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Transcript for NASA Connect - Festival of Flight
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>> Hello, I'm
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[inaudible], as a
Champion Aeronautic pilot,
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I compete with gravity
almost every single day.
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If it weren't for my
skills and aircrafts,
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it will be an uneven mess.
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I enjoy the challenge
of flying fast.
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The NASA team faces challenges too.
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They encourage us all
to push our knowledge
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and skills to a higher level.
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My airplane flies over two
hundred miles per hour.
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How fast do you think, astronauts
have to go to reach earth orbit,
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two thousand, ten thousand, how
about over seventeen thousand?
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That's right seventeen thousand
five hundred miles per hour.
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Speed isn't the only challenge,
safety is very important
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and making space for less
expensive is another,
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to be a part of the team
tackling these challenges,
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you need to do well in
schools especially in math,
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science and technology.
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On today's NASA Connect, we will
be working with NASA's scientists
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and engineers to explore the
technologies; that will be needed
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by the next generation's
space explorer.
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That's you.
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So do you ready to take off
with your host, Jennifer Pulley
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and Dan Angelo, on this
episode of NASA Connect?
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[Jennifer Pulley:] Hi!
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I'm Jennifer Pulley, your
host along with Dan Angelo,
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who is joining us remotely
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from the NASA Langley Research
Centre in Hampton Virginia.
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You know, we're really excited
to be here at the U.S. Space
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and Rocket Centre in
Huntsville Alabama,
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for part of this NASA Connect.
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Teachers, make sure you have the
educated guide for today's program.
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It can be downloaded from
the NASA Connect website.
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In it, you'll find great map based
hands on activities and information
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on our instructional
technology components.
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On this episode of NASA Connect;
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we are visiting NASA
Marshall Space Flight Center
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in Huntsville Alabama.
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There, we'll meet NASA
scientist and engineers,
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who are explaining the challenges
of building the next generation
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of reusable spacecrafts.
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My friends here are going to help
me figure out, what it takes to get
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in the orbit, how can we do that?
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By learning how NASA
is giving spacecrafts
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in the orbit more safely
and less expensively.
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Can we just keep doing in
the way; we always have,
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where you know things
changed and we need to change,
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in order to continue our journey
at exploration, just think,
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we were from the Wright
Brother's first flight in 1903,
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to landing on the moon in 1969,
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as you can see people have been
dreaming a flight for ages,
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one of those dreamers with
American Robert Goddard,
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an early experiment with rockets.
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His work continues to inspire
generations of scientist.
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These rockets or the
results of Goddard's
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and other pioneer's imagination
and hard work, now it's your turn.
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You are the next generation
of space explorers.
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>> Explorers, well that's very
cool, I know, it really is that
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and you know, just as
the early space programs
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of NASA like Mercury, Gemini and
Apollo, led us to the shadow,
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the shadow leave this
to the next generation
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of space craft what's that,
that's what the show is all about
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[inaudible].
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>> All right.
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Okay. I am home, how do you get
these heavy rockets of the ground?
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>> You know, I thought
that's a really good question
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and what do we mean
by the word Heavy?
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Well what we call 'Heavy' is
just a way of measuring gravity.
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Gravity is a force of
attraction between objects.
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Everything in the universe is
attracted to everything else.
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Sometimes it's powerful
but sometimes it's weak.
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The amount of attraction really
depends on the mass of the objects.
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>> Mass?
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[inaudible], here
we have said that.
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>> Hey
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[inaudible] think how
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[inaudible] I appoint to you.
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Mass is not the same as weight.
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Think about how astronauts become
nearly weightless in space?
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When they are on the moon,
they weigh only one sixth
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of their weight on earth.
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For example a man who
weighs 180 pounds on earth,
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would weight 30 pounds on the moon.
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>> They didn't shrink, did they?
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>> Their mass is the same; so what
causes their weight to change?
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>> Gravity.
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The force of attraction between
objects, on earth we feel gravity
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because of earth's mass.
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Weight is just how we measured
gravity's pull on things.
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In space gravity is less
because we are further away
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from the earth's mass.
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The further away from a large mass
like our earth, the less gravity
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and therefore the less weight.
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>> What is this have to
do to run spacecraft?
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>> Everything at the mass of a
spacecraft determine its weight
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and the more a space craft weighs,
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the more force is
needed to reach orbit.
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>> Force? I thought we
are talking about gravity.
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>> Okay. I think, we need to
talk about some basics here.
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Lucky for us, 17th century English
scientists Sir Isaac Newton,
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explained the relationship
of mass to gravity.
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He said, "We need force
to overcome gravity".
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Newton described this
relationship as a series of laws.
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Newton helped to understanding
of gravity with his first law.
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What Newton said is easy
to understand and object
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at rest will stay at rest
unless a force moves it,
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with a spacecraft we need to come
up with the force to move it.
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>> So we need to keep the
weight and mass low, right?
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>> Correct.
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Keeping the mass low, will
mean less weight at large.
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The force of gravity on the
spacecraft is equal to the force
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of the large fat holding it up.
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What Newton called
"Balanced Forces".
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We have to unbalance these
forces to move the spacecraft.
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>> How do we do that?
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>> Well Cathy, Newton
explained in his second law,
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that 'If a force is applied to
body of mass, the body will move
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in the direction of the force'.
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Newton also described
in his third law
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that for every action there is
an equal and opposite reaction.
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The thrust of a rocket
motor is the action;
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the reaction is the
spacecraft leaving the pad.
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Thrust measures the
power of a rocket engine.
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The thrust must be greater
than the force of gravity
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that keeps a rocket
on a launch pad.
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For example, if the Thrust 'T'
of a rocket is 75 kilograms
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and the Weight of the
rocket 'W' is 50 kilograms,
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then subtracting 50 from
75 would equal 25 kilograms
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of upward force 'F'.
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To get into orbit, you need to
keep the upward force grater
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than the force of gravity.
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When you ride in amusement
park ride like the space shaft.
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Here at the space
and rocket centre?
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You are overcoming
gravity as you rise up.
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At the top, you experience
free fall,
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one micro gravity just
like the astronauts.
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You just don't stay
in free fall very long
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because you dropped back
downward as the downward force
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of gravity becomes greater
than the upward force.
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The force of gravity is
measured in units called "G".
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At the sea level that force
equals 1G, so we need more
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than one G a force
to move the rocket?
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>> Pretty much Seema, but you
know it's not easy as it sounds.
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Let's take the Saturn five
rocket of the Apollo program,
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now how much do you think
that rocket weighed at launch,
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remember how fast the
spacecraft needs to travel
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in order to reach orbit.
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>> Yes, Seventeen thousand
five hundred miles per hour.
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>> Correct, and that's over Twenty
eight thousand kilometers per hour.
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The Saturn five is taller than
the Statue of Liberty and weigh
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over six million pounds at launch.
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The Saturn five engines
had to produce over seven
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and half million pounds of
thrust to have an upward force
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to overcome the downward
force of gravity.
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>> Okay, I get it, if we keep
the weight of the rocket down
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and we won't needed much
engine thrust to move it.
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>> Right, you guy's are so
smart; you know engineers deal
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with this all the time.
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They use map to compare the
vehicle weight to the thrust
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of the engines, and this
can be written as a ratio
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and a ratio is just a simple way
of comparing one thing to another.
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In this case, vehicle
weight compared to thrust.
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So let's talk about
the Saturn five.
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Let's say it weighs
a million pounds
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and it produces a
million pounds of thrust.
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The ratio for that; would then be
one to one and won't go any where.
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>> The Saturn five engines created
seven and half million pounds
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of thrust and the vehicle
weighed six million pounds.
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Yeah, so that's a ratio
of seven point five to six
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or let's see five to four.
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>> Exactly, now you see
how important it is,
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to build rockets more light weight,
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a couple of ways NASA scientist
and engineers tackle this problem,
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is by using light weight materials
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and designing more
efficient engines.
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Today NASA is working on the next
generation of a useable spacecraft
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or launch vehicle system.
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We call it, the space launch
initiative or SLI for short.
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Later we'll work with NASA
researchers to learn how they deal
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with these challenges
but first let's visit Dan
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for this shows web-based activity.
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[Dan:] Thanks Jennifer.
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Today we are visiting
the Challenger Center
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in Chattanooga Tennessee, the
student from the Chattanooga school
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of arts and scientist;
will be helping us today
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on this web-based activity.
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The Challenger Center
provides students
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and teachers several
stimulated space missions.
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During the missions, students
work as a team to solve problems
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and apply math, science
and technology concepts
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to real life situations.
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>> Certainly this is want to
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[inaudible].
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>> Each year the center provides
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over eight thousand students
an opportunity to rendezvous
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with the comet, work on a space
station or take a voyage to mars.
[00:10:42.470]
We are using the center's
computer lab
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to highlight this
episode's web activity.
[00:10:47.280]
[00:10:49.160]
Earlier today, we talked
about the importance
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of the map concept the ratios
to scientist and engineers.
[00:10:55.120]
On the NASA Connect website,
you can learn more about ratios
[00:10:58.380]
by clicking on dance domain.
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To find the link to
the show's instruction
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or technology activity azone just
for teachers and the career zone,
[00:11:06.330]
where you can meet some
of our show's guest
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and learn about their jobs.
[00:11:10.020]
Selecting this show's instructional
activity, will take you
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to river deeps, destination map,
mastering skills and concept five.
[00:11:17.930]
Your point activities, that make
learning about ratio is fine
[00:11:20.820]
and its free to NASA
Connect educator.
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Click on ratios and proportions,
teacher you will find a variety
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of clever ways that
teach about ratio.
[00:11:30.380]
From the connect website, you
can also order a great CD,
[00:11:34.090]
that will have you designing
your own plane and learning more
[00:11:36.750]
about ratios in no time.
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Just select the exploring
aeronautic CD
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from NASA's core website.
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On the main menu, you can select
the resource center to find
[00:11:45.960]
out about the history applied
or pick the activity center
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to learn more about
the lift and drag.
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Jennifer, I been having fun
designing aircraft using the
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exploring aeronautic CD.
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So tell me, what have you found
out about the next generation
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of re-useable spacecraft, you
know the one I'll be driving.
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>> Wait minute
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[inaudible].
[00:12:05.790]
Don't you have to finish school
and a few other things first?
[00:12:08.810]
>> Well we have, you
know I mean I think so.
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>> Okay, Okay I will get
back to work on that.
[00:12:18.950]
>> Okay you do that.
[00:12:20.320]
Meanwhile we got a
lot of work to do and
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[inaudible] help me out.
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>> What is your usable
launch vehicle or RRV?
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>> Why is spacecraft
need to be that way?
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>> How is the RRV
projected during the entry?
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[Jennifer:] Those are
some good questions,
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now let's get some
answers from Cathy
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[inaudible].
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She is an engineer here at NASA
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[inaudible], Cathy!
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What is with the NASA's
design challenges
[00:12:45.760]
over the next generation
of spacecraft?
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[Cathy:] Jennifer, have a
great bunch of talented folks
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from around the country,
helping us to choose best design.
[00:12:53.770]
Some work for the government,
some work for private companies
[00:12:56.440]
and others for universities.
[00:12:58.690]
Also I was designing the whole
system for the next generation
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of the usable launch vehicles.
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[Jennifer:] Okay, we keep
saying next generation.
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What was the first generation?
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[Cathy:] Good question, the space
shuttle is the world's first
[00:13:10.590]
reusable launch vehicle.
[00:13:12.410]
The space shuttle
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[inaudible] design to be
launched again and again,
[00:13:15.130]
that is our first generation of
reusable launch vehicles or RRV
[00:13:18.320]
and that's why we talk
about the next genRRV.
[00:13:22.590]
[Jennifer:] So what are the new
things you are doing to get ready
[00:13:24.610]
for the replacement
of the space shuttle?
[00:13:26.470]
[Cathy:] What the most
important thing is, safety.
[00:13:28.980]
The challenge is to make
vehicle as light as possible
[00:13:31.420]
without reducing safety
or strength.
[00:13:33.830]
[Jennifer:] You know
that's understandable.
[00:13:35.510]
So I guess being light weight is
that the only thing that matters.
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[Cathy:] That's right, a part of
system may actually be heavier is
[00:13:41.050]
[inaudible] made the whole system
pay for a less expensive operate.
[00:13:44.640]
The weight increase and might
reduced cost, help make the
[00:13:47.900]
[inaudible] job of paper.
[00:13:49.030]
We definitely want to keep
space travel routine and
[00:13:52.590]
[inaudible] for those next
generation space explorers.
[00:13:54.620]
>> There are many things for the
SOI programs considering task.
[00:13:58.790]
Different types of engines,
fuels and vehicles shapes
[00:14:01.710]
and these are only some of the
parts, of the entire system.
[00:14:05.480]
We got the whole system, the
architecture and we need everything
[00:14:08.720]
from mission planning
to launch on obit
[00:14:11.320]
[inaudible] and getting the
vehicle ready to fly again.
[00:14:14.840]
[Jennifer Pulley:] Popular!
[00:14:15.290]
sounds pretty challenging.
[00:14:16.960]
So have you
[00:14:17.790]
[inaudible] with any design job.
[00:14:19.740]
>> First we had to decide what we
want to do in space before we start
[00:14:22.830]
to designing, that's the season
next generation RRV is doing two
[00:14:26.890]
main things -- getting
[00:14:28.340]
to the international
space station and taking
[00:14:31.300]
[inaudible] into obit.
[00:14:32.640]
We select preliminary
design that bests our needs.
[00:14:35.940]
One challenge vehicle
designer is based is what type
[00:14:38.250]
of engine to use.
[00:14:39.830]
Some engines use Kerosene
and liquid Oxygen,
[00:14:42.470]
other mainly use the
Hydrogen and liquid Oxygen.
[00:14:45.770]
Each option offers advantages.
[00:14:48.080]
We launched some interesting
engines, that's high in performance
[00:14:51.430]
of the main engine have the major
influence on the whole space
[00:14:54.780]
[inaudible], they influence
safety, weight, maintenance,
[00:14:57.740]
preparation time and cost.
[00:15:00.220]
[Jennifer:] So what are the
other things we can look
[00:15:01.690]
for in the next generation RRV?
[00:15:03.030]
>> A one of things that you might
see are the reusable boosters,
[00:15:07.530]
that
[00:15:07.870]
[inaudible].
[00:15:09.010]
>> A booster
[00:15:09.860]
[inaudible], a booster is
the primary of first stage
[00:15:13.110]
for multi-stage rocket.
[00:15:14.980]
[Jennifer:] Okay that make sense,
[00:15:16.010]
but you said the boosters
are going to fly back.
[00:15:17.860]
How do they do that?
[00:15:19.750]
>> Well they have home board
computers for navigation
[00:15:22.100]
and they also have onboard
computers that works
[00:15:24.540]
[inaudible] system,
alerting Astronauts,
[00:15:26.930]
the people of the ground whenever
there is in kind of problem.
[00:15:29.610]
>> Right that's really important.
[00:15:31.100]
Now, besides the onboard computer
systems, how also you can improve
[00:15:34.130]
[inaudible].
[00:15:34.220]
>> Well, on the space
craft goes from space
[00:15:38.300]
to our atmosphere friction
with the air can heat
[00:15:40.720]
up the outside the vehicle to
temperatures over sixteen hundred
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[inaudible] that's hard
enough to not still.
[00:15:46.880]
The part of the vehicle
that protects
[00:15:48.060]
to cruise are the Thermal
Protection System or TPS.
[00:15:51.800]
[Jennifer:] So what is the
Thermal Protection System made
[00:15:53.590]
out and how does it work?
[00:15:55.280]
>> Currently we are looking
at a number of materials
[00:15:57.950]
that all Thermal Protection
Systems work in two basic ways.
[00:16:01.210]
The first way is absorption, like
a pot holder you design a skin
[00:16:04.740]
of the space craft so that it can
not absorb the heat of reentry
[00:16:07.510]
without damaging the vehicle.
[00:16:09.460]
The second way is radiation the
out side of the vehicle is designed
[00:16:13.040]
to radiate the heat
from reentry like a
[00:16:16.010]
[inaudible] protect
[00:16:16.330]
[inaudible] fire.
[00:16:17.480]
Some designs will combine
both of these approaches
[00:16:19.510]
to protect the Astronaut
in spacecraft
[00:16:21.350]
from the heat of reentry.
[00:16:23.120]
The
[00:16:23.320]
[inaudible] has to thin and
light but still strong enough
[00:16:26.190]
to do the job over and over again.
[00:16:28.350]
[Jennifer:] Cathy
that sounds difficult.
[00:16:29.880]
[Cathy:] Well, it is
challenging, but remember
[00:16:31.910]
[inaudible] is our number concern.
[00:16:34.480]
For the next generations spacecraft
system we will have other
[00:16:37.340]
changes too.
[00:16:38.490]
[Jennifer:] What sort of changes?
[00:16:39.500]
[Cathy:] Well for instance to
space shuttle will carry both cargo
[00:16:42.110]
and Astronauts for the
next generation RRV,
[00:16:45.310]
we want to divide those jobs.
[00:16:47.570]
We are looking at two vehicles --
our cargo ship with no crew onboard
[00:16:51.630]
and a smaller crew
transport vehicle.
[00:16:53.860]
Protecting the crew is much
easier when they are not part
[00:16:56.810]
of a huge cargo vehicle.
[00:16:58.850]
A crew transport vehicle has a
rocket engine have to get away
[00:17:01.630]
from the launch vehicle,
in case of any problems.
[00:17:04.800]
The Cargo vehicle doesn't need
all those equipment required
[00:17:07.590]
to protect people, so
they can carry more cargo.
[00:17:10.490]
It's really a win-win situation.
[00:17:12.280]
[Jennifer:] That's seemed
for Cathy, thank you so much
[00:17:14.250]
for all the information on the
space launching initiative.
[00:17:16.960]
Now before we move on
it's time for a few
[00:17:20.000]
[inaudible] review.
[00:17:20.690]
If you are watching the show on
video-tape, pause the tape now
[00:17:23.780]
and discuss these questions.
[00:17:25.450]
>> [inaudible] is your
usable launch vehicle or RRV.
[00:17:29.200]
>> [inaudible] based
[00:17:29.470]
[inaudible] to be right way.
[00:17:31.370]
>> How is the ROV
protected during the entry?
[00:17:35.070]
>> Now its time for our viewers to
get hand on experience building
[00:17:38.470]
[inaudible].
[00:17:38.470]
>>NASA connect
[00:17:45.950]
[inaudible] to show you this
programs hand on activity.
[00:17:52.730]
>> You can dial up the
[00:17:54.100]
[inaudible] and listen
to some materials
[00:17:56.920]
from the NASA connect website.
[00:18:00.800]
>> Here are the main objectives.
[00:18:02.830]
>> Students well,
[00:18:04.520]
gather statistical data
find the optimum ratio
[00:18:07.250]
for the best vehicle performance,
[00:18:09.120]
explore mathematical
problem solving
[00:18:11.130]
and explore mathematical
models through graphic.
[00:18:13.780]
>> Here are some terms
you need to know.
[00:18:16.440]
>> Proportion, is the actual
driving forward or away.
[00:18:20.030]
Trust, is a force produced
by a rocket engine and reacts
[00:18:23.160]
into a high velocity exhaust gas.
[00:18:25.820]
Kinetic energy is energy in motion.
[00:18:28.510]
A momentum is a directional
measurement of it object's motion.
[00:18:32.190]
It's tendency to continue moving
in a particular direction.
[00:18:36.270]
>> Good morning class.
[00:18:37.150]
>>Good morning Ms
[00:18:38.130]
[inaudible].
[00:18:38.200]
>> Today
[00:18:38.890]
[inaudible] got together
statistical data
[00:18:41.040]
so that we can determine the
optimum ratio of our BSC rocket.
[00:18:46.060]
>> Students for organize
into group of four,
[00:18:48.450]
with each student taking our one
of four jobs as the launch officer;
[00:18:52.110]
the launch officer, data recorder
and measurement technician.
[00:18:56.150]
Roles can be rotated
after every trial.
[00:18:59.130]
Each group will construct
the launch facility at
[00:19:01.730]
[inaudible] 20 meters
of masking tape
[00:19:03.560]
on the ground in a straight line.
[00:19:05.510]
Divide the length of masking
tape into 10 cm interval.
[00:19:09.460]
Place the shoe box at the
one end of the masking tape,
[00:19:12.120]
the rocket will replace
against that each time.
[00:19:14.880]
It may be necessary for
the pre-launch officer
[00:19:17.160]
in the group place scrabble
[00:19:18.710]
or dirt inside the
box to stabilize it.
[00:19:21.440]
Begin testing by using a push pin
[00:19:23.930]
[inaudible] a two cm baking sort
of packet to the bottom of the
[00:19:27.290]
[inaudible].
[00:19:27.820]
The directions to assemble
the baking set of packet,
[00:19:30.340]
can be found in the educated guide.
[00:19:32.640]
Remember each rocket must be
[00:19:34.680]
[inaudible] one hundred and
fifteen no leaders of vinegar.
[00:19:37.930]
>> Try to give vinegar
[00:19:38.900]
[inaudible] itself?
[00:19:39.700]
>> Slide the core which
baking sort of packet attached
[00:19:42.640]
into the neck of the bottom firmly.
[00:19:45.670]
The launch officer will rapidly
shake the rocket three times
[00:19:49.440]
to start the reaction of
[00:19:50.910]
[inaudible] and vinegar.
[00:19:52.550]
Quickly place the core end
[00:19:53.740]
of the rocket against the
shoe box and move away.
[00:19:56.540]
>> [inaudible].
[00:19:57.960]
>> The measurement technician
will call after this and travel
[00:20:02.680]
by the rocket and the data
recorder will write the distance
[00:20:05.840]
on the distance data chart.
[00:20:07.600]
The pre-launch officer will
then prepare the rocket
[00:20:10.120]
for the next trial.
[00:20:11.410]
Repetitive all the trials
have been completed.
[00:20:14.140]
Each group of proxy data on to
a graph using a different color
[00:20:17.420]
for each group.
[00:20:18.800]
Students for comparative groups
average data and analyze the shape
[00:20:22.150]
of the graph to determine the best
ratio of baking soda to vinegar.
[00:20:25.780]
>> [inaudible] in
comparing the data
[00:20:27.800]
at what point do they
recorded data start increasing.
[00:20:32.970]
Erica!
[00:20:33.610]
[Erica:] It started
increasing immediately.
[00:20:36.360]
>> Why would it be important for us
to find the optimum amount of fuel
[00:20:40.270]
to use for any rockets Ann!
[00:20:42.550]
[Ann:] Because you don't
want to carry more hours
[00:20:44.520]
[inaudible].
[00:20:44.680]
>> Teachers, if you
would like help it,
[00:20:47.500]
they can show the rocket
lesson simply in list the help
[00:20:50.280]
of your AIAA Mentor who will
be glad to help your class
[00:20:53.800]
with these activities.
[00:20:55.240]
AIAA stands for American Institute
of Aeronautics and Astronautics.
[00:21:00.300]
Boy those kids of like
they are having fun.
[00:21:03.560]
>> No Jennifer I do not say
having a blast, but I wanted to.
[00:21:11.050]
>> The folks in NASA martial
having awesome program
[00:21:13.650]
for next generations explorers
[00:21:15.320]
to give a real feel
for rocket science.
[00:21:17.230]
It's called the Student
Launch Initiative, SLI,
[00:21:19.850]
just like the Space
Launch Initiative.
[00:21:22.880]
Initiative is the key word because
these students design, build, test,
[00:21:28.590]
launch and reuse a rocket
carrying a half round experiment.
[00:21:34.240]
The experience that you're looking
in their rockets take off and store
[00:21:38.880]
for one and half to over
three kilometers high.
[00:21:41.500]
>> [inaudible].
[00:21:42.000]
>> Students from Pennsylvania
area high schools
[00:21:45.330]
and universities participated
[00:21:47.180]
in NASA's first Students
Launch Initiative.
[00:21:50.120]
These students used math,
science and technology to design
[00:21:53.530]
and build their rockets,
to develop websites
[00:21:56.140]
and to applied budgeting
and planning principles.
[00:22:00.090]
>> Jennifer I really want to be
part of one of these SLI team.
[00:22:09.090]
[00:22:18.820]
>> [inaudible] your teams,
where are your teammates?
[00:22:24.310]
>> Jennifer, Robert, there he is.
[00:22:31.740]
>> What is the computer simulation?
[00:22:33.900]
How our computers simulations
used to design spacecraft?
[00:22:37.980]
>> Our math and science
used to plan
[00:22:39.970]
for the next generation scenario.
[00:22:42.510]
>> The team and I at the
Collaborative Engineering Centre
[00:22:45.270]
or CEC here at NASA Marshal.
[00:22:48.780]
The CEC is a facility that
able scientists and engineers
[00:22:52.980]
from across the country to
study spacecraft architecture
[00:22:56.700]
in a virtual environment kind
[00:22:58.590]
of like a chat room before
they build the vehicles.
[00:23:01.570]
They do this by using
computers simulations.
[00:23:04.400]
Cathy, if I remember correctly,
[00:23:05.830]
our computer simulation is a
powerful tool that allows engineers
[00:23:09.600]
such as yourself to input
data into a program.
[00:23:12.820]
[Cathy:] Exactly, we get to
play or I mean study what else
[00:23:16.390]
with different types of engines,
structures, thermal protection
[00:23:20.020]
and whatever we want to test
just by changing the data.
[00:23:22.670]
>> That's great.
[00:23:23.310]
Now, what do you have the
kids working on today?
[00:23:25.830]
[Cathy:] Earlier we talked
about how different fuel choices
[00:23:28.460]
which propel the spacecrafts
affect the launch weighted vehicle,
[00:23:32.110]
by using computer simulations
we can get a real time idea
[00:23:34.900]
of how these choices affect
the whole architecture.
[00:23:38.040]
The computer simulation shows
how one change can repel
[00:23:40.960]
through the entire system
like waves on a pond.
[00:23:44.060]
>> I get it computer
simulation allow designers
[00:23:46.920]
to see how one choice can
affect the big picture.
[00:23:49.800]
[Cathy:] You have some another
reason why simulations are
[00:23:52.640]
so useful, is because we have
over 20 years of experience
[00:23:56.180]
with the space shuttle.
[00:23:57.670]
>> I see, so by looking at
similar numbers and class
[00:24:00.630]
from the shuttle program we
have a starting off point
[00:24:03.780]
to begin testing new ideas.
[00:24:05.560]
[Cathy:] Well yes, sometimes
of course we have to use,
[00:24:08.670]
engineers have to use thier
estimated skills to come
[00:24:11.120]
up with the starting point
for the calculations.
[00:24:13.200]
>> So well, can you
give me an example?
[00:24:15.060]
[Cathy:] Sure.
[00:24:15.680]
Suppose you are looking at
TPS, Thermo Protection Systems.
[00:24:19.380]
Let's say about a low maintenance
TPS system weighs three thousand
[00:24:22.820]
kilograms and the total weight
[00:24:24.390]
of the vehicle is seventy
five thousand kilograms.
[00:24:26.940]
How would you estimate the
Thermal Protection System weight
[00:24:29.440]
to the vehicle weight ratio?
[00:24:31.410]
>> Okay. Let's see, three
thousand kilograms TPS weight
[00:24:35.720]
to seventy five thousand
kilograms of Vehicle weight.
[00:24:40.080]
By simplify and reduce
that one to twenty five.
[00:24:43.560]
[Cathy:] Exactly, we might
find out one systems is heavier
[00:24:46.950]
but the reduced maintenance cost
might still make it a good idea.
[00:24:49.410]
>> Of course eventually you have
[00:24:50.820]
to build the test systems
and hard work done.
[00:24:53.230]
Think of the time in many step,
testing with the simulations first.
[00:24:56.440]
>> And there is a
lot more creativity.
[00:24:58.500]
>> Absolutely.
[00:24:59.910]
>> See how they are
trying different Thermal
[00:25:01.170]
Protection Systems.
[00:25:02.770]
Look what it does to the
vehicle weight and structure too.
[00:25:05.840]
>> What do we do before
we had this technology?
[00:25:08.750]
>> Well for one thing we
did calculations by hand.
[00:25:11.850]
We also done and tested the
whole lot more hardware,
[00:25:15.040]
because that was okay then.
[00:25:16.900]
That now engineers have so
many more tools to help them.
[00:25:20.040]
But they still must use
math, science and technology.
[00:25:23.680]
First there has to be Computer
Scientists and Mathematicians
[00:25:26.630]
to design a software and
hardware that is needed
[00:25:29.040]
for computer stimulations.
[00:25:30.940]
Remember the computer
only calculates the data
[00:25:33.320]
but the engineers need sharp
math and science skills
[00:25:35.820]
to analyze the results and
decide on the final design.
[00:25:39.410]
This space launch initiative
will get a space craft to orbit,
[00:25:42.330]
more safely and less expensively.
[00:25:44.570]
That's going to take a team effort.
[00:25:46.720]
And it's not too early for
your next generation explorers
[00:25:49.250]
to start getting ready.
[00:25:50.610]
>> Doing well in school, it's
the most important start.
[00:25:52.800]
>> I couldn't agree with you
[00:25:54.050]
[inaudible].
[00:25:54.360]
Thank you so much Cathy for
sharing all the information you did
[00:25:57.210]
with us.
[00:25:57.480]
>> No. no, no problem about that.
[00:25:58.340]
>> We really appreciate that
the kids had a great time
[00:26:00.660]
and I am sure we had a really hard
time pulling them away from you.
[00:26:03.320]
>> Oh thanks for coming.
[00:26:04.350]
>> You are welcome.
[00:26:05.360]
>> Hey why we are here?
[00:26:06.580]
Let's do our last
[00:26:07.610]
[inaudible].
[00:26:07.690]
>> What is a computer stimulation?
[00:26:11.290]
How do computer stimulations
used to design space craft?
[00:26:14.910]
>> How our math and science used to
plan for the next generation ROV.
[00:26:19.710]
>> If you are watching on tape you
can pause and discuss and teachers
[00:26:24.030]
if you would like a video
tape of this program
[00:26:26.500]
and be accompanying educator guide.
[00:26:28.870]
Check out the NASA Connect website.
[00:26:31.330]
Well done that
[00:26:32.780]
[inaudible] up this
episode of NASA Connect.
[00:26:35.280]
So the question of the
day is, are you ready
[00:26:38.000]
to join the next generations
of space explorers?
[00:26:40.550]
>> You better believe
that Jennifer.
[00:26:41.900]
>> We would like to
thank everyone who helped
[00:26:44.000]
to make this program possible.
[00:26:45.690]
If you have comments or
suggestions about this episode
[00:26:48.590]
or about NASA Connect in general,
e-mail us at connect@lrc.nasa.com.
[00:26:55.710]
>> Or pick up the pen and
write us at NASA Connect,
[00:26:59.040]
NASA Centre for Distance Learning.
[00:27:00.930]
NASA learning Research centre, mail
[00:27:02.660]
[inaudible] four hundred,
[00:27:03.670]
[inaudible] Virginia
two three six eight one.
[00:27:06.820]
>> You can also went to NASA
call the NASA Centre Operations
[00:27:09.980]
of Resources for Educators
to view this
[00:27:12.330]
and past shows call the NASA
quest at quest.nasa.com.
[00:27:17.420]
Until next time stay
connected to math
[00:27:20.190]
>> science, technology
[00:27:22.260]
>> And NASA.
[00:27:23.650]
>> See ya
[00:27:26.170]
>> Bye
[00:27:28.220]
>> Thanks Jennifer.
[00:27:33.670]
Today we are visiting
the challenger centre in
[00:27:36.210]
[inaudible] .
[00:27:36.210]
The students of the
[00:27:38.430]
[inaudible] okay, sorry.
[00:27:41.090]
>> The amount of attraction really
depends on the mass of the objects.
[00:27:50.090]
[00:27:51.800]
>> Mass?
[00:27:52.870]
[ Laughter ]
[00:27:53.870]
[00:27:55.020]
>> More force is needed
to reach orbit.
[00:27:56.960]
[ Laughter ]
[00:27:58.370]
>> Orbit, Orbit.
[00:28:01.090]
>> How can we do that?
[00:28:03.210]
>> By learning how NASA is getting
space craft into orbit less
[00:28:11.430]
[inaudible] the more force
is needed to reach orbit.
[00:28:14.120]
[ Laughter ]
[00:28:15.430]
>> Orbit, orbit, orbit,
sorry I can't.
[00:28:17.850]
>> Captioning funded by the
MNC foundation of America.
[00:28:25.450]