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NASA Connect Video containing four segments as described below. NASA Connect Segment involving students in an activity to gather and graph statistical data and build mathematical models in a project involving rocket propulsion. NASA Connect Segment expla

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Hello, I'm Patty Wagstaff. 00:00:30
As a champion aerobatic pilot, I compete with gravity almost every single day. 00:00:45
If it weren't for my skills and aircraft, it would be an uneven map. 00:00:49
I enjoy the challenge of flying fast. 00:00:53
The NASA team faces challenges, too. 00:00:56
They encourage us all to push our knowledge and skills to a higher level. 00:00:59
My airplane flies over 200 miles per hour. 00:01:03
How fast do you think astronauts have to go to reach Earth orbit? 00:01:07
2,000? 00:01:11
10,000? 00:01:12
How about over 17,000? 00:01:13
That's right, 17,500 miles per hour. 00:01:16
Speed isn't the only challenge. 00:01:21
Safety is very important. 00:01:23
And making spaceflight less expensive is another. 00:01:25
To be a part of the team tackling these challenges, you'll need to do well in school, especially 00:01:28
in math, science, and technology. 00:01:32
On today's NASA Connect, we'll be working with NASA scientists and engineers to explore 00:01:36
the technologies that will be needed by the next generation of space explorers. 00:01:41
That's you. 00:01:45
So, get ready to take off with your hosts, Jennifer Pulley and Dan Giroux, on this episode 00:01:47
of NASA Connect. 00:01:53
Hi, I'm Jennifer Pulley, your host, along with Dan Giroux, who's joining us remotely 00:02:23
from the NASA Langley Research Center in Hampton, Virginia. 00:02:29
You know, we're real excited to be here at the U.S. Space and Rocket Center in Huntsville, 00:02:32
Alabama, for part of this NASA Connect. 00:02:36
Teachers, make sure you have the educator guide for today's program. 00:02:39
It can be downloaded from the NASA Connect website. 00:02:43
In it, you'll find great math-based, hands-on activities and information on our instructional 00:02:45
technology components. 00:02:51
On this episode of NASA Connect, we're visiting NASA Marshall Space Flight Center in Huntsville, 00:02:53
Alabama. 00:02:58
There, we'll meet NASA scientists and engineers who are exploring the challenges of building 00:02:59
the next generation of reusable spacecraft. 00:03:05
My friends here are going to help me figure out what it takes to get into orbit. 00:03:08
How can we do that? 00:03:12
By learning how NASA is getting spacecraft into orbit more safely and less expensively. 00:03:13
Can't we just keep doing it the way we always have? 00:03:18
Well, you know, things change and we need to change in order to continue our journey 00:03:20
of exploration. 00:03:25
Just think, we went from the Wright Brothers' first flight in 1903 to landing on the moon 00:03:27
in 1969. 00:03:33
As you can see, people have been dreaming of flight for ages. 00:03:35
One of those dreamers was American Robert Goddard, an early experimenter with rockets. 00:03:40
Goddard's work continues to inspire generations of scientists. 00:03:46
These rockets are the results of Goddard's and other pioneers' imagination and hard work. 00:03:50
Now it's your turn. 00:03:57
You are the next generation of space explorers. 00:03:59
Whoa, that's way cool. 00:04:01
I know, it really is, Zach. 00:04:03
And you know, just as the early space programs of NASA like Mercury, Gemini, and Apollo led 00:04:04
us to the shuttle, the shuttle leads us to the next generation of spacecraft. 00:04:10
What's that? 00:04:14
That's what this show is all about, Seema. 00:04:15
All right, okay, I'm pumped. 00:04:17
But how do we get these heavy rockets off the ground? 00:04:19
You know, Zach, that's a really good question. 00:04:21
And what do we mean by the word heavy? 00:04:23
Well, what we call heavy is just a way of measuring gravity. 00:04:25
Gravity is a force of attraction between objects. 00:04:30
Everything in the universe is attracted to everything else. 00:04:33
Sometimes it's powerful, but sometimes it's weak. 00:04:36
The amount of attraction really depends on the mass of the objects. 00:04:39
Mass? 00:04:42
You owe me a soda. 00:04:43
Hey, Zach, pick Cassie and I up one, too. 00:04:46
Mass is not the same as weight. 00:04:49
Think about how astronauts become nearly weightless in space. 00:04:51
When they are on the moon, they weigh only one-sixth of their weight on Earth. 00:04:55
For example, a man who weighs 180 pounds on Earth would weigh 30 pounds on the moon. 00:05:00
They didn't shrink, did they? 00:05:06
Their mass is the same, so what causes their weight to change? 00:05:07
Gravity. 00:05:10
The force of attraction between objects. 00:05:11
On Earth, we feel gravity because of Earth's mass. 00:05:14
Weight is just how we measure gravity's pull on things. 00:05:18
In space, gravity is less because we are further away from the Earth's mass. 00:05:22
The further away from a large mass like our Earth, the less gravity, and therefore the 00:05:26
less weight. 00:05:31
What does this have to do with building a spacecraft? 00:05:32
Everything, Zach. 00:05:35
The mass of a spacecraft determines its weight. 00:05:36
The more a spacecraft weighs, the more force is needed to reach orbit. 00:05:39
Force? 00:05:43
I thought we were talking about gravity. 00:05:44
Hmm, okay, I think we need to talk about some basics here. 00:05:45
Lucky for us, 17th century English scientist Sir Isaac Newton explained the relationship 00:05:48
of mass to gravity. 00:05:54
He said we need force to overcome gravity. 00:05:56
Newton described this relationship as a series of laws. 00:06:00
Newton helped our understanding of gravity with his first law, what Newton said is easy 00:06:03
to understand. 00:06:08
An object at rest will stay at rest unless a force moves it. 00:06:09
With a spacecraft, we need to come up with the force to move it. 00:06:14
So we need to keep the weight, I mean mass, low, right? 00:06:17
Correct. 00:06:21
Keeping the mass low will mean less weight at launch. 00:06:22
The force of gravity on the spacecraft is equal to the force of the launch pad holding 00:06:25
it up, what Newton called balanced forces. 00:06:29
We have to unbalance these forces to move the spacecraft. 00:06:33
How do we do that? 00:06:36
Well, Cassie, Newton explained in his second law that if a force is applied to a body of 00:06:37
mass, the body will move in the direction of the force. 00:06:41
Newton also described in his third law that for every action, there is an equal and opposite 00:06:45
reaction. 00:06:50
The thrust of a rocket motor is the action. 00:06:51
The reaction is the spacecraft leaving the pad. 00:06:54
Thrust measures the power of a rocket engine. 00:06:58
The thrust must be greater than the force of gravity that keeps a rocket on the launch 00:07:00
pad. 00:07:04
For example, if the thrust, T, of a rocket is 75 kilograms, and the weight of the rocket, 00:07:05
W, is 50 kilograms, then subtracting 50 from 75 would equal 25 kilograms of upward force, 00:07:13
F. To get into orbit, you need to keep the upward force greater than the force of gravity. 00:07:21
When you ride an amusement park ride like the Space Shot here at the Space and Rocket 00:07:28
Center, you are overcoming gravity as you rise up. 00:07:34
At the top, you experience free fall or microgravity, just like the astronauts. 00:07:38
You just don't stay in free fall very long because you drop back downward as the downward 00:07:43
force of gravity becomes greater than the upward force. 00:07:48
That was awesome! 00:07:52
The force of gravity is measured in units called Gs. 00:07:54
At sea level, that force equals 1G. 00:07:58
So we need more than 1G of force to move the rocket? 00:08:01
Pretty much, Seema, but you know, it's not as easy as it sounds. 00:08:05
Let's take the Saturn V rocket of the Apollo program. 00:08:08
Now, how much do you think that rocket weighed at launch? 00:08:11
Remember, how fast a spacecraft needs to travel in order to reach orbit. 00:08:15
Yes, 17,500 miles per hour. 00:08:19
Correct, and that's over 28,000 kilometers per hour. 00:08:22
The Saturn V is taller than the Statue of Liberty and weighed over 6 million pounds 00:08:26
at launch. 00:08:31
The Saturn V's engines had to produce over 7.5 million pounds of thrust to have enough 00:08:32
upward force to overcome the downward force of gravity. 00:08:38
Okay, I get it. 00:08:42
If we keep the weight of the rocket down, we won't need as much engine thrust to move 00:08:43
it. 00:08:47
Right! 00:08:48
You guys are so smart. 00:08:49
You know, engineers deal with this all the time. 00:08:50
They use math to compare the vehicle weight to the thrust of the engines. 00:08:51
Now, this can be written as a ratio. 00:08:55
A ratio is just a simple way of comparing one thing to another. 00:08:57
In this case, vehicle weight compared to thrust. 00:09:01
So let's talk about the Saturn V. Let's say it weighs a million pounds and it produces 00:09:04
a million pounds of thrust. 00:09:09
The ratio for that would then be one to one and wouldn't go anywhere. 00:09:11
The Saturn V engine created 7.5 million pounds of thrust and the vehicle weighed 6 million 00:09:15
pounds. 00:09:20
Yeah, so that's a ratio of 7.5 to 6. 00:09:21
Or let's see, 5 to 4. 00:09:24
Exactly. 00:09:27
Now you see how important it is to build rockets more lightweight. 00:09:28
A couple of ways NASA scientists and engineers tackle this problem is by using lightweight 00:09:32
materials and designing more efficient engines. 00:09:37
Today, NASA is working on the next generation of reusable spacecraft or launch vehicle system. 00:09:40
We call it the Space Launch Initiative or SLI for short. 00:09:47
Later, we'll work with NASA researchers to learn how they deal with these challenges. 00:09:51
But first, let's visit Dan for this show's web-based activity. 00:09:56
Thanks, Jennifer. 00:10:00
Today, we're visiting the Challenger Center in Chattanooga, Tennessee. 00:10:03
The students from the Chattanooga School of Arts and Sciences will be helping us today 00:10:09
on this web-based activity. 00:10:13
The Challenger Center provides students and teachers several simulated space missions. 00:10:15
During the missions, students work as a team to solve problems and apply math, science, 00:10:21
and technology concepts to real-life situations. 00:10:26
Sir, this is Marsden Challenger, message to the comm team, over. 00:10:29
Each year, the center provides over 8,000 students an opportunity to rendezvous with 00:10:33
a comet, work on a space station, or take a voyage to Mars. 00:10:38
We're using the center's computer lab to highlight this episode's web activity. 00:10:42
Earlier today, we talked about the importance of the math concept of ratios to scientists 00:10:49
and engineers. 00:10:53
On the NASA Connect website, you can learn more about ratios by clicking on Dan's domain. 00:10:55
You'll find a link to the show's instructional technology activity, a zone just for teachers, 00:11:00
and a career zone, where you can meet some of our show's guests and learn about their 00:11:05
jobs. 00:11:09
Selecting this show's instructional activity will take you to Riverdeep's Destination Math 00:11:10
Mastering Skills and Concepts 5. 00:11:15
You'll find activities that make learning about ratios fun, and it's free to NASA Connect 00:11:18
educators. 00:11:22
Click on Ratios and Proportions. 00:11:23
Teachers, you'll find a variety of clever ways to teach about ratios. 00:11:25
From the Connect website, you can also order a great CD that will have you designing your 00:11:30
own planes and learning more about ratios in no time. 00:11:35
Just select the Exploring Aeronautics CD from NASA's Core website. 00:11:39
On the main menu, you can select the Resource Center to find out about the history of flight, 00:11:43
or pick the Activity Center to learn more about lift and drag. 00:11:47
Jennifer, I've been having fun designing aircraft using the Exploring Aeronautics CD. 00:11:51
So tell me, what have you found out about the next generation of reusable spacecraft? 00:11:56
You know, the one I'll be driving. 00:12:01
Wait a minute, Sports. 00:12:03
Don't you have to finish school and a few other things first? 00:12:06
Oh yeah. 00:12:09
I mean, I think so. 00:12:10
Okay, okay. 00:12:13
I'll get back to work on that. 00:12:14
Okay, you do that. 00:12:17
Meanwhile, we've got a lot of work to do, and Norbert's going to help me out. 00:12:20
What is a reusable launch vehicle, or RLV? 00:12:24
Why do spacecraft need to be lightweight? 00:12:30
How is the RLV protected during re-entry? 00:12:33
Those are some good questions. 00:12:37
Now let's get some answers from Kathy Kynard. 00:12:38
She's an engineer here at NASA Marshall. 00:12:40
Kathy, what are some of NASA's design challenges for the next generation of spacecraft? 00:12:42
Jennifer, we have a great bunch of talented folks from around the country helping us choose 00:12:47
the best design. 00:12:52
Some work for the government, some work for private companies, and others for universities. 00:12:54
SLI is designing the whole system for the next generation of reusable launch vehicles. 00:12:58
Okay, we keep saying next generation. 00:13:03
What was the first generation? 00:13:06
Good question. 00:13:07
The Space Shuttle is the world's first reusable launch vehicle. 00:13:08
The Space Shuttle orbiter is designed to be launched again and again, so it is our 00:13:12
first generation of reusable launch vehicles, or RLV. 00:13:15
And that's why we talk about the next gen RLV. 00:13:19
So what are some of the things you're doing to get ready for the replacement of the Space 00:13:22
Shuttle? 00:13:25
Well, the most important thing is safety. 00:13:26
The challenge is to make the vehicle as light as possible without reducing safety or strength. 00:13:29
Yeah, that's understandable. 00:13:33
So I guess being lightweight isn't the only thing that matters. 00:13:35
That's right. 00:13:38
The weight might actually be heavier if, say, it made the whole system safer or less 00:13:39
expensive to operate. 00:13:43
The weight increase might reduce costs and help make the crew travel safer. 00:13:44
We definitely want to keep space travel routine and safe for those next generation space explorers. 00:13:49
There are many things for the SLI program to consider and test. 00:13:54
Different types of engines, fuels, and vehicle shapes, and these are only some of the parts 00:13:59
of the entire system. 00:14:03
We call the whole system the architecture, and we mean everything from mission planning 00:14:05
to launch on orbit support to landing and getting the vehicle ready to fly again. 00:14:09
Kathy, that sounds pretty challenging. 00:14:14
Well, so have you come up with any designs yet? 00:14:16
First we had to decide what we wanted to do in space before we started designing. 00:14:20
NASA sees the next generation RLV as doing two main things, getting to the International 00:14:24
Space Station and taking satellites into orbit. 00:14:29
We select preliminary designs that best meet our needs. 00:14:32
One challenge vehicle designers face is what type of engine to use. 00:14:36
Some engines use kerosene and liquid oxygen. 00:14:40
Others may use liquid hydrogen and liquid oxygen. 00:14:42
Each option offers advantages. 00:14:46
Why so much interest in engines? 00:14:48
The type and performance of the main engines have a major influence on the whole spacecraft. 00:14:50
They influence safety, weight, maintenance, preparation time, and cost. 00:14:54
So what are some of the other things we can look for in the next generation RLV? 00:15:00
Well, one of the things that you might see are the reusable boosters that fly back to 00:15:03
the launch site. 00:15:08
A booster? 00:15:09
What's that? 00:15:10
A booster is the primary or first stage of a multi-stage rocket. 00:15:11
Okay, that makes sense, but you said the boosters are going to fly back. 00:15:14
How do they do that? 00:15:18
Well, they have onboard computers for navigation, and they also have onboard computers that 00:15:19
work sort of like your nervous system, alerting astronauts and people on the ground whenever 00:15:24
there's any kind of problem. 00:15:28
Right, that's really important. 00:15:29
Now, besides the onboard computer systems, how else are you going to improve safety? 00:15:31
Well, when a spacecraft goes from space to our atmosphere, friction with the air can 00:15:35
heat up the outside of the vehicle to temperatures over 1600 degrees centigrade. 00:15:40
That's hot enough to melt steel. 00:15:44
The part of the vehicle that protects the crew is called the thermal protection system, 00:15:47
or TPS. 00:15:50
So what is the thermal protection system made of, and how does it work? 00:15:52
Currently, we are looking at a number of materials, but all thermal protection systems work with 00:15:55
two basic ways. 00:15:59
The first way is absorption. 00:16:01
Like a potholder, you design the skin of the spacecraft so that it can absorb the heat 00:16:03
of re-entry without damaging the vehicle. 00:16:07
The second way is radiation. 00:16:09
The outside of the vehicle is designed to radiate the heat from re-entry like a fireman's 00:16:11
coat protects him from a fire. 00:16:15
Some designs will combine both of these approaches to protect the astronauts and spacecraft from 00:16:17
the heat of re-entry. 00:16:21
The TPS has to be thin and light, but still strong enough to do the job over and over 00:16:23
again. 00:16:27
Kathy, that sounds difficult. 00:16:28
Well, it is challenging, but remember, crew safety, it's our number one concern. 00:16:29
For the next generation spacecraft system, we'll have other changes, too. 00:16:34
What sort of changes? 00:16:38
Well, for instance, the space shuttle carries both cargo and astronauts. 00:16:39
For the next generation RLV, we want to divide those jobs. 00:16:44
We are looking at two vehicles, a cargo ship with no crew on board and a smaller crew transport 00:16:47
vehicle. 00:16:52
Carrying the crew is much easier when they are not part of a huge cargo vehicle. 00:16:54
The crew transport vehicle has a rocket engine to help it get away from the launch vehicle 00:16:59
in case of any problems. 00:17:02
The cargo vehicle doesn't need all the equipment required to protect people, so it can carry 00:17:04
more cargo. 00:17:09
It's really a win-win situation. 00:17:10
That's super, Kathy. 00:17:12
Thank you so much for all the information on the Space Launch Initiative. 00:17:13
Now, before we move on, it's time for a cue card review. 00:17:16
If you're watching the show on videotape, pause the tape now and discuss these questions. 00:17:20
What is a reusable launch vehicle, or RLV? 00:17:24
Why do spacecraft need to be lightweight? 00:17:28
How is the RLV protected during re-entry? 00:17:31
Now it's time for our viewers to get some hands-on experience building rockets. 00:17:35
Hi, we're the students at Williams Technology Middle School here in Luntzville, Alabama. 00:17:39
NASA Connect asked us to show you this program's hands-on activity. 00:17:50
You can download the Educator Guide and a list of materials from the NASA Connect website. 00:17:55
Here are the main objectives. 00:18:01
Students will gather statistical data, find the optimum ratio for best vehicle performance, 00:18:03
explore mathematical problem-solving, and explore mathematical models through graphing. 00:18:09
Here are some terms you need to know. 00:18:14
Propulsion is the act of driving forward or away. 00:18:16
Thrust is a force produced by a rocket engine in reaction to a high-velocity exhaust gas. 00:18:20
Kinetic energy is energy in motion. 00:18:25
And momentum is a directional measurement of an object's motion, its tendency to continue 00:18:28
moving in a particular direction. 00:18:33
Good morning, class. 00:18:36
Good morning, Ms. Smith. 00:18:37
Today NASA has asked us to gather statistical data so that we can determine the optimum 00:18:38
ratio of our VSV rocket. 00:18:43
Groups were organized into groups of four, with each student taking on one of four jobs 00:18:46
as Pre-Launch Officer, Launch Officer, Data Recorder, and Measurement Technician. 00:18:51
Roles can be rotated after every trial. 00:18:56
Each group will construct the launch facility by placing 20 meters of masking tape on the 00:18:59
ground in a straight line. 00:19:03
Divide the length of masking tape into 10-centimeter intervals. 00:19:05
Place the shoebox at one end of the masking tape. 00:19:09
The rocket will be placed against it each time. 00:19:12
It may be necessary for the Pre-Launch Officer in the group to place gravel or dirt inside 00:19:15
the box to stabilize it. 00:19:19
Begin testing by using a pushpin to attach a 2-centimeter baking soda packet to the bottom 00:19:21
of the cork. 00:19:26
The directions to assemble the baking soda packet can be found in the Educator Guide. 00:19:28
Remember, each rocket must be filled with 115 milliliters of vinegar. 00:19:32
Try not to get vinegar all over yourself. 00:19:38
Slide the cork with the baking soda packet attached into the neck of the bottle firmly. 00:19:39
The Launch Officer will rapidly shake the rocket three times to start the reaction of 00:19:46
the baking soda and vinegar. 00:19:50
Quickly place the corked end of the rocket against the shoebox and move away. 00:19:52
The Measurement Technician will call out the distance traveled by the rocket, and the Data 00:20:00
Recorder will write the distance on the distance data chart. 00:20:04
The Pre-Launch Officer will then prepare the rocket for the next trial. 00:20:07
Repeat until all trials have been completed. 00:20:11
Each group will plot the data onto a graph using a different color for each group. 00:20:14
Students will compare the group's average data and analyze the shape of the graph to 00:20:19
determine the best ratio of baking soda to vinegar. 00:20:23
All right class, in comparing the data, at what point did the recorded data start increasing? 00:20:26
Erica? 00:20:32
It started increasing immediately. 00:20:33
Why would it be important for us to find the optimum amount of fuel to use for any rocket? 00:20:36
Erin? 00:20:41
Because you don't want to carry more or less than you need. 00:20:42
Teachers, if you would like help with the baking soda rocket lesson, simply enlist the 00:20:46
help of your AIAA mentor, who will be glad to help your class with these activities. 00:20:50
AIAA stands for American Institute of Aeronautics and Astronautics. 00:20:55
Boy, those kids looked like they were having fun. 00:21:00
No, Jennifer, I did not say having a blast, but I wanted to. 00:21:03
The folks at NASA Marshall have an awesome program for next generation explorers to get 00:21:11
a real feel for rocket science. 00:21:15
It's called the Student Launch Initiative, SLI, just like the Space Launch Initiative. 00:21:17
Initiative is the key word because these students design, build, test, launch, and reuse a rocket 00:21:23
carrying a half-pound experiment. 00:21:31
They experience the thrill of seeing their rockets take off and soar from one and a half 00:21:35
to over three kilometers high. 00:21:39
Students from Huntsville-area high schools and universities participated in NASA's first 00:21:43
Student Launch Initiative. 00:21:48
The students used math, science, and technology to design and build their rockets, to develop 00:21:50
websites, and to apply budgeting and planning principles. 00:21:55
Five, four, three, two, one. 00:21:59
Igniter. 00:22:04
Woo-hoo! 00:22:06
Woo-hoo! 00:22:08
Woo-hoo! 00:22:10
Woo-hoo! 00:22:12
Woo-hoo! 00:22:14
Wow, Jennifer, I really want to be part of one of these SLI teams. 00:22:16
Speaking of teams, where are your teammates? 00:22:20
Jennifer? 00:22:24
Norbert? 00:22:26
Yeah! 00:22:29
What is a computer simulation? 00:22:31
How are computer simulations used to design spacecraft? 00:22:33
How are math and science used to plan for the next generation ROV? 00:22:37
The team and I are at the Collaborative Engineering Center, or CEC, here at NASA Marshall. 00:22:42
The CEC is a facility that enables scientists and engineers from across the country to study 00:22:48
spacecraft architecture in a virtual environment, kind of like a chat room, before they build 00:22:55
the vehicles. 00:23:01
They do this by using computer simulations. 00:23:02
Kathy, if I remember correctly, a computer simulation is a powerful tool that allows 00:23:04
engineers, such as yourself, to input data into a program. 00:23:09
Exactly. 00:23:13
We get to play, or I mean study, what ifs with different types of engines, structures, 00:23:14
thermal protection, and whatever we want to test just by changing the data. 00:23:19
That's great. 00:23:23
What do you have the kids working on today? 00:23:24
Earlier, we talked about how different fuel choices, which propel the spacecraft, affect 00:23:26
the launch weight of the vehicle. 00:23:30
By using computer simulations, we can get a real-time idea of how these choices affect 00:23:32
the whole architecture. 00:23:36
The computer simulation shows how one change can ripple through the entire system, like 00:23:38
waves on a pond. 00:23:42
I get it. 00:23:44
Computer simulations allow designers to see how one choice can affect the big picture. 00:23:45
Listen, another reason why simulations are so useful is because we have over 20 years 00:23:51
of experience with the space shuttle. 00:23:55
I see. 00:23:57
So by looking at similar numbers and costs from the shuttle program, you have a starting 00:23:58
off point to begin testing new ideas. 00:24:03
Well, yes. 00:24:05
Sometimes, of course, we have to use, engineers have to use their estimating skills to come 00:24:06
up with a starting point for their calculations. 00:24:11
Oh, well, can you give me an example? 00:24:13
Sure. 00:24:15
Suppose you are looking at TPS, thermal protection systems. 00:24:16
Let's say that a low-maintenance TPS system weighs 3,000 kilograms, and the total weight 00:24:20
of the vehicle is 75,000 kilograms. 00:24:25
How would you estimate the thermal protection system weight to the vehicle weight ratio? 00:24:27
Okay, let's see. 00:24:31
3,000 kilograms TPS weight to 75,000 kilograms of vehicle weight. 00:24:33
If I simplify and reduce, it's about 1 to 25. 00:24:40
Exactly. 00:24:44
We might find that one system is heavier, but the reduced maintenance costs might still 00:24:45
be a good idea. 00:24:49
Of course, eventually, you have to build and test systems and hardware, but think of the 00:24:50
time and money you save testing with the simulations first. 00:24:53
And it allows more creativity. 00:24:56
Absolutely. 00:24:58
See how they're trying different thermal protection systems? 00:24:59
Look what it does to the vehicle weight and structure, too. 00:25:02
What did we do before we had all this technology? 00:25:05
Well, for one thing, we did calculations by hand. 00:25:08
We also built and tested a whole lot more hardware. 00:25:11
Of course, that was okay then, but now engineers have so many more tools to help them, but 00:25:15
they still must use math, science, and technology. 00:25:20
First, there has to be computer scientists and mathematicians to design the software 00:25:23
and hardware that is needed for computer simulations. 00:25:27
Remember, the computer only calculates the data, but the engineers need sharp math and 00:25:30
science skills to analyze the results and decide on the final design. 00:25:35
The Space Launch Initiative will get a spacecraft to orbit more safely and less expensively. 00:25:39
That's going to take a team effort, and it's not too early for your next generation 00:25:45
explorers to start getting ready. 00:25:49
Doing well in school is the most important step. 00:25:51
I couldn't agree with you more. 00:25:53
Thank you so much, Kathy, for sharing all the information you did with us. 00:25:55
Oh, no problem. 00:25:58
We really appreciate it. 00:25:59
The kids had a great time, and I'm sure I'm going to have a really hard time pulling them 00:26:00
away from here. 00:26:03
Well, thanks for coming. 00:26:04
You're welcome. 00:26:05
Hey, while we're here, let's do our last cue card reveal. 00:26:06
What is a computer simulation? 00:26:09
How are computer simulations used to design spacecraft? 00:26:11
How are math and science used to plan for the next generation RLV? 00:26:14
If you're watching on tape, you can pause and discuss. 00:26:19
And teachers, if you would like a videotape of this program and the accompanying educator 00:26:22
guide, check out the NASA Connect website. 00:26:27
Well, Dan, that wraps up this episode of NASA Connect. 00:26:30
So the question of the day is, are you ready to join the next generation of space explorers? 00:26:34
You better believe it, Jennifer. 00:26:41
We'd like to thank everyone who helped make this program possible. 00:26:42
If you have comments or suggestions about this episode or about NASA Connect in general, 00:26:45
email us at connect at larc dot nasa dot gov. 00:26:50
Or pick up a pen and write us at NASA Connect, NASA's Center for Distance Learning, NASA 00:26:55
Langley Research Center, Mail Stop 400, Hampton, Virginia, 23681. 00:27:01
You can also link to NASA Corps, the NASA Central Operations of Resources for Educators. 00:27:07
To view this and past shows, go to NASA Quest at quest dot nasa dot gov. 00:27:11
Until next time, stay connected to math, science, technology, and NASA. 00:27:17
See you again! 00:27:23
Bye! 00:27:25
Thanks, Jennifer. 00:27:32
Today, we're visiting the Challenger Center in Chattanooga, Tennessee. 00:27:33
The students of the Chattanooga, Tennessee, of... 00:27:36
Chattanooga, Tennessee, huh? 00:27:39
Okay, sorry. 00:27:40
The amount of attraction really depends on the mass of the object. 00:27:43
Mass? 00:27:46
What happened? 00:27:51
More force is needed to reach orbit. 00:27:54
Sorry. 00:27:57
In orbit. 00:27:59
In orbit. 00:28:00
In orbit. 00:28:01
By learning how NASA is getting spacecraft into orbit less safely... 00:28:03
The more force is needed to reach orbit. 00:28:11
Orbit. 00:28:15
Orbit. 00:28:16
Orbit. 00:28:17
Orbit. 00:28:18
Sorry. 00:28:19
It's been a long day. 00:28:20
Captioning funded by the NEC Foundation of America. 00:28:24
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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:
303
Fecha:
28 de mayo de 2007 - 16:52
Visibilidad:
Público
Enlace Relacionado:
NASAs center for distance learning
Duración:
28′ 30″
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:
170.64 MBytes

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