halesowen West Midlands UK Front cover illustrations: (Main image) Early artist's impression of the land recovery of the Crew Exploration Vehicle. (Inset) Artist's impression of a launch abort test for the CEV under the Constellation Program. Back cover illustrations: (Left) Airborne drop test of a Crew Rescue Vehicle proposed for ISS. (Center) Water egress training for Shuttle astronauts. (Right) Beach abort test of a Launch Escape System. SPRINGER±PRAXIS BOOKS IN SPACE EXPLORATION SUBJECT ADVISORY EDITOR: John Mason, B.Sc., M.Sc., Ph.D. ISBN 978-0-387-69905-9 Springer Berlin Heidelberg New York Springer is part of Springer-Science + Business Media (springer.com) Library of Congress Control Number: 2008934752 Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the publishers, or in the case of reprographic reproduction in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers. # Praxis Publishing Ltd, Chichester, UK, 2009 Printed in Germany The use of general descriptive names, registered names, trademarks, etc. in this publication does not imply, even in the absence of a speci®c statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. -
NASA Eclipstm Educator Guide
National Aeronautics and Space Administration NASA eClipsTM Educator Guide NASA LAUNCHPAD: Satellite Orbits Educational Product Educators & Students Grades 9-10 EG-2010-06-009-LaRC www.nasa.gov eClips SATELLITE ORBITS Grade Level: National Standards: 9-10 National Science Education Standards (NSES) Subjects: Earth and Space Science Earth and Space Science, Structure of the Earth system Algebra, Geometry Physical Science Motion and forces Teacher Preparation Time: Science and Technology 30 minutes Understanding about science and technology Lesson Duration: National Council of Teachers of Mathematics Two 55-minute class (NCTM) meetings Measurement Time Management: Understand measurable attributes of objects Class time can be reduced and the units, systems, and processes of if some work is completed measurement at home. Apply appropriate techniques, tools, and formulas to determine measurements Representation Create and use representations to organize, record and communicate guide mathematical ideas Geometry Specify locations and describe spatial relationships using coordinate geometry and other representational systems Use visualization, spatial reasoning, and geometric modeling to solve problems International Society for Technology in Education: National Educational Technology Standards (ISTE/NETS) Creativity and Innovation Apply existing knowledge to generate new ideas, products, or processes educator NASA eClips™ 1 NASA’S LAUNCHPAD: SATELLITE ORBITS Lesson Overview: Materials List Students first learn about the purpose, function, and orbits of satellites. Then, they plot positional data of EXPLORE several satellites to investigate different satellite orbits. Per student Students use a globe and scaling to visualize the orbit • Student Guide and altitude of the International Space Station. Using • protractor real-time data, students record, plot, and analyze • straight edge • colored pencils positional information of different satellites to categorize the satellites’ orbits. -
SMART-1 Highlights & Apollo Celebration
EPSC Abstracts Vol. 13, EPSC-DPS2019-824-1, 2019 EPSC-DPS Joint Meeting 2019 c Author(s) 2019. CC Attribution 4.0 license. SMART-1 Highlights & Apollo Celebration B.H. Foing, G.Racca, A. Marini, O. Camino, D. Koschny, D. Frew, J. Volp, J.-L. Josset, S. Beauvivre, Y. Shkuratov, K. Muinonen, U. Mall, A. Nathues, M. Grande, B. Kellett, P. Pinet, S. Chevrel, P. Cerroni, M.A. Barucci, S. Erard, D. Despan, V. Shevchenko, P. McMannamon, A.Borst, M. Ellouzi, B. Grieger, M. Almeida, S.Besse, P. Ehrenfreund, C.Veillet, M. Burchell, P. Stooke , SMART1 project, STWT teams, (1) ESA ESTEC, postbus 299, NL-2200 AG Noordwijk, ([email protected]) (2) ILEWG ([email protected]) Abstract SMART-1 results have been relevant for lunar science 11-first mission preparing the ground for ESA and exploration, in relation with previous missions collaboration in Chandrayaan-1, Chang’ E1-2, landers (Apollo, Luna) and subsequent missions (Kaguya, and future international lunar exploration. Chang'E1-2, Chandrayaan-1, LRO, LCROSS, GRAIL, 12-first Earth and Moon family portraits of during cruise LADEE, Chang’E3-4 and future landers). We present and lunar eclipse (Figs 1-2) and Earthrise SMART-1 highlights that celebrate APOLLO legacy after 50 years. Overview of SMART-1 mission and payload: SMART-1 was the first in the programme of ESA’s Small Missions for Advanced Research and Technology [1,2,3]. Its first objective has been achieved to demonstrate Solar Electric Primary Propulsion (SEP) for future Cornerstones (such as Bepi-Colombo) and to test new technologies for spacecraft and instruments. -
LAS LP Guiderevfeb1.Indd
National Aeronautics and Space Administration /"4"F$MJQT &EVDBUPS(VJEF /"4"-"6/$)1"% *O$BTFPG&NFSHFODZ Educational Product Educators & Students Grades 9-12 www.nasa.gov NP-2009-12-231-LaRC eClips In Case of Emergency National Standards: National Science Education Standards (NSES) Grade Level: Science as Inquiry 11-12 Understanding about scientific inquiry Subjects: Algebra 2 and Physical Science Trigonometry, Physics Motions and forces Teacher Preparation National Council of Teachers of Mathematics Time: (NCTM) 45 minutes Algebra Lesson Duration: Use mathematical models to represent and Two and a half 55- understand quantitative relationships minute class meetings. If you choose to complete Measurement the optional EXTEND Apply appropriate techniques, tools, and design-based project, allow formulas to determine measurements time for an additional two 55-minute class meetings. Data Analysis and Probability Formulate questions that can be addressed Time Management: Class time can be with data and collect, organize, and display reduced to one and a half relevant data to answer them 55-minute time blocks if some of the work is International Society for Technology in completed at home. Education: National Educational Technology Standards (ISTE/NETS) Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students process data and report results. EDUCATOR GUIDEEDUCATOR NASA eClips™ 1 NASA LAUNCHPAD: In Case of Emergency Critical Thinking, Problem Solving, and Decision Making Students collect and analyze data to identify solutions and/or make informed decisions. Lesson Overview: This lesson is developed using a 5E model of learning. Students are introduced to NASA technology and how basic laws of motion relate to spacecraft safety. -
NASA TV Schedule for Web (Week of 8-24-2020)(1).Xlsx
NASA TV Daily Program Schedule Monday - 8/24/2020 Eastern Daylight Time 12 a.m. Countdown to Zero - Series - Episode 2 12 a.m. 12:30 a.m. NASA EDGE - Series - Episode 4 12:30 a.m. 1 a.m. 5 Things That Changed Weather Forecasting Forever 1 a.m. 1:30 a.m. Mercury Control Center - Program 1:30 a.m. 2 a.m. NASA X - Series - Episode 4 2 a.m. 2:30 a.m. The Search for Another Earth - Program 2:30 a.m. 3 a.m. NASA Explorers - Series - Episdoe 3 3 a.m. 3:30 a.m. StationLife -Series - Episode 3 3:30 a.m. 4 a.m. Advancing Technology and Science Through Flight 4 a.m. 4:30 a.m. Orion Flight Test-1 - Program 4:30 a.m. 5 a.m. Countdown to Zero - Series - Episode 2 5 a.m. 5:30 a.m. NASA EDGE - Series - Episode 4 5:30 a.m. 6 a.m. 5 Things That Changed Weather Forecasting Forever 6 a.m. 6:30 a.m. Mercury Control Center - Program 6:30 a.m. 7 a.m. NASA X - Series - Episode 4 7 a.m. 7:30 a.m. The Search for Another Earth - Program 7:30 a.m. 8 a.m. NASA Explorers - Series - Episdoe 3 8 a.m. 8:30 a.m. NASA X - Series - Episode 4 8:30 a.m. 9 a.m. Advancing Technology and Science Through Flight 9 a.m. 9:30 a.m. Orion Flight Test-1 - Program 9:30 a.m. 10 a.m. -
Apollo 8 Artifacts Tell the Story of Exploration
Media Advisory CONTACT: Elizabeth Page (512) 936-4607 [email protected] Helmet worn by Apollo 8 Command Module Pilot James A. Lovell, Jr. On loan from the National Air and Space Museum, Smithsonian Institution, Washington, DC. Apollo 8 artifacts tell the story of exploration Smithsonian registrar to install items used on famous 1968 mission Items used by astronauts aboard the Apollo 8 mission will be installed June 3 at the Bullock Texas State History Museum as part of "The 1968 Exhibit," opening Saturday, June 7, 2014. A registrar from the Smithsonian's National Air and Space Museum will be in Austin Tuesday to oversee installation of the artifacts on loan as part of the traveling exhibit organized by the Minnesota History Center in partnership with the Atlanta History Center, the Chicago History Museum and the Oakland Museum of California, which is funded by the National Endowment for the Humanities. "The 1968 Exhibit" will be hosted by the Bullock Museum in Austin from June 7 through September 1, 2014, in the Herzstein Hall. The artifacts are on loan from the National Air and Space Museum. **Installation Event What: Installation of 1968 Apollo 8 artifacts, including a full-scale replica of the Apollo 8 command module , a helmet worn by Command Module Pilot James A. Lovell, Jr.; a flight checklist used by Apollo 8 Lunar Module Pilot William A. Anders; and a chronograph, or watch, worn by Apollo 8 Commander Frank Borman. Who: Erik Satrum, Head Registrar, National Air and Space Museum, Smithsonian Institution. When: 9 a.m. Tuesday, June 3, 2014 Where: Bullock Texas State History Museum - Herzstein Hall - 1st floor 1800 N. -
What's in Your Petri
Ages: 10-14 Topic: Bacteria, Scientific Method, Classifying, Sampling Time: 2 class days Standards Mission X: Train Like an Astronaut Next Generation Science Standards: 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the What's in your Petri environment Common Core State Standards: MP.4 Model with BUGS IN SPACE PART 2 mathematics EDUCATOR SECTION (PAGES 1-12) STUDENT SECTION (PAGES 13-21) Background Microbes live everywhere! While many microbes on Earth are harmless, and can even be helpful to humans, some microbes can be unsafe. Microbes belong to a group all by themselves because they are neither plants nor animals. Because they can multiply extremely quickly, it is normal to find millions of them in the same location. Some microbes or “germs”, such as bacteria and mold, can grow on food, dirty clothes, and garbage that people produce. Microbes live on your skin, in your Astronaut Chris Hadfield taking microbe samples on the ISS. mouth, nose, hair, and inside your body. Microbes can also be found aboard the International Space Station (ISS). NASA scientists have reported that some germs on the ISS have different characteristics when grown in space compared to when they grow on Earth. The safety of the crew is of utmost importance. Therefore, cleanliness and proper disposal of garbage is an important part of living on the ISS. Scientists who study microbes are called microbiologists and microbiology is the study of microorganisms or microbes. The root word “micro” comes from Greek and means “small”. These microbes are so small that powerful microscopes are needed to be able to see them.