1 00:00:00,000 --> 00:00:25,240 Few things are as exhilarating as heading around the racetrack at just under 200 miles 2 00:00:25,240 --> 00:00:26,240 per hour. 3 00:00:26,680 --> 00:00:30,560 Hi, welcome aboard the number 24 Dupont Chevy Monte Carlo. 4 00:00:30,560 --> 00:00:31,560 I'm Jeff Gordon. 5 00:00:31,560 --> 00:00:36,800 It takes a lot to win a NASCAR race, like science, technology, and math. 6 00:00:36,800 --> 00:00:39,760 There's a whole lot more to it than just counting laps. 7 00:00:39,760 --> 00:00:41,800 You also need plenty of something else. 8 00:00:41,800 --> 00:00:42,800 Fuel. 9 00:00:42,800 --> 00:00:47,000 During an average race, my race car burns 100 gallons of fuel. 10 00:00:47,000 --> 00:00:49,160 Guess how many gallons this car uses? 11 00:00:49,160 --> 00:00:50,160 None. 12 00:00:50,160 --> 00:00:52,800 Instead, it uses electricity. 13 00:00:52,800 --> 00:00:58,560 NASA is working on cutting-edge technology using electricity to propel a spacecraft instead 14 00:00:58,560 --> 00:00:59,560 of using fuel. 15 00:00:59,560 --> 00:01:04,800 To do that, NASA will use the power of math, science, and technology. 16 00:01:04,800 --> 00:01:05,800 But hold on, race fans. 17 00:01:05,800 --> 00:01:07,600 There's a string attached. 18 00:01:07,600 --> 00:01:13,080 Ladies and gentlemen, start your engines for this episode of NASA Connect. 19 00:01:37,600 --> 00:01:46,560 Hey there. 20 00:01:46,560 --> 00:01:51,720 Welcome to NASA Connect, the show that connects you to the world of math, science, technology, 21 00:01:51,720 --> 00:01:52,720 and NASA. 22 00:01:52,720 --> 00:01:53,720 I'm Van Heus. 23 00:01:53,720 --> 00:01:54,720 And I'm Jennifer Pulley. 24 00:01:54,720 --> 00:01:58,800 Today, we're at Disney-MGM Studios in Orlando, Florida. 25 00:01:58,800 --> 00:02:00,800 We are your hosts, along with Norbert. 26 00:02:00,800 --> 00:02:05,000 Every time Norbert appears, have your cue cards from the lesson guide and your brain 27 00:02:05,000 --> 00:02:07,480 ready to answer the questions he gives you. 28 00:02:07,480 --> 00:02:12,000 And teachers, every time Norbert appears with a remote, that's your cue to pause the videotape 29 00:02:12,000 --> 00:02:14,000 and discuss the cue card questions he gives you. 30 00:02:14,000 --> 00:02:17,000 Fasten your seatbelts. 31 00:02:17,000 --> 00:02:23,000 On today's show, we'll learn how NASA researchers collect and measure data, recognize patterns, 32 00:02:23,000 --> 00:02:26,000 develop functions, and use algebra to solve their problems. 33 00:02:26,000 --> 00:02:31,000 Then, they compare the results and predict how the technology will perform in space. 34 00:02:32,000 --> 00:02:37,000 You will simulate NASA research and learn all about magnetic forces and how they cause 35 00:02:37,000 --> 00:02:38,000 motion. 36 00:02:38,000 --> 00:02:39,000 And you know what? 37 00:02:39,000 --> 00:02:40,000 You're going to be doing all of this in your classroom. 38 00:02:40,000 --> 00:02:42,000 It's going to be a thrilling ride. 39 00:02:42,000 --> 00:02:46,000 Later, Dr. Shelley Canright will get you hooked up to this show's web activity. 40 00:02:46,000 --> 00:02:51,000 Today's NASA Connect program features patterns, functions, and algebra to get you wired for 41 00:02:51,000 --> 00:02:52,000 space. 42 00:02:52,000 --> 00:02:58,000 Did you know that NASA researchers use math, science, and technology every day to make 43 00:02:58,000 --> 00:03:00,000 sure space transportation is safe and reliable? 44 00:03:00,000 --> 00:03:02,000 That's right, and more affordable, too. 45 00:03:02,000 --> 00:03:09,000 You know, NASA Connect has sent us on some pretty cool locations, but Disney-MGM's rock 46 00:03:09,000 --> 00:03:13,000 and roller coaster starring Aerosmith is definitely a gas. 47 00:03:13,000 --> 00:03:14,000 Gas? 48 00:03:14,000 --> 00:03:16,000 Not gas, man. 49 00:03:16,000 --> 00:03:20,000 This coaster uses state-of-the-art electromagnetic motors. 50 00:03:20,000 --> 00:03:21,000 Electromagnetic? 51 00:03:21,000 --> 00:03:26,000 You mean this roller coaster runs on electricity and magnetism? 52 00:03:26,000 --> 00:03:27,000 Exactly. 53 00:03:28,000 --> 00:03:34,000 Electricity is one of the fundamental forces of nature that we use to make things work 54 00:03:34,000 --> 00:03:35,000 for us. 55 00:03:35,000 --> 00:03:39,000 Magnetism is the force of attracting or repelling magnetic materials. 56 00:03:39,000 --> 00:03:45,000 Magnets have the power to pull things toward them, but they can also push or repel things 57 00:03:45,000 --> 00:03:46,000 away. 58 00:03:46,000 --> 00:03:51,000 When you connect the power of electricity with the strength of magnetism, you can make 59 00:03:51,000 --> 00:03:55,000 an electromagnetic motor, like the one that gets your clothes clean in the washer. 60 00:03:55,000 --> 00:04:00,000 Today, we're learning how electricity and magnetism are used for what you might call 61 00:04:00,000 --> 00:04:04,000 another type of spin cycle, propelling spacecraft into orbit. 62 00:04:04,000 --> 00:04:05,000 Zero to 60. 63 00:04:05,000 --> 00:04:06,000 Oh, man. 64 00:04:06,000 --> 00:04:07,000 2.8 seconds. 65 00:04:07,000 --> 00:04:08,000 That was so awesome. 66 00:04:08,000 --> 00:04:09,000 I mean, that's tense. 67 00:04:09,000 --> 00:04:14,000 Now tell me, how does a roller coaster like this relate to NASA and spacecraft? 68 00:04:14,000 --> 00:04:17,000 Not that I'm complaining, but I want to ride it again. 69 00:04:17,000 --> 00:04:18,000 Well, okay, we will. 70 00:04:18,000 --> 00:04:19,000 Hang on, let me tell you. 71 00:04:19,000 --> 00:04:23,000 NASA is working on a way to propel spacecraft into orbit, and get this, they're using a 72 00:04:23,000 --> 00:04:25,000 track very similar to this roller coaster track. 73 00:04:25,000 --> 00:04:27,000 All right, all right. 74 00:04:27,000 --> 00:04:32,000 Hey, let's propel ourselves over to NASA Marshall Space Flight Center in Huntsville, Alabama, 75 00:04:32,000 --> 00:04:34,000 and check it out. 76 00:04:34,000 --> 00:04:39,000 Jennifer, this is supposed to be like a roller coaster? 77 00:04:39,000 --> 00:04:40,000 Where are the loops? 78 00:04:40,000 --> 00:04:44,000 Well, it's not like a roller coaster in that way, Van, but it does use some of the same 79 00:04:44,000 --> 00:04:46,000 scientific principles. 80 00:04:46,000 --> 00:04:47,000 This is Jose Perez. 81 00:04:47,000 --> 00:04:52,000 He's the Launch Assist Project Manager from Kennedy Space Center in Cape Canaveral, Florida. 82 00:04:53,000 --> 00:04:54,000 Thanks, Jennifer. 83 00:04:54,000 --> 00:04:59,000 Getting into space is expensive, and the first part of the trip costs the most. 84 00:04:59,000 --> 00:05:01,000 That's where this track comes in. 85 00:05:01,000 --> 00:05:04,000 It is used for magnetically propelling a spacecraft. 86 00:05:04,000 --> 00:05:08,000 Like magnets, electricity has a similar push and pull called charges. 87 00:05:08,000 --> 00:05:14,000 In fact, electricity and magnetism are a lot alike because they are really the same force 88 00:05:14,000 --> 00:05:15,000 of nature. 89 00:05:15,000 --> 00:05:18,000 We're just used to thinking of them as two different things. 90 00:05:18,000 --> 00:05:21,000 That's where maglev, or magnetic levitation, comes in. 91 00:05:21,000 --> 00:05:22,000 Okay. 92 00:05:22,000 --> 00:05:24,000 So, what is magnetic levitation? 93 00:05:24,000 --> 00:05:30,000 Magnetic levitation, or maglev, is a new technology being developed for high-speed trains. 94 00:05:30,000 --> 00:05:35,000 Instead of running on metal wheels, these new trains float or levitate above the track. 95 00:05:35,000 --> 00:05:36,000 Levitate? 96 00:05:36,000 --> 00:05:37,000 Yeah. 97 00:05:37,000 --> 00:05:38,000 How does that happen? 98 00:05:38,000 --> 00:05:43,000 Well, electromagnets in the track levitate and propel the vehicle down the track without 99 00:05:43,000 --> 00:05:45,000 any direct contact. 100 00:05:45,000 --> 00:05:46,000 Cool. 101 00:05:46,000 --> 00:05:47,000 I get it. 102 00:05:47,000 --> 00:05:51,000 Electrical charges are like magnetic poles that repel each other and pushes it down the 103 00:05:51,000 --> 00:05:52,000 track. 104 00:05:52,000 --> 00:05:53,000 Exactly. 105 00:05:53,000 --> 00:05:58,000 The magnetically levitated spacecraft will leave the track traveling around 600 miles 106 00:05:58,000 --> 00:06:01,000 per hour, and then reach orbit using rocket power. 107 00:06:03,000 --> 00:06:05,000 What kind of tests did they use? 108 00:06:05,000 --> 00:06:08,000 Were there any patterns in the results? 109 00:06:08,000 --> 00:06:09,000 What kind of graph? 110 00:06:09,000 --> 00:06:11,000 We sawed it from the data. 111 00:06:11,000 --> 00:06:16,000 One of the things that we test is how much force is being produced by our electromagnets. 112 00:06:16,000 --> 00:06:20,000 To find the force, we use this equation. 113 00:06:20,000 --> 00:06:29,000 F equals m times a, where F is the force, m is the mass, and a is the acceleration. 114 00:06:29,000 --> 00:06:33,000 Acceleration is the increase of speed over time. 115 00:06:33,000 --> 00:06:38,000 We put sensors aboard our test vehicle that measure its acceleration. 116 00:06:38,000 --> 00:06:44,000 Since we already know the mass of our test vehicle, if we multiply the acceleration by 117 00:06:44,000 --> 00:06:47,000 the mass, we can determine the force. 118 00:06:47,000 --> 00:06:53,000 Taking those numbers and producing line graphs, we can show the forces on our test vehicle. 119 00:06:53,000 --> 00:06:58,000 The pattern that develops helps us predict the performance for future space vehicles. 120 00:06:58,000 --> 00:07:02,000 Wow, that's a pretty exciting way to understand math. 121 00:07:02,000 --> 00:07:04,000 You use math every day, right? 122 00:07:04,000 --> 00:07:05,000 Yes. 123 00:07:05,000 --> 00:07:09,000 And we also share our results with people in industry and other NASA centers. 124 00:07:09,000 --> 00:07:14,000 By looking at our results, they can understand how much the carrier is accelerating 125 00:07:14,000 --> 00:07:17,000 and how much force the track magnets are generating. 126 00:07:17,000 --> 00:07:22,000 Because we speak the common language of mathematics, we can share what we learn, 127 00:07:22,000 --> 00:07:24,000 and we learn from each other. 128 00:07:24,000 --> 00:07:25,000 Well, that's pretty neat. 129 00:07:25,000 --> 00:07:30,000 I mean, NASA uses electromagnets and this track to help them develop new ways 130 00:07:30,000 --> 00:07:33,000 to propel a spacecraft into orbit. 131 00:07:33,000 --> 00:07:34,000 And you know what? 132 00:07:34,000 --> 00:07:40,000 NASA's also using electricity, magnetism, and tethers to help them propel spacecraft already in orbit. 133 00:07:40,000 --> 00:07:45,000 Wait, you said tethers, like tetherball with the pole and the rope attached to the ball? 134 00:07:45,000 --> 00:07:46,000 Absolutely. 135 00:07:46,000 --> 00:07:52,000 Some other examples of tethers besides tetherball are the elastic string that keeps a paddleball on a paddle, 136 00:07:52,000 --> 00:07:59,000 a fishing line that keeps the fish on a pole, and even a leash that keeps a dog close to its owner. 137 00:07:59,000 --> 00:08:01,000 Maybe you can think of some more examples. 138 00:08:01,000 --> 00:08:06,000 You know, NASA has been using tethers and conducting experiments in space for years. 139 00:08:12,000 --> 00:08:13,000 You're right. 140 00:08:13,000 --> 00:08:22,000 In fact, in the 1960s, the Gemini astronauts used tethers to connect their spacecraft to another unoccupied rocket. 141 00:08:22,000 --> 00:08:24,000 The 1960s. 142 00:08:24,000 --> 00:08:26,000 Far out, man. 143 00:08:28,000 --> 00:08:29,000 What? 144 00:08:30,000 --> 00:08:37,000 Over the years, NASA has learned that connecting two spacecraft together opens up a whole new world of possibilities, 145 00:08:37,000 --> 00:08:40,000 like propelling a spacecraft. 146 00:08:40,000 --> 00:08:45,000 One person who knows all about tethers in space is physicist Les Johnson, 147 00:08:45,000 --> 00:08:48,000 and he works at NASA Marshall Space Flight Center. 148 00:08:48,000 --> 00:08:49,000 Thanks, Van. 149 00:08:49,000 --> 00:08:53,000 We're testing a new kind of propulsion system for space that doesn't need any rocket engines or fuel. 150 00:08:53,000 --> 00:08:57,000 Instead, it'll use the Earth's magnetic field to help push or pull on the spacecraft. 151 00:08:57,000 --> 00:09:02,000 All magnetic objects form invisible lines of force that extend between the poles of the object. 152 00:09:02,000 --> 00:09:06,000 A magnetic field is the space around the magnet where you feel its force. 153 00:09:06,000 --> 00:09:12,000 Magnetic field lines extend and radiate between the Earth's north and south poles, 154 00:09:12,000 --> 00:09:14,000 and between the poles of the magnet. 155 00:09:14,000 --> 00:09:18,000 Basically, the Earth's magnetic field works with a special type of wire or conductor, 156 00:09:18,000 --> 00:09:21,000 called an electrodynamic tether, to push or pull on the object. 157 00:09:22,000 --> 00:09:25,000 The electrons that make up the electric current flowing through the conductor 158 00:09:25,000 --> 00:09:29,000 will experience a force when they move through a magnetic field like the Earth's. 159 00:09:29,000 --> 00:09:31,000 Since they're trapped in the conducting wire tether, 160 00:09:31,000 --> 00:09:35,000 the force will be applied to the tether and whatever is attached to it. 161 00:09:35,000 --> 00:09:38,000 Depending upon the direction in which the current is flowing, 162 00:09:38,000 --> 00:09:43,000 this force can be a push or a pull, either lowering or raising a spacecraft's orbit. 163 00:09:43,000 --> 00:09:47,000 So, the direction of the current determines whether it's pushing or pulling. 164 00:09:47,000 --> 00:09:49,000 And the more current, the more force. 165 00:09:49,000 --> 00:09:52,000 Right. In fact, NASA Marshall is working on a project called PROSEDS, 166 00:09:52,000 --> 00:09:56,000 which uses the Earth's magnetic field to push or pull on the attached tether. 167 00:09:56,000 --> 00:09:59,000 When the tether moves, so does the spacecraft. 168 00:09:59,000 --> 00:10:02,000 Les, PROSEDS is an acronym, right? What does it stand for? 169 00:10:02,000 --> 00:10:06,000 PROSEDS stands for Propulsive Small Expendable Deployer System. 170 00:10:06,000 --> 00:10:10,000 Space exploration is limited largely by the cost of launching payloads. 171 00:10:10,000 --> 00:10:14,000 Finding a cheaper way to explore space is always very important to us. 172 00:10:14,000 --> 00:10:17,000 Typically, a rocket will place its payload into low Earth orbit, 173 00:10:17,000 --> 00:10:21,000 and from there, propellant-fueled thrusters have to boost it to a higher altitude. 174 00:10:21,000 --> 00:10:24,000 PROSEDS is one experiment that focuses on the technology 175 00:10:24,000 --> 00:10:27,000 to cut the expense of placing a payload into its final orbit. 176 00:10:27,000 --> 00:10:32,000 Sounds like PROSEDS can be a nice alternative to using rocket engines and lots of fuel. 177 00:10:32,000 --> 00:10:36,000 Absolutely. Electrodynamic tethers could one day be used as a cheap, 178 00:10:36,000 --> 00:10:39,000 lightweight, and reliable way to remove space junk from orbit, 179 00:10:39,000 --> 00:10:42,000 keep the International Space Station in orbit, 180 00:10:42,000 --> 00:10:44,000 and even power missions at other planets. 181 00:10:44,000 --> 00:10:47,000 Wow! This can get us to other planets? 182 00:10:47,000 --> 00:10:49,000 Tethers offer us unlimited possibilities, man. 183 00:10:49,000 --> 00:10:52,000 That's why I'm all charged up about this project. 184 00:10:52,000 --> 00:10:55,000 You know, students in Baton Rouge, Louisiana, 185 00:10:55,000 --> 00:10:59,000 are also charged up about today's classroom activity. 186 00:10:59,000 --> 00:11:04,000 Hi! We're from Extrema Middle Magna School in Baton Rouge, Louisiana. 187 00:11:04,000 --> 00:11:10,000 NASA Connect asks us to help you understand how to do the student activity for this program. 188 00:11:11,000 --> 00:11:16,000 Earlier, we learned that the NASA PROSEDS experiment uses long, conducting wires called tethers. 189 00:11:16,000 --> 00:11:20,000 The tethers make electricity that can be used to move satellites. 190 00:11:20,000 --> 00:11:24,000 Now, we're going to simulate the research they do at NASA 191 00:11:24,000 --> 00:11:31,000 by constructing and using the Make-It-Go Electrodynamic Demonstration Unit, or EDU for short. 192 00:11:31,000 --> 00:11:33,000 First, let's make the EDU. 193 00:11:33,000 --> 00:11:37,000 The materials you need, magnets, batteries, wire, 194 00:11:37,000 --> 00:11:42,000 and very small light bulbs called light-emitting diodes are inexpensive and easy to find. 195 00:11:42,000 --> 00:11:45,000 Remember, safety is our number one concern at NASA, 196 00:11:45,000 --> 00:11:49,000 so be sure to listen carefully and follow the safety guidelines. 197 00:11:49,000 --> 00:11:55,000 Now that the EDU is made, you'll need to make an electrical current level controller for the EDU. 198 00:11:55,000 --> 00:12:00,000 The current controller is made using only regular paper and a set of five resistors. 199 00:12:00,000 --> 00:12:03,000 Be sure that all your wires are connected correctly. 200 00:12:03,000 --> 00:12:09,000 This will create what is called a closed circuit that allows the electricity to flow freely through the EDU. 201 00:12:09,000 --> 00:12:13,000 Now you're ready to observe and predict what happens to the light from the LED 202 00:12:13,000 --> 00:12:18,000 when you change the amount of electricity flowing through the circuit of your EDU. 203 00:12:18,000 --> 00:12:22,000 If the wires are not connected properly, an open circuit exists 204 00:12:22,000 --> 00:12:25,000 and the flow of electricity through the EDU is broken. 205 00:12:25,000 --> 00:12:30,000 As a class, discuss whether there's a pattern to describe what happens to the brightness of the light 206 00:12:30,000 --> 00:12:33,000 when the electricity level increases. 207 00:12:33,000 --> 00:12:39,000 The EDU is a model of the actual propulsion system tested in the process mission. 208 00:12:39,000 --> 00:12:45,000 You'll use the EDU to observe and understand that if a wire has electricity flowing through it, 209 00:12:45,000 --> 00:12:49,000 the wire can actually move if it is placed near a magnet. 210 00:12:49,000 --> 00:12:56,000 You'll measure, record, and graph the relationship between the electric current and wire coil movement. 211 00:12:56,000 --> 00:13:00,000 Then you'll analyze the results just like NASA researchers do. 212 00:13:00,000 --> 00:13:04,000 Next, construct the coil as directed in the lesson guide. 213 00:13:04,000 --> 00:13:08,000 Add the wire coil along with the magnet to the EDU. 214 00:13:08,000 --> 00:13:13,000 Observe what happens to the wire coil's motion when the magnet is present. 215 00:13:13,000 --> 00:13:16,000 Looking at your previous set of test results, 216 00:13:16,000 --> 00:13:20,000 what do you think will happen to the wire coil when the current level increases? 217 00:13:20,000 --> 00:13:27,000 Change the current levels and measure and record the distance that the wire coil moves at each level. 218 00:13:27,000 --> 00:13:32,000 Each time you test a new current level, compare the results with your classmates. 219 00:13:32,000 --> 00:13:35,000 Average the test results at each current level. 220 00:13:35,000 --> 00:13:40,000 After you've completed testing, your teacher will get you started on graphing your data, 221 00:13:40,000 --> 00:13:43,000 then help you understand how to analyze your results. 222 00:13:43,000 --> 00:13:48,000 Great work class, but how can we display the data that we've collected on a graph? 223 00:13:48,000 --> 00:13:51,000 Think about the information we're comparing. 224 00:13:51,000 --> 00:13:53,000 Now that we have our graph labeled, 225 00:13:53,000 --> 00:14:01,000 one person from each group should come up and graph the average distance the coil moved at each current level. 226 00:14:01,000 --> 00:14:02,000 This looks great. 227 00:14:02,000 --> 00:14:04,000 What type of graph is this? 228 00:14:04,000 --> 00:14:05,000 A bar graph? 229 00:14:05,000 --> 00:14:06,000 A line graph? 230 00:14:06,000 --> 00:14:08,000 A scatter plot? 231 00:14:08,000 --> 00:14:12,000 What was the maximum distance our wire coil moved? 232 00:14:12,000 --> 00:14:14,000 What current level produced the greatest movement? 233 00:14:14,000 --> 00:14:16,000 Why do you think this is so? 234 00:14:16,000 --> 00:14:23,000 Class, can you guess which electricity level the circuit is set on based on how far the wire coil is moving? 235 00:14:24,000 --> 00:14:27,000 If I run some more tests, I know that I can find out. 236 00:14:27,000 --> 00:14:30,000 Yeah, let's make it go again! 237 00:14:30,000 --> 00:14:33,000 Man, those kids looked like they were having a lot of fun. 238 00:14:33,000 --> 00:14:35,000 And learning a lot, too. 239 00:14:35,000 --> 00:14:39,000 Well, just like NASA Connect teamed up with a school to learn about electromagnetism, 240 00:14:39,000 --> 00:14:42,000 NASA's teamed up with a university to help us understand propulsion in space. 241 00:14:43,000 --> 00:14:47,000 Hey, let's head to the University of Michigan and see what they've been working on. 242 00:14:47,000 --> 00:14:51,000 I'm Professor Brian Gilchrist with the University of Michigan in Ann Arbor. 243 00:14:51,000 --> 00:14:56,000 And I'm Jane O'Leiler, a graduate student in Space Systems Engineering here at the university. 244 00:14:56,000 --> 00:15:04,000 My students were asked to design, build, and test a very small spacecraft that will be used with NASA's ProSense tethered mission. 245 00:15:04,000 --> 00:15:11,000 ProSense is demonstrating a new kind of propulsion technology that does not require any rocket engines. 246 00:15:11,000 --> 00:15:15,000 It uses the Earth's magnetic field to help push and pull on spacecraft. 247 00:15:15,000 --> 00:15:19,000 ProSense will pull down a large, used-up rocket stage. 248 00:15:19,000 --> 00:15:23,000 We named the satellite Icarus after the character from Greek mythology. 249 00:15:23,000 --> 00:15:29,000 As you might know, Icarus and his father Daedalus were trying to escape from Crete using wings that they'd built. 250 00:15:29,000 --> 00:15:35,000 Icarus flew too close to the sun and the wax that was holding his wings on melted and he fell into the Aegean Sea. 251 00:15:36,000 --> 00:15:41,000 The ProSense mission will be successful if it can rapidly bring down the rocket engine from orbit, 252 00:15:41,000 --> 00:15:47,000 which will ultimately burn up in the atmosphere, falling from the sky, just like Icarus. 253 00:15:47,000 --> 00:15:52,000 The Icarus satellite will pull out 15 kilometers of tether from the deployer, 254 00:15:52,000 --> 00:15:59,000 and the instruments on board will measure the location of the end of the tether, the end mass, and spacecraft attitude. 255 00:15:59,000 --> 00:16:01,000 Did she say attitude? 256 00:16:01,000 --> 00:16:06,000 Not that kind of attitude. I mean the position of the spacecraft relative to the Earth. 257 00:16:06,000 --> 00:16:12,000 Right, Jane. The students designed this satellite to collect this information and transmit the data to the ground. 258 00:16:12,000 --> 00:16:17,000 Mission scientists will use this information to better understand the dynamics of tether systems. 259 00:16:17,000 --> 00:16:21,000 To build our satellite, we used computer design tools and a lot of discussions and mentoring 260 00:16:21,000 --> 00:16:29,000 from experienced engineers and faculty at Michigan, the NASA Marshall Space Flight Center, and from industry partners such as TRW. 261 00:16:29,000 --> 00:16:35,000 After the design work, various mechanical and electrical components were purchased or built. 262 00:16:35,000 --> 00:16:40,000 These pieces were carefully put together, and then we were able to begin a long list of tests 263 00:16:40,000 --> 00:16:43,000 to see if it was going to work the way we wanted it to. 264 00:16:43,000 --> 00:16:48,000 At the same time we were designing the hardware, we were developing the computer software. 265 00:16:48,000 --> 00:16:52,000 Not everything worked the first time, as is typical of anything new being developed. 266 00:16:52,000 --> 00:16:56,000 So we had to consider what could have gone wrong, read through the notes and journals 267 00:16:56,000 --> 00:16:59,000 to check that we did everything right, and then try again. 268 00:16:59,000 --> 00:17:04,000 And sure enough, some changes had to be made to get it ready for delivery and flight. 269 00:17:04,000 --> 00:17:09,000 Each step required careful planning to accomplish the special steps that we mentioned earlier. 270 00:17:09,000 --> 00:17:14,000 The tests were done here in our labs at Michigan and at the Marshall Space Flight Center. 271 00:17:14,000 --> 00:17:16,000 How did you gather the data? 272 00:17:16,000 --> 00:17:21,000 Electronic sensors were often used in our tests to make the critical measurements necessary 273 00:17:21,000 --> 00:17:24,000 to know that the ICRA satellite was still working correctly. 274 00:17:24,000 --> 00:17:28,000 But other data collection involved just looking at the satellite to see that, for example, 275 00:17:28,000 --> 00:17:30,000 our solar cells were not broken. 276 00:17:30,000 --> 00:17:34,000 And sometimes we had to measure how much power the solar panels could generate, 277 00:17:34,000 --> 00:17:38,000 or how much power our radio transmitter was sending to its antenna. 278 00:17:38,000 --> 00:17:41,000 Wait a minute, they're in Michigan and... 279 00:17:41,000 --> 00:17:44,000 And we're at the Marshall Space Flight Center in Huntsville, Alabama. 280 00:17:44,000 --> 00:17:45,000 How do they do that? 281 00:17:45,000 --> 00:17:48,000 Good communications in a project like this is very important. 282 00:17:48,000 --> 00:17:51,000 When the students were designing and building their spacecraft, 283 00:17:52,000 --> 00:17:57,000 they communicated with their NASA partners using presentations, written reports, 284 00:17:57,000 --> 00:17:59,000 and through e-mail using the Internet. 285 00:17:59,000 --> 00:18:03,000 Later, as we were collecting data, we dealt with the test reports that showed 286 00:18:03,000 --> 00:18:06,000 how the satellite and its instruments performed. 287 00:18:06,000 --> 00:18:08,000 By using patterns, functions, and algebra, 288 00:18:08,000 --> 00:18:13,000 they were able to prove to themselves and NASA that the ICRA satellite was ready for flight. 289 00:18:13,000 --> 00:18:19,000 Being able to understand data in the form of charts and graphs is a lot easier than descriptions. 290 00:18:20,000 --> 00:18:22,000 Mathematics is really like another language, 291 00:18:22,000 --> 00:18:26,000 a language that all of our partners need to understand to be able to work together. 292 00:18:28,000 --> 00:18:31,000 How is algebra used to find a solution? 293 00:18:31,000 --> 00:18:34,000 How are arrays used in algebra? 294 00:18:34,000 --> 00:18:39,000 What algebraic equation shows that voltage is related to current? 295 00:18:40,000 --> 00:18:42,000 Hey guys, meet Leslie Curtis. 296 00:18:42,000 --> 00:18:44,000 She's an engineer here at NASA Marshall. 297 00:18:44,000 --> 00:18:47,000 Thanks, Van. Dr. Gilchrist is right. 298 00:18:47,000 --> 00:18:51,000 Mathematics is one of the most powerful tools that we have available to us at NASA. 299 00:18:51,000 --> 00:18:55,000 We use algebra almost every day to find solutions to our problems. 300 00:18:55,000 --> 00:18:58,000 This is the ICRA satellite that Jane told us about. 301 00:18:58,000 --> 00:19:01,000 It uses solar cells to charge its batteries. 302 00:19:01,000 --> 00:19:07,000 Solar cells, which convert sunlight into electricity, are arranged in a pattern called an array. 303 00:19:07,000 --> 00:19:13,000 One of the ways that equations can be written in algebra is also called an array or matrix. 304 00:19:13,000 --> 00:19:15,000 Actually, they look a lot alike. 305 00:19:15,000 --> 00:19:16,000 Let's compare them. 306 00:19:16,000 --> 00:19:19,000 Here's an example of an array used in algebra. 307 00:19:19,000 --> 00:19:22,000 Notice the pattern of rows and columns. 308 00:19:22,000 --> 00:19:25,000 Now here's a picture of a solar array. 309 00:19:25,000 --> 00:19:27,000 See the rows and columns again? 310 00:19:27,000 --> 00:19:32,000 Let's use the solar arrays on the ICRA satellite to do a simple math problem 311 00:19:32,000 --> 00:19:35,000 that the students at the University of Michigan were faced with. 312 00:19:35,000 --> 00:19:39,000 Then let's compare solar arrays with algebraic arrays. 313 00:19:39,000 --> 00:19:42,000 The ICRA satellite uses 12 volt batteries. 314 00:19:42,000 --> 00:19:44,000 Voltage is a measurement of electricity. 315 00:19:44,000 --> 00:19:47,000 And if we use a solar array to charge our batteries, 316 00:19:47,000 --> 00:19:50,000 we know from science that we need to have a solar array voltage 317 00:19:50,000 --> 00:19:55,000 that is slightly higher than the 12 volt batteries, so let's say 15 volts. 318 00:19:55,000 --> 00:19:59,000 To calculate the number of solar cells we need for the array, we use algebra. 319 00:19:59,000 --> 00:20:05,000 And since each ICRA solar cell provides 0.5 or a half a volt of charge, 320 00:20:05,000 --> 00:20:10,000 how many cells do we need for our solar array to produce the 15 volts? 321 00:20:11,000 --> 00:20:14,000 If we solve for C, which stands for the number of cells, 322 00:20:14,000 --> 00:20:20,000 we see that it will take 30 cells to give us 15 volts to successfully charge the batteries. 323 00:20:20,000 --> 00:20:25,000 From this information, we can arrange our solar cells in a solar array pattern. 324 00:20:25,000 --> 00:20:28,000 Cool! Like 10 cells wide by 3 cells high? 325 00:20:28,000 --> 00:20:31,000 Or 15 cells wide by 2 cells high? 326 00:20:31,000 --> 00:20:35,000 So you see, when scientists are trying to calculate complicated equations, 327 00:20:35,000 --> 00:20:38,000 we often write them in the pattern of an algebraic array. 328 00:20:38,000 --> 00:20:44,000 That's great! So you use patterns and algebra to determine the amount of solar cells in an array. 329 00:20:44,000 --> 00:20:51,000 But let me ask you this. How long does it take for solar cells to charge ICARUS' batteries? 330 00:20:51,000 --> 00:20:54,000 Well, that question can be answered using algebra also. 331 00:20:54,000 --> 00:20:59,000 We know that the charge on the ICARUS satellite batteries is related to current and time. 332 00:20:59,000 --> 00:21:05,000 Current is another measure of electricity which is expressed in units called amperes, or amps for short. 333 00:21:05,000 --> 00:21:10,000 Now to calculate the amount of time needed to charge the batteries, we use the following equation. 334 00:21:10,000 --> 00:21:14,000 Charge is equal to current times time. 335 00:21:14,000 --> 00:21:18,000 Since we want to know the length of time needed to charge the batteries, 336 00:21:18,000 --> 00:21:23,000 we can rewrite the equation as time is equal to charge divided by current. 337 00:21:23,000 --> 00:21:29,000 The ICARUS satellite batteries have a maximum charge capacity of 2.5 amp hours. 338 00:21:30,000 --> 00:21:35,000 A typical charging current that we might use to charge the system is 0.5 amps. 339 00:21:35,000 --> 00:21:43,000 So if the charge is 2.5 amp hours and the current is 0.5 amps, the equation can be written this way. 340 00:21:43,000 --> 00:21:49,000 Time is equal to 2.5 amp hours divided by 0.5 amps. 341 00:21:49,000 --> 00:21:56,000 Solving for time, we can see that the time required to reach full charge on the system is 5 hours. 342 00:21:56,000 --> 00:21:58,000 Okay, let me see if I got this straight. 343 00:21:58,000 --> 00:22:03,000 We use voltage as a way of measuring electricity when we're talking about the solar array, 344 00:22:03,000 --> 00:22:10,000 and current to describe electricity when we're calculating the time it takes to recharge the batteries. 345 00:22:10,000 --> 00:22:13,000 But how are voltage and current related? 346 00:22:13,000 --> 00:22:17,000 Voltage and current are related by the simple equation V equals IR. 347 00:22:17,000 --> 00:22:21,000 V stands for voltage, which is usually measured in volts. 348 00:22:21,000 --> 00:22:24,000 I is the current, which is usually measured in amps. 349 00:22:24,000 --> 00:22:26,000 And R is called the resistance. 350 00:22:26,000 --> 00:22:29,000 The resistance is measured in units called ohms. 351 00:22:29,000 --> 00:22:37,000 And the equation V equals IR is actually called Ohm's Law, after G.S. Ohm, a German scientist. 352 00:22:37,000 --> 00:22:40,000 And the unit of resistance was named in his honor. 353 00:22:40,000 --> 00:22:46,000 You just wouldn't believe the resistance I got. Shocking. 354 00:22:46,000 --> 00:22:52,000 You know, I think it's pretty sweet that the university students used algebra to work with NASA on the ProSense experiment. 355 00:22:52,000 --> 00:22:53,000 Yeah. 356 00:22:53,000 --> 00:22:57,000 But I don't really get the volts and amps and resistance. 357 00:22:57,000 --> 00:22:58,000 Oh, my. 358 00:22:58,000 --> 00:23:01,000 Volts and amps and resistance. Oh, my. 359 00:23:01,000 --> 00:23:02,000 I get it, Dorothy. 360 00:23:02,000 --> 00:23:03,000 I get it. 361 00:23:03,000 --> 00:23:05,000 I just couldn't resist. 362 00:23:05,000 --> 00:23:12,000 Nor could we resist the chance to meet some students who teamed up with NASA Connect and are wired for today's web activity. 363 00:23:17,000 --> 00:23:18,000 Hey, gang. 364 00:23:18,000 --> 00:23:19,000 Hey, Norbit. 365 00:23:19,000 --> 00:23:21,000 Welcome to St. Louis, Missouri. 366 00:23:21,000 --> 00:23:26,000 I'm standing here in front of the St. Louis Science Center, our museum partner for this show. 367 00:23:26,000 --> 00:23:34,000 This science center is a 232,000 square foot, three building facility that's connected by a bridge in a tunnel. 368 00:23:34,000 --> 00:23:44,000 It contains 11 galleries, over 650 exhibits, an omnimax theater, planetarium, discovery room, and live science presentations. 369 00:23:44,000 --> 00:23:50,000 In a moment, we're going to go inside to meet the students from the Compton Drew Investigative Learning Center 370 00:23:50,000 --> 00:23:55,000 and the AIAA student chapter from the University of Washington, St. Louis. 371 00:23:55,000 --> 00:24:02,000 These students are going to highlight for us the web-based activity which complements this NASA Connect video program. 372 00:24:02,000 --> 00:24:07,000 But first, let's take a quick flyby of Norbit's online lab. 373 00:24:07,000 --> 00:24:10,000 There are a couple of areas of this lab worth investigating. 374 00:24:10,000 --> 00:24:14,000 Teachers, the lab manager section is designed especially for you. 375 00:24:14,000 --> 00:24:20,000 Here you will find scenarios and tools for integrating NASA Connect's web activity into the classroom. 376 00:24:20,000 --> 00:24:27,000 Another excellent resource for integrating technology efficiently into the curriculum is ePALS Classroom Exchange. 377 00:24:27,000 --> 00:24:35,000 As a Connect partner, it offers free web-based email and an online classroom community of over 130 countries 378 00:24:35,000 --> 00:24:42,000 with whom you might communicate and collaborate on class projects, such as those projects suggested in the Connect programs. 379 00:24:42,000 --> 00:24:50,000 Well, here we are now, inside the St. Louis Science Center, and waiting and ready to take us into the wild blue yonder of the Internet 380 00:24:50,000 --> 00:24:55,000 in this Connect show's web activity are our guest middle and university students. 381 00:24:55,000 --> 00:25:04,000 The web module that they will share has been contributed by Princeton University's Interactive Plasma Physics Education Experience, or IPEX. 382 00:25:04,000 --> 00:25:10,000 IPEX has created several interactive physics modules, including one on electricity and magnetism. 383 00:25:10,000 --> 00:25:17,000 This module will introduce you to many of the basic concepts involved with electricity and magnetism, 384 00:25:17,000 --> 00:25:22,000 like static charge, moving charge, voltage, resistance, and current. 385 00:25:22,000 --> 00:25:29,000 This site combines multimedia with built-in interactive exercises to help you better understand the concepts. 386 00:25:29,000 --> 00:25:35,000 For instance, you can rub a balloon on a wolf sweater to learn about static electricity. 387 00:25:35,000 --> 00:25:40,000 Use a slider bar to see what happens with similar charges on balloons. 388 00:25:40,000 --> 00:25:42,000 Build and complete a circuit. 389 00:25:42,000 --> 00:25:50,000 So there you have it. Take a website, add interactivity, subtract complexity, and multiply excitement. 390 00:25:50,000 --> 00:25:55,000 The eSolution is simple. Norbitz Online Lab. It's where education clicks. 391 00:25:55,000 --> 00:26:01,000 Bringing to you the power of digital learning, I'm Shelley Canright for NASA Connect Online. 392 00:26:01,000 --> 00:26:06,000 I'm coming, I'm coming. I've already lost you once, so you really should be happy. 393 00:26:06,000 --> 00:26:08,000 No, you haven't. No, you haven't. I passed you. 394 00:26:08,000 --> 00:26:11,000 Hey, Van, I almost had you. 395 00:26:11,000 --> 00:26:14,000 Well, you know what? That's about all we have time for today. 396 00:26:14,000 --> 00:26:19,000 Van, you might have beat me at slot car racing, but you're definitely no Jeff Gordon. 397 00:26:19,000 --> 00:26:23,000 We'd like to thank everybody who made this episode of NASA Connect possible. 398 00:26:23,000 --> 00:26:30,000 That's right. You know what? We hope you've all made the connection between the NASA research that's used to propel spacecraft without the use of fuel 399 00:26:30,000 --> 00:26:34,000 and the math, science, and technology that you do in your classroom every day. 400 00:26:34,000 --> 00:26:37,000 Jennifer and I would love to hear from you with your questions or comments, 401 00:26:37,000 --> 00:26:45,000 so write us at NASA Connect, NASA Langley Research Center, Mail Stop 400, Hampton, Virginia, 23681. 402 00:26:45,000 --> 00:26:51,000 Or send us an email, connect at edu.larc.nasa.gov. 403 00:26:51,000 --> 00:26:56,000 Hey, teachers, if you would like a videotape of this NASA Connect program and the accompanying lesson guide, 404 00:26:56,000 --> 00:26:58,000 check out the NASA Connect website. 405 00:26:58,000 --> 00:27:04,000 From our site, you can link to CORE, the NASA Central Operation of Resources for Educators, 406 00:27:04,000 --> 00:27:08,000 or link to the NASA Educator Resource Center Network. 407 00:27:08,000 --> 00:27:09,000 Until next time... 408 00:27:09,000 --> 00:27:10,000 Stay connected... 409 00:27:10,000 --> 00:27:11,000 To math... 410 00:27:11,000 --> 00:27:12,000 Science... 411 00:27:12,000 --> 00:27:13,000 Technology and... 412 00:27:13,000 --> 00:27:14,000 NASA. 413 00:27:14,000 --> 00:27:16,000 See you then. 414 00:27:16,000 --> 00:27:17,000 Bye-bye. 415 00:27:18,000 --> 00:27:22,000 Woo-hoo! 416 00:27:22,000 --> 00:27:24,000 Here we go! 417 00:27:24,000 --> 00:27:31,000 Woo-hoo! 418 00:27:31,000 --> 00:27:35,000 Jennifer, this is supposed to be a roller coaster? 419 00:27:39,000 --> 00:27:40,000 Maybe. 420 00:27:40,000 --> 00:27:42,000 I'm waiting for you to say, wait a minute. 421 00:27:42,000 --> 00:27:43,000 You're right, man. 422 00:27:43,000 --> 00:27:45,000 I mean, man. 423 00:27:46,000 --> 00:27:50,000 Far out, man. 424 00:27:50,000 --> 00:27:53,000 Tell the technology we'll perform in space. 425 00:27:53,000 --> 00:27:57,000 Plus, they do something else. 426 00:27:57,000 --> 00:27:59,000 This is Jose Perez. 427 00:27:59,000 --> 00:28:01,000 He's the launch project manager. 428 00:28:01,000 --> 00:28:02,000 No, he's not. 429 00:28:02,000 --> 00:28:06,000 Yeah, you know, man, you might have beat me. 430 00:28:06,000 --> 00:28:10,000 You broke your car. 431 00:28:10,000 --> 00:28:12,000 All right. 432 00:28:12,000 --> 00:28:14,000 All right, there you go. 433 00:28:14,000 --> 00:28:19,000 Woo-hoo! 434 00:28:19,000 --> 00:28:25,000 Where's the squirrel? 435 00:28:25,000 --> 00:28:28,000 Maybe we'll eat it.