Transcript for NASA Connect - Wired For Space

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[Music]

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[Jeff] Few things are as
exhilarating as heading

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around the racetrack at just
under 200 miles per hour.

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Hi. Welcome aboard the number
24 Dupont Chevy Monte Carlo.

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I'm Jeff Gordon.

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It takes a lot to win a NASCAR race
like science, technology and math.

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There's a whole lot more to
it than just counting laps.

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You also need plenty
of something else.

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Fuel. During an average race my
race car burns 100 gallons of fuel.

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Guess how many gallons
this car uses?

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None. Instead it uses electricity.

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NASA is working on cutting edge
technology using electricity

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to propel a spacecraft
instead of using fuel.

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To do that, NASA will use the power
of math, science and technology

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but hold on race fans.

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There's a string attached.

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Ladies and gentlemen,
start your engines

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for this episode of NASA CONNECT.

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[Music]

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[Van] Hey there.

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Welcome to NASA CONNECT, the show
that connects you to the world

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of math, science,
technology, and NASA.

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I'm Van Houghs.

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[Jennifer] And I'm Jennifer Pulley.

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Today, we're at Disney MGM
studios in Orlando, Florida.

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We are your hosts.

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Along with Norbert.

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Any time Norbert appears, have your
cue cards from the lesson guide

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and your brain ready to answer
the questions he gives you

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and teachers every time
Norbert appears with the remote,

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that's your cue to
pause the videotape

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and discuss the key card
questions he gives you.

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[Van] Fasten your seat belt.

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[Jennifer] On today's show, we'll
learn how NASA researchers collect

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and measure data, recognize
patterns, develop functions

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and use Algebra to solve problems.

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[Van] Then they compare the results

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and predict how the technology
will perform in space.

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Plus you will simulate
NASA research and learn all

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about magnetic forces and
how they cause motion.

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[Jennifer] And you know what?

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You are going to be doing all
of this in your classroom.

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[Van] It is going to
be a thrilling ride.

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[Jennifer] Later Dr. Shelley
Canwrite will get you hooked

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up to this shows web activity.

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Today's NASA CONNECT program
features patterns, functions,

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and algebra to get
you wired for space.

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[Van] Did you know that NASA
researchers use math, science,

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and technology everyday to make
sure space transportation is safe

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and reliable?

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[Jennifer] That's right
and more affordable, too.

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[Van] You know, NASA
connects has sent us

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on some pretty cool locations

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but Disney MGM's rocking roller
coaster starring Aerosmith is

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definitely a gas.

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[Jennifer] Gas?

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Not gas, Van.

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This coaster uses state of the
art electromagnetic motors.

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[Van] electromagnetic?

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You mean this roller coaster runs
on electricity and magnetism?

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[Jennifer] Exactly.

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[Music]

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[Jennifer] Electricity is one of
the fundamental forces of nature

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that we use to make
things work for us.

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Magnetism is the force
of attracting

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or repelling magnetic materials.

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Magnets have the power to
pull things toward them

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but they can also push
or repel things away.

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When you connect the power of
electricity with the strength

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of magnetism, you can make an
electromagnetic motor like the one

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that gets your clothes
clean in the washer.

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Today, we're learning how
electricity and magnetism are used

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for what you might call
another type of spin cycle:

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Propelling spacecraft into orbit.

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[Van] Oh man.

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That was so awesome.

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[Jennifer] That was intense.

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[Van] Now tell me how does a
roller coaster like this relate

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to NASA and spacecrafts?

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Not that I'm complaining,
but I want to ride it again.

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[Jennifer] Okay.

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We will. Hang on.

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Let me tell you.

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NASA is working on a way to propel
spacecraft into orbit and get this,

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they're using a track very similar
to this roller coaster track.

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[Van] All right.

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All right.

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[Jennifer] Hey, let's
propel ourselves

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over to NASA Marshall Space
Flight Center in Huntsville,

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Alabama and check it out.

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[Van] Jennifer, this is supposed
to be like a roller coaster?

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Where are the loops?

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[Jennifer] Well, it's not like
a roller coaster in that way,

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Van but it does use some of
the same scientific principles.

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This is Jose Perez.

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He's the launch assist project
manager from Kennedy Space Center

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in Cape Canaveral, Florida.

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[Jose] Thanks, Jennifer.

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Getting into space is
expensive and the first part

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of the trip cost the most.

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That's where this track comes in.

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It is used for magnetically
propelling a spacecraft.

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Like magnets, electricity
has a similar push

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and pull called charges;
in fact, electricity

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and magnetism are a lot alike

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because they are really
the same force of nature.

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We're just used to thinking of
them as two different things.

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That's where or mag lev or
magnetic levitation coming in.

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[Van] Okay.

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So, what is magnetic levitation?

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[Jose] Magnetic levitation

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or mag lev is a new
technology being developed

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for high speed trains.

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Instead of running on metal
wheels these new trains float

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or levitate above the track.

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[Van] Levitate?

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[Jennifer] Yeah, how
does that happen?

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[Speaker] Well, electromagnets
in the track levitate

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and propel the vehicle down the
track without any direct contact.

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[Van] Cool.

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I get it. Electrical charges
are like magnetic poles

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that repel each other and
pushes it down the track.

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[Jose] Exactly the magnetic
levitated spacecraft will leave the

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track traveling around
600 miles per hour

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and then reach orbit
using rocket power.

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[Student] What kind
of test do they use?

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speak were.

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[Student] Were there any
patterns in the results?

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[Student] What kind of graph
resulted from the data?

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[Jose] One of the things that we
test is how much force is being

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produced by our electromagnets.

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To find the force, we use this
equation F equals N times A.

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Where F is the force, M is the
mass and A is the acceleration.

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Acceleration is increase
of speed over time.

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We put sensors aboard
or test vehicle

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that measure its acceleration.

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Since we already know the
mass of our test vehicle,

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if we multiply the
acceleration by the mass,

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we can determine the force.

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Taking those numbers and
producing line graphs,

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we can show the forces
on our test vehicle.

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The pattern that develops help
us protect the performance

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for future space vehicles.

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[Van] Wow, that's a pretty
exciting ing way to you use math.

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You use math everyday, right?

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[Speaker] Yes, and we also
share our results with people

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in the industry and
other NASA centers.

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By looking at our results, they can
understand how much the carrier is

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accelerating and how much force
the track magnets are generating

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because we speak the common
language of mathematics,

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we can share what we learn
and we learn from each other.

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[Jennifer] Well, that's
pretty neat.

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I mean NASA uses electromagnets
and this track

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to help them develop new ways to
propel a spacecraft into orbit.

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And you know what?

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NASA is also using
electricity, magnetism and tethers

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to help them propel
spacecraft already in orbit.

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[Van] Wait.

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You said tethers like
tetherball with the pole

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and the rope attached to the ball.

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[Jennifer] Absolutely.

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Some other examples of tethers
besides tetherball are the elastic

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string that keeps a paddle ball
on a paddle, a fishing line

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that keeps a fish on a
pole and even a leash

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that keeps a dog close
to its owner.

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[Van] Maybe you can think
of some more examples.

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You know NASA has
been using tethers

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and conducting experiments
in space for years.

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[Jennifer] You're, right.

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In fact, in the 1960's, the
Gemini astronauts use tethers

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to connect their spacecraft
to another unoccupied rocket.

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[Van] The 1960's.

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Far out, man.

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What? Over the years
NASA has learned

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that connecting two spacecraft
together opens up a whole new world

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of possibilities like
propelling a spacecraft.

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One person who knows
all about tethers

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in space is physicist
Les Johnson and he works

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at NASA Marshall Space
Flight Center.

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[Les] Thanks, Van.

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We are testing a new that doesn't
need any rocket engines or fuel.

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Instead it will use the earth's
magnetic field to help push

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or pull on the spacecraft.

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[Jennifer] All magnetic objects
form invisible lines of force

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that extend between the
poles of the object.

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A magnetic field is the
space around the magnet

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where your feel its force.

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Magnetic field lines extends and
radiate between the earth's north

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and south poles and between
the poles of the magnet.

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[Les] Basically the
earth's magnetic field works

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with a special type of work

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or conductor called an
electrodynamic tether to push

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or pull on the object.

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The electrons that make up
the electric current flowing

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through the conductor will
experience a force when they move

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through a magnetic
field like the earth's.

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Since they're trapped in
the conducting wire tether,

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the force will be
applied to the tether

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and whatever's attached to it.

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Depending upon the direction in
which the current is flowing,

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this force can be a push
or the pull either lowering

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or raising a spacecraft's orbit.

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[Jennifer] So, the direction

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of the current determines
whether it is pushing or pulling.

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[Van] And the more
current, the more force.

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[Les] Right.

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In fact, NASA Marshall is working
on a project called ProSEDS

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which uses earth's magnetic
field to push or pull

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on the attached tether.

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When the tether moves,
so does the spacecraft.

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[Jennifer] Les, ProSEDS
is an acronym, right?

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What does it stand for?

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[Les] ProSEDS stands for Propulsive
Small Expendable Deployer System.

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Space exploration is
limited largely by the cost

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of launching payloads.

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Finding a cheaper way to explore
space is always very important

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to us.

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Typically a rocket will place
its payload into lower orbit

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and from there propellant
fuel thrusters have

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to boost it to a higher altitude.

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ProSEDS is one experiment
that focuses on the technology

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to cut the expense of placing
a payload into its final orbit.

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[Van] Sounds like ProSEDS
can be a nice alternative

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to using rocket engines
and lots of fuel.

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[Les] Absolutely.

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Electrodynamic tethers could one
day be used as cheap, lightweight

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and reliable way to remove
space junk from orbit,

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keep the international
space station in orbit,

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and even power missions
at other planets.

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[Van] Wow.

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This can get us to other planets?

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[Les] Tethers offer us
unlimited possibilities, Van.

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That's why I'm all charged
up about this project.

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[Jennifer] You know,
students in Baton Rouge,

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Louisiana are also charged up
about today's classroom activity.

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[Students] Hi.

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We're from the Middle Magnet
School in Baton Rouge, Louisiana.

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[Student] NASA CONNECT asked
us to help you understand how

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to do the student
activity for this program.

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[Student] Earlier we learned

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that the NASA process experiment
uses long conducting wires

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called tethers.

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The tethers make electricity that
can be used to move satellites.

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Now, we're going to simulate
the research they do at NASA

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by constructing and using the make

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and go electrodynamic
demonstration unit

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or EDU for short.

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[Student] First, let's
make the EDU.

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The materials you need:
Magnets, batteries, wire,

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and very small lightbulbs,
called light emitting diodes,

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are inexpensive and easy to find.

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Remember safety is our
number one concern at NASA.

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So, be sure to listen carefully
and follow the safety guidelines.

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Now that the EDU is made,

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you'll need to make an
electrical current level controller

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for the EDU.

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The current controller is
made using only regular paper

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and a set of five resistors.

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Be sure that all your wires
are connected correctly.

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This will correct what is
called a closed circuit

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that allows the electricity to
flow freely through the EDU.

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Now, you are ready to observe and
predict what happens to the light

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from the LED when you change the
amount of electricity flowing

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through the circuit of your EDU.

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If the wires are not connected
properly, an open circuit exists

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in the flow of the electricity
throught the EDU is broken.

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As a class, discuss whether there's
a pattern to describe what happens

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to the brightness of the light
when electricity level increases.

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[Student] The EDU is a model of
the actual propulsion system tested

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in the ProSEDS mission.

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You will use the EDU to
observe and understand

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if a wire has electricity
flowing through it,

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the wire can actually move if
it is placed near a magnet.

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You'll measure, record,
and graph the relationship

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between the electric current
and wire coil movement.

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Then you analyze the results,
just like NASA researchers do.

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[Student] Next construct the coil
as directed in the lesson guide.

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Add the wire coil along
with the magnet to the EDU.

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Observe what happens to
the wire coils motion

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when the magnet is present.

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Looking at your previous
set of test results,

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what do you think will
happen to the wire coil

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when the current level increases?

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Change the current levels and
measure and record the distance

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that the wire coil
moves at each level.

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Each time you test
a new current level,

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compare the results
with your classmates.

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Average the test results
at each current level.

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[Student] After you
have completed testing,

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your teacher will get you started

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on graphing your data then
help you understand how

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to analyze your results.

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[Speaker] Great work, class.

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But how can we display the data
that we have collected on a graph?

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Think about the information
we're comparing.

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Now that we have our graph labeled,

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one person from each
group should come up

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and graph the average distance the
coil moved at each current level.

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This looks great.

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What type of graph is this?

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A bar graph?

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A line graph a scatter plot?

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What was the maximum
distance our wire coil moved?

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What current level produced
the greatest movement?

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Why do you think this is so?

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[Speaker] Class, can you guess

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which electricity level
the circuit is set on based

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on how far the wire coil is moving?

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[Student] If I run some more
tests, I know I can find out.

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[Students] Yeah.

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Let's make it go again.

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[Van] Man, those kids look like
they were having a lot of fun.

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[Jennifer] And learning a lot, too.

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[Les] Well, just like NASA CONNECT
teamed up with a school to learn

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about electromagnetism, NASA
has teamed up with a University

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to help us understand
propulsion in space.

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[Jennifer] Hey, let's head
to the University of Michigan

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and see what they
have been working on.

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[Brian] I'm professor Brian
Gilcrest with a University

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of Michigan in Ann Arbor.

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[Jane] And I'm Jane
Owyler, a graduate student

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in space systems engineering
here at the University.

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[Brian] My students were
asked to design build

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and test very small
spacecraft that will be used

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to with NASA's ProSEDS
tether mission.

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ProSEDS is demonstrating a new
kind of propulsion technology

[00:15:08.519]
that does not require
any rocket engines.

[00:15:10.959]
It uses the earth's
magnetic field to help push

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and pull on spacecraft.

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ProSEDS will pull down a
large, used up rocket stage.

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[Jane] We named the
satellite Icarus

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after the character
from Greek mythology.

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As you might know, Icarus and
his father Daedalus were trying

[00:15:26.479]
to escape from Crete using
wings that they had built.

[00:15:29.709]
Icarus flew too close
to the sun and the wax

[00:15:31.879]
that was holding his
wings on melted

[00:15:33.719]
and he fell into the Agean Sea.

[00:15:35.859]
The ProSEDS mission will be
successful if it can rapidly bring

[00:15:39.469]
down the rocket engine from
orbit which will ultimately burn

[00:15:42.649]
up in the atmosphere falling
from the ski just like Icarus.

[00:15:47.069]
The Icarus satellite will pull
out 15 kilometers of tether

[00:15:50.949]
from the deployer
and the instruments

[00:15:52.989]
on board will measure the
location of the end of the tether,

[00:15:56.629]
the end mass, and
spacecraft attitude.

[00:15:59.329]
[Speaker] Did she say attitude?

[00:16:01.389]
[Jane] Not that kind of attitude.

[00:16:03.329]
I mean the position of the
spacecraft relative to the earth.

[00:16:06.469]
[Speaker] Right Jane.

[00:16:07.439]
The students designed
this satellite

[00:16:08.909]
to collect this information and
transmit the data to the ground.

[00:16:12.329]
Mission scientists will
use this information

[00:16:14.279]
to better understand the
dynamics of tether systems.

[00:16:16.979]
[Jane] To build our satellite,
we used computer design tools

[00:16:19.659]
and a lot of discussions
and mentoring

[00:16:21.789]
from experienced engineers
and faculty at Michigan,

[00:16:24.799]
the NASA Marshall
Space Flight Center,

[00:16:26.429]
and from industry
partners such as TWR.

[00:16:28.319]
After the design work,
various mechanical

[00:16:32.239]
and electrical components
were purchased or built.

[00:16:35.329]
These pieces were carefully put
together and then we were able

[00:16:38.419]
to begin a long list of
tests to see if it was going

[00:16:41.529]
to work the way we wanted it to.

[00:16:43.459]
[Brian] At the same time we
were designing the hardware,

[00:16:45.449]
we were developing
the computer software.

[00:16:48.289]
Not everything worked the
first time as is typical

[00:16:50.809]
of anything new being developed.

[00:16:52.819]
So, we had to consider
what could have gone wrong,

[00:16:55.359]
read through the notes
and journals to check

[00:16:57.319]
that we did everything
right and then try again.

[00:17:00.389]
Sure enough.

[00:17:01.339]
Some changes had to be made to get
it ready for delivery and flight.

[00:17:05.029]
Each step required careful planning
to accomplish the special steps

[00:17:08.819]
that we mentioned earlier.

[00:17:10.279]
The tests were done here
at our labs and at Michigan

[00:17:12.979]
and at the Marshall
Space Flight Center.

[00:17:15.509]
[Van] How did you gather the data?

[00:17:17.359]
[Jane] Electronic sensors
were often used in our tests

[00:17:20.449]
to make the critical
measurements necessary to know

[00:17:22.839]
that the Icarus satellite
was still working correctly

[00:17:25.529]
but other data collection involved
just looking at the satellite

[00:17:28.159]
to see that for example our
solar cells were not broken

[00:17:31.519]
and sometimes we had to measure
how much power the solar panels

[00:17:34.429]
could generate or how much power
our radio transmitter was sending

[00:17:37.589]
to its antenna.

[00:17:39.009]
[Van] Wait a minute.

[00:17:40.399]
They're in Michigan.

[00:17:41.859]
[Jennifer] And we're at the
Marshall Space Flight Center

[00:17:43.709]
in Huntsville, Alabama.

[00:17:45.239]
How do they do that?

[00:17:46.349]
[Brian] Good communication

[00:17:47.369]
in a project like this
is very important.

[00:17:50.079]
When the students were designing
and building their spacecraft,

[00:17:52.879]
they communicated with their NASA
partners using presentations,

[00:17:56.759]
written reports and through
e-mail using the internet.

[00:18:00.049]
Later as were collecting data,
we dealt with the test reports

[00:18:02.949]
that showed how the satellite
and its instruments performed

[00:18:06.449]
by using patterns, functions and
algebra they were able to prove

[00:18:10.219]
to themselves and NASA that
the Icarus satellite was ready

[00:18:13.119]
for flight.

[00:18:14.179]
Being able to understand
data in the form of charts

[00:18:16.879]
and graphs is a lot
easier than descriptions.

[00:18:20.449]
Mathematics is really like another
language, a language that all

[00:18:23.959]
of our partners need to
understand to be able to understand

[00:18:26.369]
to be able to work together.

[00:18:28.859]
[Student] How is algebra
used to find a solution?

[00:18:31.709]
[Student] How are
arrays used in algebra?

[00:18:34.759]
[Student] What algebraic
equation shows

[00:18:37.359]
that voltage is related to current?

[00:18:40.759]
[Van] Hey, guys.

[00:18:41.459]
Meet Leslie Curtis.

[00:18:42.749]
She's an engineer
here at NASA Marshall.

[00:18:45.279]
[Leslie] Thanks, Van.

[00:18:46.319]
Dr. Gilcrest is right.

[00:18:47.659]
Mathematics is one of
the most powerful tools

[00:18:49.689]
that we have available
to us at NASA.

[00:18:51.969]
We use algebra almost everyday to
find solutions to our problems.

[00:18:56.119]
This is the Icarus satellite
that Jane told us about.

[00:18:59.009]
It uses solar cells to
charge its batteries.

[00:19:01.939]
Solar cells which convert sunlight
into electricity are arranged

[00:19:06.049]
in a pattern called an array.

[00:19:08.399]
One of the ways that
equations can be written

[00:19:10.339]
in algebra is also
called an array or matrix.

[00:19:14.019]
Actually they look a lot alike.

[00:19:16.149]
Let's compare them.

[00:19:17.999]
Here's an example of an
array used in algebra.

[00:19:20.469]
Notice the pattern
of rows and columns.

[00:19:23.869]
Now here's a picture
of the solar array.

[00:19:26.359]
See the rows and columns again?

[00:19:28.839]
Let's use the solar arrays
on the Icarus satellite

[00:19:31.559]
to do a simple math problem that
the students at the University

[00:19:34.419]
of Michigan were faced with.

[00:19:36.459]
Then let's compare solar
arrays with algebraic arrays.

[00:19:39.959]
The Icarus satellite
uses 12-volt batteries.

[00:19:42.959]
Voltage is a measurement
of electricity.

[00:19:45.559]
If we use a solar array to charge
our batteries we know from science

[00:19:49.119]
that we need to have a solar array
voltage that is slightly higher

[00:19:52.209]
than the 12-volt batteries.

[00:19:54.119]
So, let's say 15-volts.

[00:19:56.289]
To calculate the number of
solar cells we would need

[00:19:58.449]
for the array, we use algebra.

[00:20:00.759]
And since each Icarus solar cell
provides 0.5 or a half a volt

[00:20:05.419]
of charge, how many cells do
we need for our solar array

[00:20:09.219]
to produce the 15 volts?

[00:20:11.109]
If we solve for C, which
stands for the number of cells,

[00:20:14.419]
we see 30 cells to give us 15 volts

[00:20:17.629]
to successfully charge
the batteries.

[00:20:20.249]
From this information, we
can arrange our solar cells

[00:20:23.419]
in a solar array pattern.

[00:20:25.229]
[Van] Cool.

[00:20:25.849]
Like ten cells wide
by three cells high?

[00:20:28.319]
[Jennifer] Or 15 cells
wide by two cells high.

[00:20:31.079]
[Leslie] So you see when
scientists are trying

[00:20:32.849]
to calculate complicated equations
we often write them in the pattern

[00:20:36.759]
of an algebraic array.

[00:20:38.319]
[Jennifer] That's great.

[00:20:39.109]
So, you use patterns and
algebra to determine the amount

[00:20:42.399]
of solar cells in an array.

[00:20:44.369]
But let me ask you this.

[00:20:45.689]
How long does it take for solar
cells to charge Icarus's batteries.

[00:20:51.299]
[Leslie] Well, that question can
be answered using algebra, also.

[00:20:54.599]
We know that the charge

[00:20:55.779]
on the Icarus satellite battiers
is related to current and time.

[00:20:59.729]
Current is another measure of
electricity, which is expressed

[00:21:02.649]
in units called amperes
or amps for short.

[00:21:05.879]
Now to calculate the amount of time
needed to charge the batteries,

[00:21:08.999]
we use the following equation.

[00:21:11.139]
Charge is equal to
current times time.

[00:21:14.849]
Since we want to know
the length of time needed

[00:21:16.989]
to charge the batteries,
we can rewrite the equation

[00:21:19.919]
as time is equal to
charge divided by current.

[00:21:23.689]
The Icarus satellite batteries
have a maximum charge capacity

[00:21:27.409]
of 2.5-amp hours.

[00:21:29.499]
A typical charging
current that we might use

[00:21:32.309]
to charge the system is 0.5-amps.

[00:21:35.209]
So, if the charge is 2.5-amp
hours and the current is 0.5 amps,

[00:21:41.029]
the equation can be
written this way.

[00:21:43.429]
Time is equal to 2.5-amp
hours divided by 0.5-amps.

[00:21:49.589]
Solving for time, we can
see that the time required

[00:21:52.739]
to reach full charge on
the system is five hours.

[00:21:55.949]
[Van] Okay.

[00:21:56.229]
Let me see if I got this straight.

[00:21:57.999]
We use voltage as a way
of measuring electricity

[00:22:01.089]
when we're talking about
the solar array and current

[00:22:04.809]
to describe electricity when we're
calculating the time it takes

[00:22:08.419]
to recharge the batteries.

[00:22:10.099]
But how are voltage
and current related.

[00:22:12.999]
[Leslie] Voltage and
current are related

[00:22:14.449]
by the simple equation V equals IR.

[00:22:17.659]
V stands for voltage which
is usually measured in volts.

[00:22:21.499]
I is the current which is
usually measure in amps

[00:22:24.439]
and R is called the resistance.

[00:22:26.639]
The resistance is measured
in units called Ohms

[00:22:29.729]
and the equation V equal IR
is actually called Ohm's law

[00:22:34.129]
after G.S. Ohm, a German
scientist and the unit

[00:22:37.509]
of resistance was
named in his honor.

[00:22:40.449]
[Van] You know, I
think it's pretty sweet

[00:22:48.239]
that the university students
used algebra to work with NASA

[00:22:51.289]
on the ProSEDS experiment but
I don't really get the volts

[00:22:55.789]
and amps and resistance.

[00:22:57.609]
[Jennifer] Oh, my.

[00:22:58.919]
[Van and Jennifer] Volts
and amps and resistance.

[00:23:01.169]
Oh, my.

[00:23:01.919]
[Jennifer] Get it Dorothy and --

[00:23:02.579]
[Van] I get it.

[00:23:03.049]
[Jennifer] I just couldn't resist.

[00:23:05.669]
Nor could we resist the chance
to meet some students who teamed

[00:23:08.739]
up with NASA CONNECT and are
wired for today's web activity.

[00:23:16.989]
[Shelley] Hey gang.

[00:23:17.819]
Hey Norbert.

[00:23:18.919]
Welcome to St. Louis, Missouri.

[00:23:21.299]
I'm standing here in front of
the St. Louis Science center,

[00:23:24.089]
our museum partner for this show.

[00:23:26.299]
This science center is a 232,000
square foot building facility

[00:23:32.259]
that's connected by a
bridge in the tunnel.

[00:23:34.649]
It contains 11 galleries, over
650 exhibits an Omni Max theater,

[00:23:40.239]
plantarium, discovery room and
live science presentations.

[00:23:44.599]
In a moment, we are going to
go inside to meet the students

[00:23:47.459]
from the Compton Drew
Investigative learning center

[00:23:50.549]
and the AIAA student chapter from
the University of Washington/St.

[00:23:54.529]
Louis. These students
are going to highlight

[00:23:56.779]
for us the web based activities

[00:23:58.889]
which complements this
NASA CONNECT video program.

[00:24:02.209]
[Speaker] But first,
let's take a quick fly

[00:24:04.829]
by of Norbert's online lab.

[00:24:07.079]
There are a couple of areas of
this lab worth investigating.

[00:24:10.599]
Teachers, the lab manager section
is designed especially for you.

[00:24:14.399]
Here you will find
scenarios and tools

[00:24:16.589]
that connects web activity
into the classroom.

[00:24:20.199]
Another excellent resource for
integrating technology officially

[00:24:23.779]
into the cirriculum is
E-Pals classroom exchange.

[00:24:27.949]
As a connect partner, it
offers free web-based e-mail

[00:24:31.589]
and an online classroom
community of over 130 countries

[00:24:35.599]
with whom you might communicate
and collaborate on class projects,

[00:24:38.939]
such as those projects suggested
in the CONNECT programs.

[00:24:42.499]
A. Well, here we are now inside
the St. Louis Science Center

[00:24:46.559]
and waiting already to take
us into the wild blue yonder

[00:24:49.459]
of the Internet and this CONNECT
shows web activity are our guest

[00:24:53.069]
middle and university students.

[00:24:55.249]
The web module that they will
share has been contributed

[00:24:57.799]
by Princeton Universities
Interactive Plasma Physics

[00:25:01.319]
Education Experience or IPPEX.

[00:25:04.609]
[Speaker] IPPEX has created several
interactive modules including one

[00:25:08.689]
on electricity and magnetism.

[00:25:11.119]
This module will introduce you to
many of the basic concepts involved

[00:25:15.509]
with electricity and magnetism
like static charge, moving charge,

[00:25:19.859]
voltage, resistance, and current.

[00:25:23.009]
This site combines multimedia with
built in interactive exercises

[00:25:27.129]
to help you better
understand the concepts.

[00:25:30.119]
For instance, you can rub a
balloon on a wool sweater to learn

[00:25:33.969]
about static electricity.

[00:25:36.059]
Use a slider bar to
see what happens

[00:25:38.209]
with similar charges on balloons.

[00:25:40.829]
Build and complete a circuit.

[00:25:43.279]
[Shelley] So, there you have it.

[00:25:44.769]
Take a website, add
interactivity, subtract complexity,

[00:25:48.569]
and multiply excitement.

[00:25:50.329]
The E solution is simple.

[00:25:51.869]
Norberts online lab.

[00:25:53.339]
It's where education clicks.

[00:25:55.379]
Bringing to you the power
of digital learning.

[00:25:57.849]
I'm Shelley Canwrite
for NASA CONNECT.

[00:26:00.059]
Online.

[00:26:02.379]
[Van] There you have it.

[00:26:04.209]
I passed you.

[00:26:05.749]
[Jennifer] Van, I almost had you.

[00:26:08.859]
Well, you know what?

[00:26:09.949]
That's about all we
have time for today.

[00:26:13.629]
Van, you might have beat
me at slot car racing

[00:26:16.379]
but you're definitely
no Jeff Gordon.

[00:26:19.749]
[Van] We'd like to thank
everybody who made this episode

[00:26:22.159]
of NASA CONNECT possible.

[00:26:23.399]
[Jennifer] That's right.

[00:26:23.819]
We hope you have all
made the connection

[00:26:25.629]
between the NASA research
that's used to propel spacecraft

[00:26:29.139]
without the use of fuel and the
math, science and technology

[00:26:32.499]
that you do in your
classroom everyday.

[00:26:34.159]
[Van] Jennifer and I would
love to hear from you

[00:26:35.859]
with your questions or comments.

[00:26:37.829]
So, write us at NASA CONNECT,
NASA Langley Research Center,

[00:26:41.579]
Mail Stop 400, Hampton,
Virginia 23681

[00:26:46.609]
or send us an e-mail
connect@edu.larc.nasa.gov.

[00:26:51.289]
[Jennifer] Teachers, if
you would like a videotape

[00:26:53.469]
of this NASA CONNECT program and
the accompanying lesson guide,

[00:26:56.809]
check out the NASA CONNECT website.

[00:26:58.989]
From our site, you can link to
CORE the NASA Central Operation

[00:27:02.729]
of Resources for Educators or link

[00:27:05.309]
to the NASA educator
resource center network.

[00:27:08.619]
[Van] Until next time.

[00:27:09.809]
[Jennifer] Stay connected to math.

[00:27:11.459]
[Van] Science.

[00:27:12.419]
[Jennifer] Technology and --

[00:27:13.739]
[Van] NASA.

[00:27:14.939]
[Jennifer] See you then.

[00:27:15.649]