DOCSLIB.ORG

The Cassini Robot

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Cassini Robot THE CASSINI–HUYGENS MISSION LESSON The Cassini Robot 5 Students begin by examining their prior 3–4 hrs notions of robots and then consider the characteristics and capabilities of a robot like the Cassini–Huygens spacecraft that would be sent into space to explore another planet. Students compare robotic functions to human body functions. The lesson MEETS NATIONAL SCIENCE EDUCATION prepares students to design, build, diagram, STANDARDS: and explain their own models of robots for Unifying Concepts and Processes space exploration in the Saturn system. A computer-generated rendering of Cassini–Huygens. • Form and function PREREQUISITE SKILLS BACKGROUND INFORMATION Science and Drawing and labeling diagrams Background for Lesson Discussion, page 122 Technology • Abilities of Assembling a spacecraft model Questions, page 127 technological Some familiarity with the Saturn Answers in Appendix 1, page 225 design system (see Lesson 1) 56–63: The Cassini–Huygens Mission 64–69: The Spacecraft 70–76: The Science Instruments 81–94: Launch and Navigation 95–101: Communications and Science Data EQUIPMENT, MATERIALS, AND TOOLS For the teacher Materials to reproduce Photocopier (for transparencies & copies) Figures 1–6 are provided at the end of Overhead projector this lesson. Chart paper (18" × 22") FIGURE TRANSPARENCY COPIES Markers; clear adhesive tape 1 1 per group 21 For each group of 3 to 4 students 3 1 1 per student Chart paper (18" × 22") 4 1 per group Markers 51 Scissors 6 (for teacher only) Clear adhesive tape or glue Various household objects: egg cartons, yogurt cartons, film canisters, wire, aluminum foil, construction paper 121 Saturn Educator Guide • Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide • EG-1998-12-008-JPL Background for Lesson Discussion LESSON craft components and those of human body 5 The definition of a robot parts. This approach allows class discussion (See Procedures & Activities, Part I, Step 2) around the concept of form and function (Part II, Step 5). When asked what a robot is, students often come up with images of fictional devices like According to the NRC National Science Education Standards, C3PO, who walks and talks with a British ac- cent in the Star Wars movies. Another robot “form” and “function” are complementary aspects of objects, candidate is the one in Lost in Space. Such Hol- organisms, and systems in the natural and designed world. lywood-generated robots are shaped more or less The form or shape of an object or system is frequently like humans and they communicate like hu- related to use, operation, or function. Function frequently mans. Students tend not to think of washing relies on form. Students should be able to explain function machines or spacecraft like Voyager or Cassini as by referring to form and explain form by referring to robots — but these are classic examples of what function. is meant by “robot.” For example, a spacecraft’s antenna is shaped like a dish to Definition of a robot: A programmable and/or remotely help receive radio waves, or a probe may be shaped like a controlled machine, capable of performing or extending cone so that it will more easily travel through an atmosphere, human tasks, often in environments that are too hazardous or a spacecraft instrument may be hung on a boom to allow for humans or in situations that are too repetitious or tedious it to directly sample properties of the environment without for humans. interference from the spacecraft. Robots like Voyager, Pathfinder, and Cassini are extensions of human senses, not only in terms of operating in a remote, hostile environment like outer space, but also in terms of sensing in ways that humans cannot — e.g., detecting magnetic fields, or “seeing” in the infrared or ultraviolet portions of the electromagnetic spectrum (see the Appendices). In this lesson, the natural tendency for students to liken robots with humans is channeled to- ward an analogy between the functions of space- 122 Saturn Educator Guide • Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide • EG-1998-12-008-JPL Lesson Plan LESSON Instruct students to label each of the space- 5 Part I: What Is a Robotic Spacecraft? 7 craft components with its name as well as the predicted humanlike function. Have the Arrange students in groups of four or students give their robot a name using one of 1 fewer. Ask them to record a group defini- the scientists from the time line in Lesson 4 or tion of a robot on a piece of chart paper. One one of the moons in Lesson 2. person in the group should record the defini- tion and another should report the definition Have the students in each group attach to the whole class. 8 their individual diagrams to a piece of chart paper and display it to the whole class. Have each group post and report their 2 definition of a robot. Record the key Quickly review the various student designs. words from the definitions on the blackboard. 9 Ask students if they would like to share the (See Background for Lesson Discussion.) rationale for their designs. Inform students that a robot designed to 3 Ask students what they would like to know explore space is called a spacecraft. 10 about spacecraft. List their questions on chart paper. Ask students what capabilities or features 4 they would recommend for a robot that would be sent into space to explore another Part II: Making Connections to Cassini planet. List their responses for later compari- son. If needed, guide students by suggesting an Introduce the Cassini spacecraft by display- 1 analogy with human capabilities, such as move- ing and reading a transparency of Cassini: ment, senses, communication, thinking, etc. “Gee Whiz” Facts (Figure 2). Give each group a copy of Spacecraft Com- Give each student a copy of the Cassini 5 2 ponents (Figure 1). Have students work in Component Functions Table — for groups to discuss and predict the humanlike Student Use (Figure 3), and give each group a function of each of the parts. copy of the diagram entitled Cassini: A Robot in Our Own Image — for Student Use (Figure 4). Instruct students to cut out the different 6 spacecraft components and then arrange and attach them to a sheet of paper in a logical configuration. 123 Saturn Educator Guide • Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide • EG-1998-12-008-JPL Display a transparency of the students’ ver- 3 Part III: Assessment LESSON sion of Figure 3, Cassini Component Func- tions Table. Tell the students that the function Arrange students in groups of four or 5 1 description in the table offers hints about how fewer. to determine a human analogy for each space- craft component. Work with students to deter- Instruct the groups to identify and record 2 mine a human analogy for the first component the robotic spacecraft components neces- or two listed. sary to explore their favorite location in the Sat- urn system. Ask them to consider how and Explain that the students will use their 4 what the robot will explore. Will it land on a Cassini Component Functions Table to pre- surface of a moon? Will it orbit a moon? Will it dict the function of each component. (See Fig- fly over the rings? Will it probe into Saturn’s or ure 6 for the teacher’s version of the Cassini Titan’s atmosphere? Component Functions Table.) Members of each group should take turns drawing symbols on the 3 Student groups should design and build Cassini: A Robot in Our Own Image diagram. models of their spacecraft using an assort- Students should begin with the skeleton symbol ment of objects such as yogurt and egg cartons, shown on Cassini: A Robot in Our Own Image wire, film canisters, construction paper, and alu- — for Teacher Use (Figure 5) and move clock- minum foil. The model robot should have all wise around the spacecraft. the components to fulfill critical functions. After student groups have completed the Student groups should diagram their mod- 5 4 Cassini: A Robot in Our Own Image dia- els and each provide a table on chart paper gram with their symbols, display a transparency that lists the critical spacecraft components and of the completed diagram, Cassini: A Robot in their functions. Our Own Image — For Teacher Use. Using the transparency, review the form and function of Have student groups present their robotic 5 each major part of the Cassini robot. spacecraft models to the class. Students should review and describe their process of Discuss the students’ discoveries about the 6 technological design by identifying their mis- Cassini spacecraft in light of what they sions, and how the spacecraft will fulfill those wanted to know about a robotic spacecraft. missions. Each group member should be re- Guide students to reflect on the mission sponsible for explaining the form and function the Cassini spacecraft is designed to do, and on of at least one critical component. how the key components of Cassini’s techno- logical design will enable it to carry out that mission. Discuss whether or why each compo- nent is essential to the success of the mission. 124 Saturn Educator Guide • Cassini Program website — http://www.jpl.nasa.gov/cassini/educatorguide • EG-1998-12-008-JPL Assessment Criteria Part IV: Questions for Reflection LESSON 1. The students’ tables have identified needed 5 • How is a spacecraft a robot? spacecraft components and function descriptions. Bare essentials include: • Does the robot that you designed have hu- • Bus framework manlike capabilities? • Rocket motors for propulsion • Antennas for communication • What would you hope to discover with your robot? • Computer for processing data • A scientific instrument such as a camera • What questions would your robot help scien- or a dust analyzer tists answer? 2.
Load more

Recommended publications
  • SPHERES Interact - Human-Machine Interaction Aboard the International Space Station
    SPHERES Interact - Human-Machine Interaction aboard the International Space Station Enrico Stoll Steffen Jaekel Jacob Katz Alvar Saenz-Otero Space Systems Laboratory Massachusetts Institute of Technology 77 Massachusetts Avenue, Cambridge Massachusetts, 02139-4307, USA [email protected] [email protected] [email protected] [email protected] Renuganth Varatharajoo Department of Aerospace Engineering University Putra Malaysia 43400 Selangor, Malaysia [email protected] Abstract The deployment of space robots for servicing and maintenance operations, which are tele- operated from ground, is a valuable addition to existing autonomous systems since it will provide flexibility and robustness in mission operations. In this connection, not only robotic manipulators are of great use but also free-flying inspector satellites supporting the oper- ations through additional feedback to the ground operator. The manual control of such an inspector satellite at a remote location is challenging since the navigation in three- dimensional space is unfamiliar and large time delays can occur in the communication chan- nel. This paper shows a series of robotic experiments, in which satellites are controlled by astronauts aboard the International Space Station (ISS). The Synchronized Position Hold Engage Reorient Experimental Satellites (SPHERES) were utilized to study several aspects of a remotely controlled inspector satellite. The focus in this case study is to investigate different approaches to human-spacecraft interaction with varying levels of autonomy under zero-gravity conditions. 1 Introduction Human-machine interaction is a wide spread research topic on Earth since there are many terrestrial applica- tions, such as industrial assembly or rescue robots. Analogously, there are a number of possible applications in space such as maintenance, inspection and assembly amongst others.
    [Show full text]
  • Space Technology Mission Directorate
    Space Technology Mission Directorate Innovation and Opportunity Conference 2018 Therese Griebel, Deputy Associate Administrator for STMD Programs | 11.07.18 TECHNOLOGY DRIVES EXPLORATION sparking enabling exploration investing in innovation and discovery America embracing competition engaging the and public-private NASA Pre-decisional – Internal Use Only – Do brightest minds partnerships 2 Not Distribute Partnerships & Technology Transfer SBIR/STTR • Technology Transfer • Prizes and Challenges Early Stage Innovation • iTech • NASA Innovative Advanced Concepts • Space Tech Research Grants Technology Demonstrations • Center Innovation Fund/Early Mid TRL • Technology Demonstration Career Initiative Missions • Small Spacecraft High TRL Technology Technology Maturation • Flight Opportunities • Game Changing Low TRL Development 3 FY 2018 Key Accomplishments Station Explorer for X-ray Timing and Navigation Technology (SEXTANT) Aboard ISS demonstrated fully autonomous X-ray navigation in space — a capability that could revolutionize NASA’s ability in the Small Spacecraft future to pilot robotic spacecraft to Two small spacecraft (Integrated the far reaches of the solar Solar Array and Reflect Antenna and system and beyond. Optical Communication and Sensor Demonstration) missions were successfully launched aboard Orbital ATK’s Cygnus spacecraft. Kilopower Testing successfully completed on 1 kW ground demonstration system- could be used for an Solar Electric affordable fission nuclear power In Space Robotics Propulsion system to enable long-duration
    [Show full text]
  • Autonomous Robotic Systems for Mars Exploration Dr. Andrew E
    Autonomous Robotic Systems for Mars Exploration Dr. Andrew E. Johnson Jet Propulsion Laboratory California Institute of Technology Robotic spacecraft that land on and rove over the surface of Mars must be designed to overcome many challenges due to the hostile and uncertain environment. Winds and dust buffet landers as they descend rapidly to the surface. Rocks, scarps, dunes and slopes must be avoided during landing and rover traverse. Temperature extremes, radiation, shock and vibration stress mechanical designs and computing must recover gracefully from hardware and software failures. The round-trip light time precludes direct tele-operation so all vehicle motion is executed autonomously on-board given high level commands from earth. Autonomous robotic systems are increasingly used to mitigate these challenges while also extending the capabilities of the spacecraft. The objective of robotic Mars missions is to advance scientific discovery. Science return is greater when there is geological diversity and stratigraphy near the landing site, but these create terrain that is risky for landing. To mitigate these risks autonomous robotic systems are being developed for safe landing in these hazardous terrains. Algorithms have been developed that estimate the pose of the lander relative to known landmarks and automatically detect and avoid landing hazards. These algorithms are being combined with sensors and high performance computing to create bolt-on systems for safe and pin-point landing. Landing is fully autonomous and failure is not recoverable, so these systems are designed to be self- checking and as simple as possible while also dealing with environmental factors like illumination variations, dust and terrain relief.
    [Show full text]
  • The Cassini-Huygens Mission Overview
    SpaceOps 2006 Conference AIAA 2006-5502 The Cassini-Huygens Mission Overview N. Vandermey and B. G. Paczkowski Jet Propulsion Laboratory, California Institute of Technology, Pasadena, CA 91109 The Cassini-Huygens Program is an international science mission to the Saturnian system. Three space agencies and seventeen nations contributed to building the Cassini spacecraft and Huygens probe. The Cassini orbiter is managed and operated by NASA's Jet Propulsion Laboratory. The Huygens probe was built and operated by the European Space Agency. The mission design for Cassini-Huygens calls for a four-year orbital survey of Saturn, its rings, magnetosphere, and satellites, and the descent into Titan’s atmosphere of the Huygens probe. The Cassini orbiter tour consists of 76 orbits around Saturn with 45 close Titan flybys and 8 targeted icy satellite flybys. The Cassini orbiter spacecraft carries twelve scientific instruments that are performing a wide range of observations on a multitude of designated targets. The Huygens probe carried six additional instruments that provided in-situ sampling of the atmosphere and surface of Titan. The multi-national nature of this mission poses significant challenges in the area of flight operations. This paper will provide an overview of the mission, spacecraft, organization and flight operations environment used for the Cassini-Huygens Mission. It will address the operational complexities of the spacecraft and the science instruments and the approach used by Cassini- Huygens to address these issues. I. The Mission Saturn has fascinated observers for over 300 years. The only planet whose rings were visible from Earth with primitive telescopes, it was not until the age of robotic spacecraft that questions about the Saturnian system’s composition could be answered.
    [Show full text]
  • Cassini-Huygens
    High Ambitions for an Outstanding Planetary Mission: Cassini-Huygens Composite image of Titan in ultraviolet and infrared wavelengths taken by Cassini’s imaging science subsystem on 26 October. Red and green colours show areas where atmospheric methane absorbs light and reveal a brighter (redder) northern hemisphere. Blue colours show the high atmosphere and detached hazes (Courtesy of JPL /Univ. of Arizona) Cassini-Huygens Jean-Pierre Lebreton1, Claudio Sollazzo2, Thierry Blancquaert13, Olivier Witasse1 and the Huygens Mission Team 1 ESA Directorate of Scientific Programmes, ESTEC, Noordwijk, The Netherlands 2 ESA Directorate of Operations and Infrastructure, ESOC, Darmstadt, Germany 3 ESA Directorate of Technical and Quality Management, ESTEC, Noordwijk, The Netherlands Earl Maize, Dennis Matson, Robert Mitchell, Linda Spilker Jet Propulsion Laboratory (NASA/JPL), Pasadena, California Enrico Flamini Italian Space Agency (ASI), Rome, Italy Monica Talevi Science Programme Communication Service, ESA Directorate of Scientific Programmes, ESTEC, Noordwijk, The Netherlands assini-Huygens, named after the two celebrated scientists, is the joint NASA/ESA/ASI mission to Saturn Cand its giant moon Titan. It is designed to shed light on many of the unsolved mysteries arising from previous observations and to pursue the detailed exploration of the gas giants after Galileo’s successful mission at Jupiter. The exploration of the Saturnian planetary system, the most complex in our Solar System, will help us to make significant progress in our understanding
    [Show full text]
  • NASA Symbols and Flags in the US Manned Space Program
    SEPTEMBER-DECEMBER 2007 #230 THE FLAG BULLETIN THE INTERNATIONAL JOURNAL OF VEXILLOLOGY www.flagresearchcenter.com 225 [email protected] THE FLAG BULLETIN THE INTERNATIONAL JOURNAL OF VEXILLOLOGY September-December 2007 No. 230 Volume XLVI, Nos. 5-6 FLAGS IN SPACE: NASA SYMBOLS AND FLAGS IN THE U.S. MANNED SPACE PROGRAM Anne M. Platoff 143-221 COVER PICTURES 222 INDEX 223-224 The Flag Bulletin is officially recognized by the International Federation of Vexillological Associations for the publication of scholarly articles relating to vexillology Art layout for this issue by Terri Malgieri Funding for addition of color pages and binding of this combined issue was provided by the University of California, Santa Barbara Library and by the University of California Research Grants for Librarians Program. The Flag Bulletin at the time of publication was behind schedule and therefore the references in the article to dates after December 2007 reflect events that occurred after that date but before the publication of this issue in 2010. © Copyright 2007 by the Flag Research Center; all rights reserved. Postmaster: Send address changes to THE FLAG BULLETIN, 3 Edgehill Rd., Winchester, Mass. 01890 U.S.A. THE FLAG BULLETIN (ISSN 0015-3370) is published bimonthly; the annual subscription rate is $68.00. Periodicals postage paid at Winchester. www.flagresearchcenter.com www.flagresearchcenter.com 141 [email protected] ANNE M. PLATOFF (Annie) is a librarian at the University of Cali- fornia, Santa Barbara Library. From 1989-1996 she was a contrac- tor employee at NASA’s Johnson Space Center. During this time she worked as an Information Specialist for the New Initiatives Of- fice and the Exploration Programs Office, and later as a Policy Ana- lyst for the Public Affairs Office.
    [Show full text]
  • Architecture for Going to the Outer Solar System
    ARGOSY ARGOSY: ARchitecture for Going to the Outer solar SYstem Ralph L. McNutt Jr. ll solar system objects are, in principle, targets for human in situ exploration. ARGOSY (ARchitecture for Going to the Outer solar SYstem) addresses anew the problem of human exploration to the outer planets. The ARGOSY architecture approach is scalable in size and power so that increasingly distant destinations—the systems of Jupiter, Saturn, Uranus, and Neptune—can be reached with the same crew size and time require- ments. To enable such missions, achievable technologies with appropriate margins must be used to construct a viable technical approach at the systems level. ARGOSY thus takes the step past Mars in addressing the most difficult part of the Vision for Space AExploration: To extend human presence across the solar system. INTRODUCTION The Vision for Space Exploration “The reasonable man adapts himself to the world: the unreason- 2. Extend human presence across the solar system, start- able one persists in trying to adapt the world to himself. Therefore ing with a return to the Moon by the year 2020, in 1 all progress depends on the unreasonable man.” preparation for human exploration of Mars and other G. B. Shaw destinations 3. Develop the innovative technologies, knowledge, On 14 January 2004, President Bush proposed a new and infrastructures to explore and support decisions four-point Vision for Space Exploration for NASA.2 about destinations for human exploration 1. Implement a sustained and affordable human and 4. Promote international and commercial participation robotic program to explore the solar system and in exploration to further U.S.
    [Show full text]
  • The Challenge for 2050: Cohesive Analysis of More Than One Hundred Years of Planetary Data
    Planetary Science Vision 2050 Workshop 2017 (LPI Contrib. No. 1989) 8070.pdf The Challenge for 2050: Cohesive Analysis of More Than One Hundred Years of Planetary Data. M. P. Milazzo, L. Kestay, C. Dundas; U.S. Geological Survey, Astrogeology Science Center, 2255 N. Gemini Dr., Flagstaff, AZ, 86001 ([email protected]) Introduction The year 2050 will mark 106 years since humans opened the door to space and to the Solar System. In 1944, MW 18014, a German V-2 rocket was vertically launched and became—with an apoapsis of 176-kilometers—the first human-made object to reach space. Near-space and just beyond continued to be explored over the next decade and a half. In 1957, of course, Sputnik 1 be- came the first artificial object to achieve Earth orbit [1]. Robotic exploration of the Solar System began when Luna 1 was launched from Tyuratam, U.S.S.R. on Jan- uary 2 1959. Its intended scientific goals included mea- surements of interplanetary gases, corpuscular radiation Figure 1: Plot of the attempted and successful launches of the Sun, and magnetic fields of both Earth and the of spacecraft used to explore the Solar System. The large Moon. Luna 1’s instrument suite included a magnetome- number of attempts in the 1960s is probably an artifact ter, geiger counter, scintillation counter, micrometeorite of the Space Race between the U.S.A. and U.S.S.R. Plot detector and other instruments. Luna 1 discovered the generated from data compiled from NASA mission web- solar wind and that the Moon has no magnetic field [1].
    [Show full text]
  • A Robotic Prospecting Architecture for the Moon
    Lunar Exploration Analysis Group (2015) 2022.pdf A ROBOTIC PROSPECTING ARCHITECTURE FOR THE MOON. Paul D. Spudis, Lunar and Planetary Institute, Houston TX 77058 [email protected] Introduction. The use of the resources of the Moon to have complete monostatic radar coverage of the poles create new space capabilities has been long considered, from orbit [7] and some bistatic data [8], we do not but only in recent years we have found the most criti- have complete bistatic coverage of the polar deposits. cal resource (water) near the poles [1]. In addition, Bistatic radar can eliminate the ambiguity of radar areas near both poles have been found that are in sun- CPR because ice and blocky surfaces have different light for significant fractions of the year [2,3], permit- responses to radar as a function of bistatic angle [8]. ting sustained human presence on the Moon. These are An instrument concept to obtain such data uses two exciting possibilities, but we remain ignorant of the identical instruments on two satellites to simultane- quantities, locations and states of lunar water and of ously map the poles of the Moon. The spacecraft the environment and operating conditions of the polar would be placed in lunar orbit, physically joined to locales. The acquisition of such knowledge is possible each other and map the poles over a lunar day. The two through the use of robotic spacecraft to map regional spacecraft would then separate into two, independently variations, local concentrations, and physical condi- operated satellites to map the poles, gradually increas- tions of ice deposits.
    [Show full text]
  • Mer Landing.Qxd
    NATIONAL AERONAUTICS AND SPACE ADMINISTRATION Mars Exploration Rover Landings Press Kit January 2004 Media Contacts Donald Savage Policy/Program Management 202/358-1547 Headquarters [email protected] Washington, D.C. Guy Webster Mars Exploration Rover Mission 818/354-5011 Jet Propulsion Laboratory, [email protected] Pasadena, Calif. David Brand Science Payload 607/255-3651 Cornell University, [email protected] Ithaca, N.Y. Contents General Release …………………………………………………………..................................…… 3 Media Services Information ……………………………………….........................................…..... 5 Quick Facts ………………………………………………………................................……………… 6 Mars at a Glance ……………………………………………………….................................………. 7 Historical Mars Missions ………………………………………………….....................................… 8 Mars: The Water Trail ………………………………………………………………….................…… 9 Where We've Been and Where We're Going …………………………………................ 14 Science Investigations .............................................................................................................. 17 Landing Sites ............................................................................................................................. 23 Mission Overview ……………...………………………………………..............................………. 28 Spacecraft ................................................................................................................................. 38 Program/Project Management …………………………………………….................................…
    [Show full text]
  • International Space Station Benefits for Humanity, 3Rd Edition
    International Space Station Benefits for Humanity 3RD Edition This book was developed collaboratively by the members of the International Space Station (ISS) Program Science Forum (PSF), which includes the National Aeronautics and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency (ESA), Japan Aerospace Exploration Agency (JAXA), State Space Corporation ROSCOSMOS (ROSCOSMOS), and the Italian Space Agency (ASI). NP-2018-06-013-JSC i Acknowledgments A Product of the International Space Station Program Science Forum National Aeronautics and Space Administration: Executive Editors: Julie Robinson, Kirt Costello, Pete Hasbrook, Julie Robinson David Brady, Tara Ruttley, Bryan Dansberry, Kirt Costello William Stefanov, Shoyeb ‘Sunny’ Panjwani, Managing Editor: Alex Macdonald, Michael Read, Ousmane Diallo, David Brady Tracy Thumm, Jenny Howard, Melissa Gaskill, Judy Tate-Brown Section Editors: Tara Ruttley Canadian Space Agency: Bryan Dansberry Luchino Cohen, Isabelle Marcil, Sara Millington-Veloza, William Stefanov David Haight, Louise Beauchamp Tracy Parr-Thumm European Space Agency: Michael Read Andreas Schoen, Jennifer Ngo-Anh, Jon Weems, Cover Designer: Eric Istasse, Jason Hatton, Stefaan De Mey Erik Lopez Japan Aerospace Exploration Agency: Technical Editor: Masaki Shirakawa, Kazuo Umezawa, Sakiko Kamesaki, Susan Breeden Sayaka Umemura, Yoko Kitami Graphic Designer: State Space Corporation ROSCOSMOS: Cynthia Bush Georgy Karabadzhak, Vasily Savinkov, Elena Lavrenko, Igor Sorokin, Natalya Zhukova, Natalia Biryukova,
    [Show full text]
  • Mars Science Laboratory Landing
    PRESS KIT/JULY 2012 Mars Science Laboratory Landing Media Contacts Dwayne Brown NASA’s Mars 202-358-1726 Steve Cole Program 202-358-0918 Headquarters [email protected] Washington [email protected] Guy Webster Mars Science Laboratory 818-354-5011 D.C. Agle Mission 818-393-9011 Jet Propulsion Laboratory [email protected] Pasadena, Calif. [email protected] Science Payload Investigations Alpha Particle X-ray Spectrometer: Ruth Ann Chicoine, Canadian Space Agency, Saint-Hubert, Québec, Canada; 450-926-4451; [email protected] Chemistry and Camera: James Rickman, Los Alamos National Laboratory, Los Alamos, N.M.; 505-665-9203; [email protected] Chemistry and Mineralogy: Rachel Hoover, NASA Ames Research Center, Moffett Field, Calif.; 650-604-0643; [email protected] Dynamic Albedo of Neutrons: Igor Mitrofanov, Space Research Institute, Moscow, Russia; 011-7-495-333-3489; [email protected] Mars Descent Imager, Mars Hand Lens Imager, Mast Camera: Michael Ravine, Malin Space Science Systems, San Diego; 858-552-2650 extension 591; [email protected] Radiation Assessment Detector: Donald Hassler, Southwest Research Institute; Boulder, Colo.; 303-546-0683; [email protected] Rover Environmental Monitoring Station: Luis Cuesta, Centro de Astrobiología, Madrid, Spain; 011-34-620-265557; [email protected] Sample Analysis at Mars: Nancy Neal Jones, NASA Goddard Space Flight Center, Greenbelt, Md.; 301-286-0039; [email protected] Engineering Investigation MSL Entry, Descent and Landing Instrument Suite: Kathy Barnstorff, NASA Langley Research Center, Hampton, Va.; 757-864-9886; [email protected] Contents Media Services Information.
    [Show full text]