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Ancient Observatories: Timeless Knowledge - Contenido educativo

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NASA Connect video containing four segments as described below. NASA Connect segment explaining the foundations of astronomy and the how the Earth moves relative to the sun. This segment explains how the Earth's tilt creates the 4 seasons. NASA Connect segment explaining how the height of the sun relates to the growing seasons and the length of daylight. This segment describes how Ancient Egyptian and Greek cultures used astronomy in their lives. The segment also contains an activity for exploring how a gnomon works. In the activity students must track the shadows made by a gnomon in 30 minute intervals. The activity will teach students how the length of the shadows and the angles created by the gnomon are related to the position of the sun. NASA Connect segment that shows two examples of how the Navajo used used structures to track progress of the sun in the sky. NASA Connect segment describing the Ancient Mayan civilization and their accomplishments. This segment compares the Mayan counting system to the Roman counting system and has a brief exercise for students to add the numbers 21 and 33 using both systems.

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In this episode of NASA Connect, learn how ancient cultures observed seasonal cycles 00:00:00
and how the sun played a part in their observations. 00:00:16
We'll also conduct a cool hands-on activity measuring shadows created by the sun and a 00:00:18
gnomon. 00:00:23
Stay tuned for another exciting episode of NASA Connect, Ancient Observatories. 00:00:24
Kamae toau, or welcome to NASA Connect. 00:00:55
I'm Jennifer Foley and this is the National Museum of the American Indian. 00:01:01
And I'm Dr. Stan Odenwald at an archeological site in Mexico. 00:01:06
Hola. 00:01:10
This is NASA Connect, the show that connects you to math, science, technology... 00:01:11
And NASA. 00:01:16
On today's program, you will see how ancient cultures found a connection to the stars. 00:01:17
You will also learn how many of these societies were very sophisticated when making celestial 00:01:23
observations. 00:01:29
You'll also learn about the mathematics and geometry used by these ancient peoples to 00:01:30
make their observations. 00:01:34
What you will learn today will absolutely astound you. 00:01:36
But first, Jennifer, tell us about that building that you're in. 00:01:39
Stan, this is the newest museum in our nation's capital. 00:01:42
As you enter the museum, hundreds of written and spoken words meaning welcome in native 00:01:46
languages throughout the Americas are projected onto this wall. 00:01:53
These people, not only here in the Americas, but also their brothers and sisters in Africa, 00:01:57
Asia, Europe, and the Pacific, looked at our starry skies. 00:02:03
All of these people had a connection to the sun. 00:02:08
In the museum, this room celebrates the sun. 00:02:12
From this circle, the four cardinal directions, north, south, east, and west, extend out of 00:02:15
the building. 00:02:24
The angles of solstices and equinoxes are mapped on the floor. 00:02:25
A light spectrum is cast by the sun, which shines through the prisms set into the south-facing 00:02:29
wall. 00:02:35
Each prism is sighted to the sun for a particular time of day and season. 00:02:36
The dramatic designs in this modern museum show the connection between astronomy, nature, 00:02:41
and people. 00:02:47
That connection is the key to understanding how the ancients looked at our universe, which 00:02:48
is the theme of today's program. 00:02:53
Today, we will talk to Native American astronomers. 00:02:55
Dr. Stan Odenwald will treat us to the foundations of astronomy as we know it today. 00:02:58
And he will fill us in on the celestial accomplishments of the Mayans. 00:03:04
Throughout the program, you will be asked to answer several inquiry-based questions. 00:03:08
After the questions appear on the screen, your teacher will pause the program to allow 00:03:13
you time to answer and discuss the questions. 00:03:18
This is your time to explore and become critical thinkers. 00:03:21
Now, let's learn more about ancient observatories. 00:03:25
The science of interpreting the relationship between the sun and the daily lives of primitive 00:03:29
people is called archaeoastronomy. 00:03:35
Archaeo meaning archaeology, and astronomy meaning the study of stars. 00:03:38
Observing celestial phenomena is the one constant that unifies humankind throughout space and 00:03:45
time. 00:03:51
Ancient man knew celestial events followed cycles, circles, and these events could be 00:03:53
recorded. 00:03:59
Approximately 5,000 years ago, they devised a way to place stones in certain positions 00:04:01
to align for lunar and solar events. 00:04:07
Events like seasons were noted and found to recur regularly with certain positions of 00:04:11
the sun and stars. 00:04:17
The Earth spins on its axis once every day and gives us the familiar experience of daytime 00:04:19
and nighttime. 00:04:24
For thousands of years, humans have used this cosmic cycle to regulate their work day, their 00:04:25
meals, and their sleep. 00:04:30
The Earth orbits the sun once every year, and from this we get the familiar 365-day 00:04:32
cycle. 00:04:37
Earth's orbit around the sun is an ellipse. 00:04:39
Basically, that means an oval with the sun offset from the center of the ellipse. 00:04:42
Does this mean that we have summer when the Earth is closest to the sun and winter when 00:04:46
the Earth is farthest from the sun? 00:04:50
The surprising fact is that the distance from the Earth to the sun has absolutely nothing 00:04:52
to do with the changing seasons. 00:04:57
Our northern hemisphere is closest to the sun in January and farthest from the sun in 00:04:59
July. 00:05:03
So what is causing the change in temperature? 00:05:04
Earth's axis is tilted by 23.5 degrees from a line perpendicular to Earth's orbit. 00:05:07
What does this mean? 00:05:12
To understand this tilt, we have to use a bit of basic geometry. 00:05:14
An angle has two sides and a vertex. 00:05:17
The sides are rays that share a common endpoint called the vertex. 00:05:20
The angle formed by two rays can be named in a variety of ways. 00:05:25
For example, the angle formed by ray AB and ray AC can be named angle BAC, angle CAB, 00:05:30
or angle A for short. 00:05:41
Notice that A must be the middle letter in both three-letter names because it's the vertex. 00:05:43
You can measure angles using a protractor. 00:05:50
The unit of measure is degrees. 00:05:53
Angles can be classified by their measures as acute, right, obtuse, and straight. 00:05:56
If the Earth rotated on its axis perpendicular to or at a right angle to the orbit, there 00:06:04
would be no changes in temperature. 00:06:10
The Earth rotates at an angle 23.5 degrees from this perpendicular line. 00:06:13
It's a very small tilt, but enough to affect the sun's rays hitting the Earth. 00:06:19
This is a great time to pause the program and think about the following questions. 00:06:24
Why is the area near Earth's equator hotter than the areas near the poles? 00:06:30
If the tilt of Earth's axis measured 33 degrees rather than 23.5, how might seasonal changes 00:06:35
and temperature ranges differ? 00:06:42
Teachers, it's now time to pause the program. 00:06:44
The tilt of the Earth's axis gives us our seasons. 00:06:48
And because of the extremes in heat and cold, it's very important to keep track of the changing 00:06:51
seasons if you're growing food. 00:06:55
This seasonal cycle is important to ancient and even modern people. 00:06:57
In some parts of the world, like the arid climates of the southwest states of the USA, 00:07:02
the growing season was so short that people could not waste much time getting the seeds 00:07:07
in the ground at the start of spring. 00:07:12
But how do we predict when the growing season will begin in the spring? 00:07:14
For that matter, how can we tell when the other seasons begin and end? 00:07:17
It turns out that just by keeping track of how high up the sun gets over the horizon 00:07:21
at noon, you can determine the start of the seasons exactly. 00:07:26
Almost all ancient people that relied on planting times discovered this little relationship. 00:07:30
The start of the four seasons, summer, fall, winter, and spring, are noted by what astronomers 00:07:36
call the summer solstice, the fall equinox, the winter solstice, and the spring equinox. 00:07:42
At the start of summer around June 21st in the northern hemisphere, the sun is at its 00:07:49
highest point above the horizon at noon. 00:07:54
As the sun begins its movement back away from its maximum height, the number of daylight 00:07:57
hours has declined to an equal number of daylight and nighttime hours. 00:08:02
This is the fall equinox near September 21st. 00:08:07
A few months later, the path of the sun arrives at its lowest point at noon. 00:08:10
The sun spends very little time above the horizon of the northern hemisphere, and the 00:08:15
night is much longer than day. 00:08:20
Welcome to the winter solstice, or start of winter, around December 21st. 00:08:22
After a few more months, the path of the sun works its way higher in the sky, eventually 00:08:27
arriving at a path where day and night are equal. 00:08:33
This happens March 21st at the spring equinox, a vital time for planting crops. 00:08:37
Archaeoastronomers have found three types of early observatories. 00:08:45
Simple markers, circles of stone and wood, and temples. 00:08:49
Early on, markers were used to create sight lines to the horizon, so that during the equinox 00:08:54
or solstice, the sun would appear to rise exactly on the sight line. 00:09:00
Stonehenge in England was set up this way, as were a number of ancient Native American 00:09:05
buildings, such as the ones at Chaco Canyon in New Mexico and Hovenweep in Utah. 00:09:10
England's Stonehenge is one of the earliest examples of an observatory in Europe. 00:09:17
Stonehenge is a large calendar, capable of predicting the equinoxes and the solstice. 00:09:22
Before Stonehenge, in 3000 BC, the ancient Egyptians had devised a solar calendar of 00:09:28
365 days, the starting point of which hinged on the helical rising of the star Sirius, 00:09:34
which also happened to coincide with the summer solstice and the annual flooding of the Nile. 00:09:42
By being in touch with celestial phenomenon and their natural surroundings, the ancient 00:09:48
Egyptians were able to predict events of great significance in their desert environment. 00:09:54
At Abu Simbel, massively carved statues of Ramses the Great face east to greet the sun 00:10:00
god Ray, the bringer of light. 00:10:07
As the sun rises each day, the statues are illuminated again, perhaps a sign of rebirth 00:10:10
for Ramses. 00:10:17
But the most compelling is a passage to the temple's inner sanctuary, which is aligned 00:10:19
so that on October 18th, the sun filters into the sanctuary, illuminating a statue of Ramses. 00:10:25
While October 18th doesn't mean much to us in the Western world, this October date corresponds 00:10:33
to the beginning of the Egyptian civil year and the celebration that occurred during the 00:10:39
time in which Ramses lived. 00:10:44
It was the Greeks, however, that created the first portable cosmological tool for keeping 00:10:46
track of these motions, a stick. 00:10:50
The Greeks actually called it a gnomon, and it was used to keep track of the shadow of 00:10:53
the sun. 00:10:57
Actually, it's a little bit more difficult than that because the shadow depends on your 00:10:58
latitude. 00:11:02
Again, if you are not near the equator, the shadow will be shortest during the summer 00:11:03
solstice and longest during the winter solstice. 00:11:08
For the spring equinox and fall equinox, the shadow will be halfway between the shadow 00:11:11
lengths at the solstices. 00:11:16
In the southern hemisphere, the shadows will be reversed, just as you all know the seasons 00:11:19
are reversed. 00:11:23
When it's summer in the United States, it's winter in Argentina. 00:11:24
This all works pretty well if you're not at the equator. 00:11:28
At the equator, the summer solstice sun casts a shadow in the southerly direction, and the 00:11:31
winter solstice sun casts a shadow in the northerly direction. 00:11:36
During the equinox, at the equator, the shadow disappears. 00:11:40
Oh, and another thing that they were used for is sundials, and it looks to me like it's 00:11:44
time to go back to Jennifer. 00:11:49
Okay, guys, let's take a look at how a gnomon works and see the angle of the sun at certain 00:11:53
times during the day. 00:11:59
Students from Newcomb Elementary School in Newcomb, New Mexico, will preview this show's 00:12:01
hands-on activity. 00:12:06
Yá'át'ééh, hello! 00:12:08
We are students from Newcomb Elementary School. 00:12:10
We are located on the Navajo reservation in the Four Corners region of New Mexico. 00:12:14
Tracking the passage of the sun in the sky continues to play a very important role in 00:12:20
the life of our Navajo culture. 00:12:25
Traditional Navajos still use this system of tracking the sun's shadows to tell time 00:12:27
and to tell the changing of the seasons. 00:12:33
For example, when my grandfather herd sheep, he does not wear a watch like this. 00:12:35
He uses the sun's shadow to tell time. 00:12:40
It also helps him to tell when to take the sheep back home in their corral. 00:12:43
It also helps him to tell when to plant corn and watermelon on his farm. 00:12:48
NASA Connect asked us to show you this program's hands-on activity. 00:12:53
In this activity, the students will make sun shadow plots every half hour, marking the 00:12:59
ends of the shadows made by the sun and a gnomon. 00:13:05
You can download a copy of the Educator Guide from the NASA Connect website for directions 00:13:09
and a list of materials. 00:13:15
Turn a cardboard box upside down. 00:13:17
Tape a large piece of paper to the cardboard box. 00:13:20
Draw two lines that are perpendicular to each other, from top to bottom, and the other from 00:13:23
left to right across the paper. 00:13:30
Mark its center with a dot. 00:13:32
And make a very small hole in the center of the box using the point of a scissors. 00:13:34
Stick the gnomon through the dot and the hole in the cardboard. 00:13:39
Secure it with tape so that 10 centimeters is sticking straight up out of the box. 00:13:44
Use a protractor to make sure the gnomon is perpendicular to the box. 00:13:50
On a clear, sunny day, find a large, flat area. 00:13:55
Tape the box to the ground on all four sides. 00:13:59
Starting as early in the morning as possible, mark the end of the gnomon's shadow every 00:14:03
half hour until the end of the day. 00:14:08
Next to the dot, label the time of the day it was marked. 00:14:11
You will analyze the data you collect by measuring angles and length. 00:14:15
Remove the gnomon and draw a straight line from each dot to the hole that the gnomon 00:14:20
was placed in. 00:14:26
Measure and record the angle between the horizontal line drawn through the center of 00:14:28
the paper and each marked shadow. 00:14:33
Then, measure and record the length of each shadow. 00:14:36
Using geometry, find and label true north on your sun-shadow plot. 00:14:41
Verify local solar noon using shadow length times and sunrise-sunset times. 00:14:48
How do the lengths, positions, and angles of the shadows change? 00:14:55
What do the changes tell you about the position of the sun throughout the day? 00:15:00
Would the curve change if you used a different-sized gnomon to cast the shadow? 00:15:04
And don't forget to check out this cool web activity for this program. 00:15:10
You can download it from the NASA Connect website. 00:15:14
Great job, you guys. 00:15:20
All right, let's review. 00:15:22
We've seen how ancient cultures used the sun-earth connection to mark the season. 00:15:24
And you've seen an activity which uses the placement of shadows to record the 00:15:29
movement of the sun across the sky. 00:15:34
Research regarding Native American astronomy has recently begun to gain 00:15:38
headway in archaeoastronomy. 00:15:43
Let's look at the ways native cultures in the Americas use the sun-earth connection. 00:15:45
Nancy Maryboy and David Begay are two indigenous astronomers from the Navajo Nation. 00:15:51
Yá'át'ééh. Hello. 00:15:57
We're here in Hovenweep National Park in southern Utah. 00:15:59
I'm a Cherokee Navajo. 00:16:02
I live not far from here. 00:16:04
And I'm an educator on the Navajo Nation. 00:16:06
A cultural astronomer means you deal with the astronomy of your own culture. 00:16:08
And we put things within the context of a native worldview. 00:16:13
Right behind me on the boulder, you can see an indication of a solar phenomena. 00:16:18
On the boulder, there's two images. 00:16:24
One's a concentric circle. 00:16:26
One's a spiral. 00:16:28
As the sun begins to rise, shafts of light come in from each direction. 00:16:29
And as the sun continues to rise, the lights meet in the center. 00:16:34
This only happens once a year. 00:16:38
This phenomena occurs on the longest day of the year and is a very appropriate way to mark time. 00:16:40
This can be a very harsh environment to live in. 00:16:47
It can be hot, it can be cold, and it can be very dry. 00:16:49
In order to survive, people had to live in accordance with the natural environment. 00:16:53
And that meant the natural cosmic environment, the sun, the moon, and the stars. 00:16:58
It was very important to track the path of the sun and the moon and certain constellations. 00:17:03
And to do that, people used natural markers like petroglyphs and sun and moon alignments. 00:17:09
Remember, there was no watches, there was no timekeepers, there was no calendars. 00:17:16
My name is David Begay. 00:17:22
I am a cultural astronomer. 00:17:24
I've been living out here for many years. 00:17:27
My clan is Maidishkeezhnee. 00:17:31
This clan is a descendant from the Jemez Pueblo people. 00:17:33
And here is one of the structures at Hovenweet National Monument. 00:17:39
This structure had many purposes, one of which was an observatory. 00:17:44
The ancient had a profound respect for the movement of the sun and the stars. 00:17:48
On the longest day of the year, the sun shines through an opening and the light falls on a marker. 00:17:53
What people experience here is really a cultural experience. 00:18:01
It's a whole life experience. 00:18:06
People felt the movement of the sun, people felt the movement of the moon. 00:18:08
It was a daily experience. 00:18:14
Among the Navajo people, for the sun, when it reaches summer solstice, it's a total life experience. 00:18:17
People used to talk about the solstice being a four-day phenomenon. 00:18:25
People used to say, 00:18:29
The sun spent four days before it starts moving back the other way. 00:18:32
So it's really something that was experienced, it was talked about, it was a part of the culture, 00:18:37
it's been passed down through the generations. 00:18:42
I think people talk about these movements in terms of days. 00:18:44
I'm not sure if you can really call it special math. 00:18:50
I don't think tracking the sun down to the second was important at that time. 00:18:53
These buildings and boulders are remnants of ancient civilizations, 00:19:00
much like the ruins in Rome, the ruins in Greece. 00:19:03
And today, they're still very relevant to us out here in the southwest. 00:19:06
We still see the same sky, and we're in awe of the technology that was employed 00:19:11
to build these buildings and capture these solar and lunar alignments. 00:19:16
Today, we look in the sky, we use some of the same knowledge that the ancestral Pueblans used. 00:19:20
We use it for planting, we use it for setting ceremonies, and we use it to keep the earth in order. 00:19:26
The balance between earth and sky is still very important to native peoples. 00:19:32
Thanks, Nancy, and thanks, David. 00:19:40
You know, guys, one of the earliest Native American structures to observe the sun and the stars is Casa Rinconada, 00:19:42
located in the Chaco Cultural National Historical Park. 00:19:49
Casa Rinconada is a large kiva. 00:19:53
Kivas are large, circular rooms used for ceremonies by Native American cultures. 00:19:57
Like Hovenweep, on the day of the summer solstice, a beam of light from an opening in the kiva 00:20:03
precisely illuminates a niche in the far wall. 00:20:10
For years, Chaco Canyon was primarily seen as a trade center, 00:20:14
but with the advent of archaeoastronomy, Chaco is beginning to be seen as a center of astronomy and cosmology. 00:20:19
So far on today's program, we have seen how the relationship between the sun and the earth 00:20:27
weaved a connection between all ancient cultures. 00:20:32
Now, much of the information from those cultures has been lost to us. 00:20:35
However, other cultures have recorded that information, and now that information is being interpreted. 00:20:39
For a look at one of these ancient cultures, let's return to Dr. Stan Odenwald. 00:20:45
Thanks, Chen. 00:20:53
Perhaps the greatest ancient astronomers were the Mayans, who lived right here where I'm standing. 00:20:54
The Mayans inhabited the Yucatan Peninsula in Mexico and Guatemala. 00:20:59
These people made astronomical and seasonal observations which rivaled anything seen in Europe 00:21:04
during the Roman Empire or the Dark Ages. 00:21:09
These amazing people mapped the heavens, they evolved the only true writing system native to the Americans, 00:21:12
and they were masters of mathematics. 00:21:18
They invented calendars that are still accurate today. 00:21:21
And without metal tools, beasts of burden, or even the wheel, 00:21:24
they were able to construct vast cities with an amazing degree of architectural perfection and variety. 00:21:28
The largest structure at this site is El Castillo, the castle. 00:21:34
That these temple builders were mathematically precise in their architectural designs 00:21:38
is borne out by the natural phenomena which occurred during the fall and spring equinoxes. 00:21:43
In the spring, as the sun rises, the shadow cast on the steps appear to form the body of a serpent 00:21:49
which slithers down the stairs. 00:21:56
Here at Chichen Itza, there is a structure unlike anything else ever created by the ancient Mayans. 00:21:58
It's called El Caracol, and it actually looks like a modern observatory. 00:22:03
Its design didn't function the same way as our modern observatories. 00:22:08
Instead, its walls contain many windows. 00:22:12
Inside the dome, stones could be removed, enabling the Mayan astronomers to observe different parts of the sky. 00:22:15
The Mayans looked at the sky differently from any other civilization. 00:22:22
Being near the equator, the equinox passages were easier and more accurate to determine 00:22:26
because the sun cast no shadow at local noon during this time. 00:22:32
They also had great veneration for the Milky Way. 00:22:36
They called it the World Tree. 00:22:39
The star clouds that formed the Milky Way were seen as the tree of life from which all life came. 00:22:42
The Mayans also had their unique constellations. 00:22:48
Like today's zodiac, they had their scorpion. 00:22:52
Gemini, which appears to us as twins, however, was seen as a peccary, 00:22:55
a nocturnal animal in the pig family. 00:22:59
Other zodiac symbols were a jaguar, a bat, a turtle, the tail of a rattlesnake, and a sea monster. 00:23:02
Because they looked at things differently, perhaps it's not surprising that the Mayans had a different mathematics as well. 00:23:10
We use a numbering system based on 10 digits, but the Mayans used a system based on the number 20. 00:23:16
Sounds a little bit complicated, but in fact it was more efficient for counting 00:23:22
than some of the older systems used in Europe a long time ago. 00:23:26
The Mayan counting system required only three symbols, 00:23:29
a shell representing 0, a dot representing a value of 1, a bar representing 5, 00:23:33
and a shell with a dot representing the base number 20. 00:23:41
There are two advantages to the Mayan counting system. 00:23:45
The first of these is the idea of zero, which many civilizations at that time did not have. 00:23:48
Second, they only used three symbols to represent lower and higher numbers. 00:23:53
In Rome, multiple symbols were used. 00:23:58
I's for 1, V for 5, X for 10, L for 50, C for 100, and M for 1000. 00:24:00
Mayan numbers were written from bottom to top, 00:24:08
so the number 19 becomes bars of 5, 5, 5, with four dots above the bars. 00:24:11
To complete the first set of 20, a dot was raised over a shell-like symbol. 00:24:18
To get 21, the elevated placement of the dot remained to represent 20, 00:24:23
and a dot was added underneath to represent 21. 00:24:28
Then the counting cycle for the next 20 began again. 00:24:32
So what do you think the number 40 or 41 would look like? 00:24:36
In Europe at this time, people still struggled with the Roman numeral system. 00:24:39
That system suffered from two serious defects. 00:24:44
First, there was no zero. 00:24:47
And second, Roman numbers were entirely symbolic, 00:24:49
having no direct connection to the number of items represented. 00:24:53
So, are you ready for a challenge? 00:24:56
Okay. 00:24:58
Working together, try adding 21 and 33 using the Mayan system. 00:24:59
Then try adding 21 and 33 using Roman numerals. 00:25:04
This is a good time to pause the program. 00:25:08
So how did you do? 00:25:11
Let's check your work. 00:25:12
In Mayan, the number 21 is represented as dot, dot. 00:25:14
33 is two bars equaling 10, three dots for units, 00:25:19
and an elevated dot representing 20. 00:25:25
Adding together, you get 54, which is two bars, four dots, and two elevated dots. 00:25:28
Easy to decipher. 00:25:35
In Roman, you have XXI plus XXXIII equals LIV. 00:25:37
Unless you actually know what the Roman symbols stand for, 00:25:45
you have no idea what you are seeing. 00:25:48
In Mayan, you can actually add up the dots, bars, and shells. 00:25:51
Mayan merchants often used cocoa beans, sticks, and shells to do these calculations. 00:25:55
From these three symbols, the Mayans could do everything 00:26:00
from the simplest arithmetic needed for trade 00:26:03
to keeping track of astronomical events, both past and future. 00:26:06
Speaking of astronomy, remember how I said the Earth's axis was tilted at 23.5 degrees? 00:26:10
If you round that to 24, how would you write that in Mayan? 00:26:15
The Mayan system of counting using dots, bars, and shells 00:26:19
can be compared with the ones and zeros used by modern computers, 00:26:22
and it was all done 1,500 years ago. 00:26:25
With all the advances that the Mayans made, 00:26:29
it's interesting to speculate what would have happened 00:26:31
if the Mayans had sailed east to discover Europe 00:26:33
instead of the Europeans sailing west to discover the Americas. 00:26:36
To learn more about Mayan mathematics, go to the following websites. 00:26:40
Back to you, Jennifer. 00:26:44
Thanks, Stan. 00:26:49
Well, guys, that wraps up another episode of NASA Connect. 00:26:50
We'd like to thank everyone who helped make this program possible. 00:26:53
Got a comment, question, or suggestion? 00:26:57
Then email them to connect at lark.nasa.gov. 00:27:00
I'd like to leave you guys with a thought and a challenge. 00:27:05
What is impressive about these sites is the accuracy of their observations 00:27:09
and the time and effort they put into building these observatories. 00:27:15
Looking back at these buildings and places, 00:27:19
we see that the ancients had a natural connection to their environments 00:27:22
and that they were also capable of high-tech accomplishments in their own times. 00:27:26
So now here's my challenge. 00:27:32
How do you think people 300 or even 1,000 years from now 00:27:34
will see us through the artifacts that we leave behind? 00:27:40
Until next time, stay connected to math, science, technology, and NASA. 00:27:45
Goodbye for now. 00:27:50
NASA Jet Propulsion Laboratory, California Institute of Technology 00:27:52
It revolves in different positions. 00:28:22
It will tell us if it's fall, spring, or summertime, wintertime. 00:28:25
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Idioma/s:
en
Materias:
Matemáticas
Niveles educativos:
▼ Mostrar / ocultar niveles
      • Nivel Intermedio
Autor/es:
NASA LaRC Office of Education
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
599
Fecha:
28 de mayo de 2007 - 16:54
Visibilidad:
Público
Enlace Relacionado:
NASAs center for distance learning
Duración:
28′ 31″
Relación de aspecto:
4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
Resolución:
480x360 píxeles
Tamaño:
170.77 MBytes

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