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In collaboration with NASA, join the out-of-this-world adventure of humans living and working on the International Space Station

What Is The International Space Station?

Learn about the history and achievements of the ISS

6 Out-Of-This-World Discoveries

The cutting-edge research discoveries being made on the space station

Play with the ISS Coloring Book

Remix iconic images, from spacewalks to shuttle launches, in your favorite colors

A downloadable lesson plan exploring the International Space Station that can be used by students to work through at their own pace

20 Years Is Only the Beginning...

Learn more about the International Space Station and the research to come with NASA

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20 Years on the ISS - Google Arts & Culture

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In collaboration with NASA, join the out-of-this-world adventure of humans living and working on the International Space Station What Is The International Space Station? 6 Out-Of-This-World Discoveries Play with the ISS Coloring Book A downloadable lesson plan exploring the International Space Station that can be used by students to work through at their own pace 20 Years Is Only the Beginning...

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What does a deep space habitat look like? 

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What does a deep space habitat look like? 

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Hawaii Space Exploration- Analog Mars Base

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Hawaii Space Exploration- Analog Mars Base

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HI-SEAS (Hawai'i Space Exploration Analog and Simulation) is a Habitat on an isolated Mars-like site on the Mauna Loa side of the saddle area on the Big Island of Hawaii at approximately 8200 feet above sea level. HI-SEAS is unique, in addition to its setting in a distinctive analog environment, as:

1. we select the crew to meet our research needs (in serendipitous analogs, such as Antarctic stations, crew selection criteria are not controlled by researchers);

2. the conditions (Habitat, mission, communications, etc.) are explicitly designed to be similar to those of a planetary exploration mission;

3. the site is accessible year round, and has very little variation in weather, allowing longer-duration isolated and confined environment studies than at other locations;

4. the Mars-like environment provides for high-fidelity analog tasks, such as geological field work carried out by human explorers and/or robots.

The HI-SEAS Habitat is semi-portable, low-impact, and designed to have all the desirable analog features specified in Keeton et al (2011). It has a habitable volume of ~13,000 cubic feet, a usable floor space of ~1200 square feet, and small sleeping quarters for a crew of six, as well as a kitchen, laboratory, bathroom, simulated airlock and 'dirty' work area.

The HI-SEAS site has Mars-like geology which allows crews to perform high-fidelity geological field work and add to the realism of the mission simulation. The Martian regolith examined by the CheMin instrument (Blake et al. 2012) is very similar to the weathered basaltic materials found in this part of Hawaii. The site is a former cinder rock quarry on the side of a spatter cone. It is surrounded by relatively recent lava flows with very little plant or animal life present. None of the sparse flora or fauna is rare which mitigates the likelihood of adverse environmental impact due to mission activities. The flows include a wide variety of volcanic features to explore, such as lava tubes, skylights, channels, and tumuli. The HI-SEAS site is visually isolated, yet accessible by a dirt road, and a hospital and other emergency services are within a one hour driving distance (much less by helicopter). It has a cool, dry climate that varies very little over the year, enabling long-duration missions.

HI-SEAS offers not only physical isolation and geological similarity. We have developed a robust system of high-latency communication between Crew and Mission Support that imposes a Mars-like 20-minute delay on message reception each way. Communication is solely asynchronous (i.e. no real-time conversations), using email and posts to the mission project site hosted by Basecamp. HI-SEAS offers an environment where communication latency and other mission parameters can be varied according to study requirements.

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HI-SEAS (Hawai'i Space Exploration Analog and Simulation) is a Habitat on an isolated Mars-like site on the Mauna Loa side of the saddle area on the Big Island of Hawaii at approximately 8200 feet above sea level.

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Disclaimer: This material is being kept online for historical purposes. Though accurate at the time of publication, it is no longer being updated. The page may contain broken links or outdated information, and parts may not function in current web browsers.
Let's go to the Moon!
No human has walked on the Moon since the Apollo 17 mission in December 1972. This time, though, the astronauts will stay much longer than the few days of the Apollo 17 mission. So now, NASA's Exploration Technology Development Program is working on everything that will be needed to make the Moon a place where a crew of astronauts can live for months.

Explorers from Earth will have to build their own habitat, or home. Their home must protect them like no home on Earth would ever need to do. Why?

There is no air on the Moon. And the temperature varies from 387 degrees Fahrenheit BELOW zero (-233 Celsius) at night to 253 degrees Fahrenheit ABOVE zero (123 Celsius) in the day. Tiny micro-meteoroids (space rocks) rain down on the Moon's surface. And no atmosphere means no protection from the Sun's harsh radiation.

So a Moon habitat for humans will have to be very tough and very sturdy. It will have to be air tight, so the inside can be pumped up with breathable air without exploding or leaking. The habitat will have to be cooled during the Moon day and heated during the Moon night. It will need a water recycling system, a power generating system, and food storage and preparation facilities.

The materials to build the Moon habitat should be lightweight, since they will have to be boosted out of Earth's gravitational field using rockets.The habitat will have to be sent to the Moon in pieces and assembled by the explorers once they arrive. So it should be easy to put together, since the Moon explorers will be working in space suits.

As with any Moon habitat, it must have an airlock. The airlock is a small room between the door to the outside and the door to the inside. Both doors must close very tight and not leak any air. Before the astronaut opens the outside door, the inside door must be closed. The astronaut enters the airlock and closes the outside door. Then the airlock is pumped full of air. Only then can the astronaut open the inside door to enter the habitat. Leaving the habitat, the astronaut (in a spacesuit, of course), steps into the airlock with the outside door closed. The inside door is then closed and all the air pumped out of the airlock, making it a vacuum, just like the outside. The astronaut opens the outside door and steps outside.

You can be a Moon explorer too. Practice by building your own Moon habitat. Pretend you are an astronaut working with your team mates on the Moon to build your new home.

Materials you will need to build one Moon habitat:

148 sheets of newspaper (use a paper with large pages-tabloid size is too small-and use the full square spread)

Pencil

Masking or packaging tape

Scissors

Yardstick

Stapler (heavy-duty, if available)

Bed sheet, colored tissue paper, or more newspapers for "walls" (optional)

White glue or glue stick (optional)

Construct the Moon habitat:

1. Use four sheets of newspaper to build each log. Lay the sheets out flat, one on top of the other.

2. Set the pencil in the corner and roll across on the diagonal. Use the pencil to help you get started, and then remove the pencil. Roll evenly, but don't try to make the logs as thin as the pencil. When you get to the opposite corner of the paper, you'll have a tube or log. Tape the log shut.

Repeat this process until you have 37 logs. Then trim the ends a bit, making sure all the logs are the same length. They will be around 30 inches long.

Now you will need a big, open space in which to construct the habitat.

3. Staple three logs together to create a triangle. Repeat until you have five triangles.

4. Staple the five triangles to each other at their bottom corners. Add connecting logs across the top.

5. Staple the remaining five logs together at the center to make a star.

6. Then raise the five connected triangles, or walls, off the floor and staple the ends together to form a five-sided (pentagonal) structure. It helps to have one person hold up the walls while another person staples.

7. Now staple the free ends of the star to the junctions of the triangles on the top of the base, and the structure will stand by itself.

Construct the "airlock:"

1. You should have 12 logs left. These will make the "airlock." Staple three logs together to make another triangle (red in above drawing). Use two more logs (green) to attach the base of this triangle to one of the base logs of the "habitat." This triangle becomes the airlock door.

2. Using three more logs (blue), create a square by stapling them around the "door." The side logs will be a bit too long, so cut them off to make a square.

3. Use two more logs (yellow) to make a triangle to support the airlock at the top. To do this, staple the ends to the two top corners of the square and staple the other ends together where the triangles meet on the habitat.

4. Use the last two logs (purple) to stabilize the airlock as shown in the drawing.

Fill in with solid walls (optional):

1. You can give the structure "solid" walls by either carefully draping a sheet or two over it or by covering each section with tissue paper or newspaper. To do this, smear glue onto the logs and gently press pieces of colored tissue paper or newspaper onto the triangles. Don't forget to leave a door! You can rip or cut off the loose edges of the tissue paper.

Don't forget the NASA logo! Print it, cut it out, and pin or glue it to the outside of your Moon habitat.

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Help the astronauts go back to the Moon.

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Overview

Children ages 8 to 13 consider the requirements for human life beyond Earth's protection and work in teams to design and construct a model of a space colony out of craft materials.

What's the Point?

Humans - and all organisms - have specific requirements to live.

Space and the surfaces of the Moon and Mars are harsh environments for humans. The average temperatures are well below 0°F; there are high levels of solar radiation, which can damage body tissues; there is little or no atmosphere; and there are no sources of food or water.

Earth provides the conditions, resources, and systems to provide the requirements of life.

Because human needs remain the same, a self-contained habitat, such as a space colony, must provide the same elements as Earth.

Providing and maintaining the conditions, resources, and systems required to support human life in space is a complex, challenging task.

Materials

For each group of three to four:

1 large piece of cardboard

For the group:

A fictional story or article about space colonies from children's books or issues of Discover Magazine, Scientific American, or National Geographic (optional)

Chalkboard, dry erase board, easel or large piece of paper, with chalk or markers (optional)

Rulers

Colored pencils/markers

Craft supplies such as: small boxes, aluminum foil, different-sized Styrofoam blocks, Saran Wrap of all colors, old CDs, pipe cleaners, toothpicks, wire, wire cutters, LEGO® toys with wheels (for rovers), tinsel, ribbon, fabric, gauze, straws, pencil top erasers, beads of various sizes, wooden spools, foil cupcake holders, wooden miniatures, buttons, bottle caps, plastic screen of different sizes, clay (use your imagination and best judgment for providing safe, fun materials!)

For the facilitator:

Activity

1. Optional: Introduce space colonies by reading a fictional story or news article about space colonies.

2. Discuss the basic requirements for life. Have the children brainstorm to come up with a list of things required for humans to live a comfortable life on Earth. If desired, write their suggestions on a board or on chart paper.

What do you need to survive? In addition to their ideas about survival needs like food, water, shelter, and air, the children may also add human-specific items such as family, recreation/entertainment, communication, and transportation.

How does Earth provide them with these in their daily lives? Earth's atmosphere provides air, and water cycles through the ground, air, oceans, and waterways. Farms and ranches, in addition to hunting, provide food. We build shelters from materials in our environment for protection against excessive ultraviolet radiation, extremes of temperature, and predators.

Summarize that the three requirements for all Earth life are a source of energy, chemical nutrients, and water. Food is a term that encompasses both energy and chemical nutrients. An organism requires an environment that supplies these requirements on a continual basis. Not all life on Earth requires air to survive, but humans must have air to breathe.

Facilitator's Note: The point in this step is to connect the requirements of life to Earth's conditions, resources, and systems. Any spaceship or colony must reproduce the conditions for which human life is adapted - requiring air to breathe, plentiful food, shielding from ultraviolet light, power, etc. Draw as much as possible from the children. It is less important for the list to be exhaustive than to plant the idea of our connection to Earth.

3. Discuss the basic requirements of a space colony for supporting human life beyond Earth.
What is the Moon or Mars like? The children may have many ideas.

The average temperatures are well below 0°F at night (although the Moon can also be very hot in the day); there are high levels of solar radiation, which can damage body tissues; there is little or no atmosphere; and there are no sources of food or water. However, both the Moon and Mars have gravity that will hold humans to their surfaces while they live and explore there.

What will humans need to survive there?

Air: Your space colony will need air. The modules will have to be enclosed or the entire living area must be inside a protective dome. Oxygen can be produced mechanically (from water or certain minerals) or by plants in a greenhouse.

Food: What kinds of foods do humans need? (Consider the four food groups.) There are no grocery stores in space, and it is too expensive to send food from Earth. Crops can also be used to purify water and to produce oxygen. They could be grown in a greenhouse.

Water: Colonies will need a great deal of water for many purposes, including drinking, washing, and watering plants. Where will you get the water? How will it be stored? A recycling facility may be needed.

Energy: What energy source(s) will power the space colony? Will it be solar or nuclear? What about a back-up system?

Equipment: What work will your colonists be doing? Will there be mining? Science laboratories? Telescopes?

Living Quarters: Consider whether each colonist needs a private living space. Every square foot of the base requires more resources, but people are happier when they feel they have sufficient space and privacy.

Communications: How will the colonists communicate with one another, including with explorers using a rover to travel a distance from the colony? How will they communicate with the Earth? On Earth, antennas are used to send and receive signals, and satellites are used to relay signals to other parts of the planet.

Transportation: What kinds of trips will the crews need to make? How far will they need to go? Do the children have ideas about what to use for fuel?

Recreation Facilities: On Earth, gravity pulls against us when we walk, run, and play ball and helps us stay strong! Astronauts on the International Space Station have no weight. They must exercise more than people on Earth - almost two hours everyday - to keep their muscles and bones from losing strength in space. Gravity is weaker on the Moon (one-sixth that of Earth) and on Mars (one-third that of Earth). How will the colonists exercise?

1. Divide the children into groups of three to four and ask them to plan their colonies. Ask the children to how they will meet the basic requirements for food, shelter, electricity, communication, and entertainment with their designs.

Facilitator's Note: This discussion will help children focus on the elements they must ensure are included in their design. Let the children lead as much as possible. You want to avoid lecturing or being seen as the sole source of information. Limit the length of the discussion based on your time needs. However, make sure that children identify the major elements.
Their space colonies might include:

Habitation Modules - Living quarters that may include showers, private rooms, eating areas, etc.

Laboratory Modules - Work quarters where the crew conducts experiments.

Greenhouses - Used to grow food and contribute to the oxygen environment; also a way to use excess carbon dioxide.

Solar Arrays - Used to collect and store electricity to power various systems and activities.

Antennas - Used for communications back to Earth and with other spacecraft.

Surface Rovers - Pressurized rovers for long trips and open rovers for short trips.

Resource Utilization Facilities - Used to mine the resources of the Moon or planet for use in the base or for manufacturing propellant (fuel) for space ships.

Docking Facilities - Used for supply ships.

Escape System -Used in case of an emergency.

2. Construct the space colonies! Have the children choose either the Moon or Mars as the location for their base. Alternatively, select the location for them. Provide each group with a large table and a piece of cardboard to represent the lunar or Mars terrain. Have children use the materials to design and construct a space habitat that can provide these requirements. Invite the groups to work individually or in teams on the different parts of the base. Each child should contribute one or more modules to the final design. Invite the children to discuss the scale of the modules so that they will relate to each other. For example, one inch equals one foot (or two), depending on the size of your table and base area cardboard. Everyone needs to construct his or her sections at the same scale. Have them label their habitats, denoting the function of each area.

Conclusion

After the base is complete, have the teams present their part to the rest of the group, noting the dimensions, equipment, layout, purpose, etc.

Do you think we should build a lunar base before we go to Mars? Why?

Why should the building of a lunar base or a Mars base be an international project?

What are some of the problems that crews living in space or on the Moon will have to face?

What hardships will the first space colonists on Mars have to endure?

If you were living in a space colony, what would you miss most about Earth?

If you were born in a space colony, what would your life be like? How would it be different?

Optional: Take photos of each space colony and its designers! Create a display.

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Explore - Free fun space science activities for child and pre-teen programming

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Explore provides hands-on space science activities and supporting resources for out-of-school time programs at libraries, camps, museums, planetariums, librarians, and clubs. Use Explore to engage children and pre-teens in the wonders of lunar exploration; the planets Earth, Jupiter, and Mars; rockets; staying healthy in space; and more!

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Satellites Observing the Globe

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here.

Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

Learn more about Google Earth.

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here. Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

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Guided by Stars

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here.

Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

Learn more about Google Earth.

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here. Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

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Space Exploration: Lesson Plan | PBS KIDS ScratchJr | PBS LearningMedia

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subject

Engineering and Tech

This resource was created as part of the Science Friday Educator Collaborative. If you are implementing this in the classroom, please check out the Educator's Guide for tips for classroom use.

You Can Go Anywhere In Space-What Do You Pack?

In the 1960s, scientists were challenged to design for a new world as nations raced to put a human on the moon. The moon has no breathable air, extreme temperature changes, and dangerously sharp particles of lunar rock-all bad news for human visitors, and some major obstacles for spacesuit engineers. But we did it! Check out the spacesuit designed for the Apollo missions that took astronauts to the moon in 1969.

In space exploration, form has to fit function like a glove.

All the pieces of the Apollo 11 spacesuit were engineered to help the astronauts survive, but they also had to allow the crew to explore the surface of the moon and collect samples to bring back to Earth. Take a closer look at the extravehicular gloves from the Apollo 11 spacesuit.

Notice the blue fingertips? Those are made of flexible rubber and neoprene to provide astronauts with the manual agility needed to operate tools and interact with the lunar surface. And see the shiny silver fabric? It protects astronauts from extreme hot and cold temperatures by providing insulation. These innovative glove features helped astronauts survive and bring back 842 pounds of lunar rock and soil samples. Some samples were collected on the lunar surface while others required tools such as core tubes and drills.

And we aren't stopping at the moon. If pop culture and recent funding tell us anything, humans are aiming to travel to Mars and beyond to make new scientific discoveries and search for life.

Where will humans walk next?

Each of our solar system's planets and moons has its own unique set of atmospheric, geological, and thermal conditions, all of which are hostile to human life. How will engineers design spacesuits for travel to these new celestial bodies? How will new spacesuits differ from the suits used by Apollo 11 astronauts?

Hey educators! How has the school year been for you? Tell SciFri your stories and feedback for our future STEM education coverage in a short survey!

Design A New Pair Of Space Gloves

You have been selected for Science Friday's Space Lab, where emerging engineers design new equipment for astronauts heading to space. Let's review your first mission.

Mission

Design a glove that will protect astronauts while they collect surface samples on a distant planet or moon.

To do that, you will run through a design protocol. Are you up for the challenge?

Identify Mission Target Destination

We have identified six target destinations as top priorities for space travel and exploration. You will either receive a target from your mission commander, choose one at random, or select a destination after reading its profile.

The Challenge Cards below give you some basic information about your target destination. This is information to get you started on your research phase, but also specific conditions you should be sure to address in your design. (You can also print out the Challenge Cards using this file, shuffle them, and select a destination at random.)

Research: Gather Information About Your Destination

Before designing, you must learn as much as you can about the conditions an astronaut might experience there. The moon is the only place, apart from Earth, humans have ever walked. How then do we know what conditions are like on Mars or any other celestial body?

We can thank human-made satellites, spacecraft, and rovers for collecting images, surface samples, atmospheric measurements, and more. With their help, we have gathered a lot of data about the conditions at a variety of solar system destinations. A past NASA mission already collected data about your target destination using satellites and other surveying tools.

Using information from past space missions, NASA and other space agencies around the world, collect information about your target destination that will be important considerations for design and add them to your Mission Engineer Workbook. Be sure to include information on:

What surface conditions are you designing for?

How will astronauts complete their mission of collecting surface samples?

How will your glove protect astronauts while they accomplish their mission?

Check out NASA's information on planets, moons, and past space missions to help you gather information. If you ever need a comparison, you can always look at the information on Earth because those are conditions that are familiar.

Think Like A Space Engineer

Designing for space requires a lot of work on Earth.

Now that you know where your astronauts are headed, you need to design a glove that will allow them to pick up samples from the surface while keeping their hands safe in the harsh conditions of your target destination. The hardest part? Equipment cannot fail on missions to other planets-there are no hardware stores on Mars (unless you're willing to backtrack approximately 140 million miles!)

To guarantee that space equipment never fails, space engineers run their prototypes through numerous rounds of testing here on Earth. With each test, they improve their design until they create a final product. Do you think the first baseball mitt was perfect the first time it caught a linedrive? Are baseball mitts perfect now? Far from it. Designers have revisited baseball mitt designs over and over again to make improvements, adapt to changes in the game, and respond to user feedback.

Grab any pair of gloves and think like an engineer! Consider the glove's design. What function was that glove specifically designed to perform? How do you think engineers tested those gloves before introducing them to the market?

Finding The Right Test

How can we test equipment intended for use in space before actually sending it up there?
Our best solution? Identify a place on Earth with similar conditions to the planet or moon in question.
To see how the Mars Curiosity Rover would perform on the Red Planet's hot, rocky surface, researchers tested it in the Mojave Desert. They collected valuable data that allowed engineers to make key improvements to the rover's design. Check out these researchers testing Curiosity in the Mojave Desert.

In some cases, the conditions of another planet or moon just cannot be found on Earth. When faced with conditions so extraterrestrial that they do not exist naturally on Earth, researchers can simulate those conditions in a lab.

Where on Earth would you test a glove designed for your destination in space? Does a suitable location on Earth exist? If not, how will you solve this problem? Record your research in your Research Guide (add WS link).

Interested in seeing other ways researchers have tested space equipment on Earth? Explore this YouTube Playlist.

Incorporating Nature Into Your Design

Evolution on Earth has been hard at work creating organisms and processes that are highly adapted to their specific environment. Why not draw design inspiration from these natural elements?

When engineers incorporate structures and functions of nature into their designs, we call it biomimicry.

Space designs are loaded with biomimicry. Researchers at NASA's Jet Propulsion Laboratory (JPL) were looking for a Velcro alternative to use in space. Inspired by the adhesive properties of gecko feet, they created a material that could grip surfaces in much the same way.

Researchers needed to evaluate the stickiness of the new gecko-inspired adhesive in space-like conditions before actually using it in space. To do so, they tested samples of the material on board the infamous vomit comet which can simulate the micro-gravity of space within Earth's atmosphere.

Think about the location on Earth where you want to test your glove design. Are there organisms within that environment that could influence your design? Animals that are already adapted to Earth's sandy deserts, for example, could inspire a design that would function well on a sandy planet. Write down ideas in the 'Research' section of your Mission Engineer Workbook.

Need ideas to get you started? Check out the Nature Inspiration Cards below and this YouTube Playlist.

Activity: Build a Model Glove

Materials

You can keep track of your work for each step using your Mission Engineer Workbook.
Tools (required)

Gloves you can modify (nitrile, plastic, cotton, or whatever is available at your local thrift store)

Tape

A pair of scissors.

Building Materials - Gather a variety of items to use in your design. Here are some ideas:

Velcro, string, brads, wire, zip ties, rubber bands

Cotton balls, contact paper, gauze, tin foil, bubble wrap, paper

Straws, pipe cleaners, popsicle sticks, toothpicks

Testing Materials - Think about the site from your Challenge Card. What is the surface like? What is the material will your astronaut need to collect? We've included some ideas below to get you started:

Block of ice

Sand

Large smooth and rough rocks

Sampling tools (shovel, pliers, small hammer, etc)

Brainstorm

1. Consider your design constraints. Refer back to the research in your Mission Engineer Workbook.

What surface conditions are you designing for?

How will astronauts complete their mission of picking up surface samples?

How will your glove protect astronauts while they accomplish their mission?

Where on Earth will you test your glove?

2. Jot down initial ideas. Thinking about your design constraints, how will astronauts complete their mission of picking up surface samples?

3. Plan within your budget. Here at the Science Friday Space Lab, budget is an important consideration. You may only use four different building materials . Remember that tools have unlimited use.

4. Start with a sketch. Create a sketch to illustrate your plan for your glove design. Be specific! Label your sketch with material names and intended functions of all elements.

NOTE: Your Mission Commander (your instructor or caregiver) must approve your sketch before work can begin on a physical model.
Model

1. Construct your model. Construct a model of your glove design using available building materials.

2. Document your building process. Make note of the challenges you face during construction in your Mission Engineer Workbook. You can always head back to the drawing board and try something new!

Test and Improve

1. Test your glove. Testing your design during the building process can reveal flaws and areas for improvement. Remember, future astronauts using your glove will need to collect surface samples. Keep notes on performance in your Mission Engineer Workbook.

Can you pick up a sample similar to the surface substrate of your target planet or moon?

If you are unable to use your glove to collect rocks, ice, or sand, what can you do to change your design?

2. Revise and improve your glove design. Designs can always be improved and reimagined. Be sure to keep track of your revision with a description and new sketch.

3. If you are unable to collect a simulated surface sample, consider how your design must change to become successful.

4. Even if sample collection is successful, are there ways you could improve the efficiency of your design? The comfort? The cost of production?

Prepare Your Model For Prototyping

The Science Friday Space Lab needs you to document every aspect of your newly designed glove so it can be sent off for prototyping. A prototype is constructed to evaluate the concepts highlighted in your model glove. Use the Design Fabrication Report in your Mission Engineer Workbook to outline important design elements, material considerations, and testing protocol.
If you are designing alongside other Science Friday Space Lab Engineers take time to examine other designs and share your own ideas.
Consider these questions as you reflect on your design:

What about your design worked well?

What would you change if you could redesign your glove?

Would testing your model glove in the field produce accurate results?

How would your design change if you could use unlimited materials?

Where else do space engineers look for design inspiration, besides nature?

Use the Design Reflection in the Mission Engineer Workbook to record your responses.

Keep The Mission Going!

Excited to continue your appointment as a member of the Science Friday Space Lab team? Here are a couple ideas to keep exploring space, design, and the future of extraterrestrial fashion:

1. NASA's Artemis Program aims to send astronauts to the moon in 2024. How do the new Artemis suits compare to suits created for the Apollo missions? Were changes made? Why?

2. Some locations in space, such as Europa, have such unique and extreme conditions that comparable climates do not exist on Earth. Is biomimicry still a viable design consideration in that situation? Should engineers brainstorm from scratch?

3. Figure out where has space equipment been tested on Earth?

Next Generation Science Standards

MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-2: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.

HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.
Credits:
Writing and Photographs by Jennifer Powers
Edits by Abigail Holstein and Xochitl Garcia
Review by 2019 Educator Collaborators
Illustrations byGica Tam
Digital Production by Xochitl Garcia

Educator's Toolbox

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This resource was created as part of the Science Friday Educator Collaborative. If you are implementing this in the classroom, please check out the Educator's Guide for tips for classroom use. In the 1960s, scientists were challenged to design for a new world as nations raced to put a human on the moon.

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Where will you be ... when we find life beyond Earth? JOIN US The universe is a pretty big place. If it's just us, seems like an awful waste of space. -- Carl Sagan Join the Mission We are getting closer to discovering life on other worlds.

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50 years ago, JFK's vision was brought to life when we landed on the moon. Now, we're going back with an augmented reality experience that takes you along for the ride. Launch a full scale, 363-foot Saturn V rocket, track 100+ hours of the journey, play AR games that put you in the astronauts' moon boots, and learn how JFK helped make it all possible.

Made possible by:

JFK Library Foundation and JFK Presidential Library and Museum

The John F. Kennedy Library Foundation is a 501©(3), non-profit organization founded in 1984 to provide financial support, staffing, and creative resources for the John F. Kennedy Presidential Library and Museum, a presidential library administered by the National Archives and Records Administration. The Kennedy Presidential Library and the Kennedy Library Foundation seek to promote, through educational and community programs, a greater appreciation and understanding of American politics, history, and culture, the process of governing and the importance of public service.

Digitas

Digitas is The Connected Marketing Agency, committed to helping brands better connect with people through Truth. Connection. Wonder. With diverse expertise in data, strategy, creative, media, and tech, we work across capabilities and continents to make better connections and achieve ambitious outcomes through ideas that excite, provoke and inspire. Curious and fully transparent, we are always examining real human behavior to create authentic connections-between brands and consumers, clients and partners, and ideas and outcomes. Digitas has 3,500 employees across 19 countries and 35 offices, with an extended network via Publicis Media of over 23,500 employees present in more than 100 countries worldwide.

Raytheon

Raytheon Company is a technology and innovation leader specializing in defense, civil government and cybersecurity solutions. Founded in 1922, Raytheon provides state-of-the-art electronics, mission systems integration, C51™ products and services, sensing, effects and mission support services. Raytheon is headquartered in Waltham, Massachusetts.

Boeing

Boeing is the world's largest aerospace company and leading manufacturer of commercial jetliners, defense, space and security systems, and service provider of aftermarket support. As America's biggest manufacturing exporter, the company supports airlines and U.S. and allied government customers in more than 150 countries. Boeing products and tailored services include commercial and military aircraft, satellites, weapons, electronic and defense systems, launch systems, advanced information and communication systems, and performance-based logistics and training.

SOME TEXT AND PHOTOS PROVIDED BY:

Michael Collins interview footage courtesy of Collins interview footage courtesy of 1on1talks.com

Some photos and videos courtesy of David Woods, editor Apollo Flight Journal, and Stephen Slater

SPECIAL THANKS TO:

Douglas Brinkley, Professor of History at Rice University

William P. Barry, NASA Chief Historian

Maryrose Grossman, Archivist at National Archives and Records Administration

For further information about the programs and services of the John F Kennedy Presidential Library & Museum please go to JFKLibrary.org

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50 years ago, JFK's vision was brought to life when we landed on the moon. Now, we're going back with an augmented reality experience that takes you along for the ride. Launch a full scale, 363-foot Saturn V rocket, track 100+ hours of the journey, play AR games that put you in the astronauts' moon boots, and learn how JFK helped make it all possible.

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Google Arts and Culture- Glove history in Space

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Google Arts and Culture- Glove history in Space

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The Perplexing Problem of Designing Gloves for Space - Smithsonian's National Air and Space Museum - Google Arts & Culture

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Gloves may seem like a simple garment designed to keep our tiniest appendages warm, dry, and safe, but fashioning a pair fit for the extremes of space ha...

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Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here. Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

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What makes a planet habitable?

Whether a planet is habitable - or can host life - depends on a complex network of interactions among the planet, other planets in its solar system, and the star they orbit. The standard definition for a habitable planet is one that can sustain life for a significant period; based on our solar system, life requires liquid water, energy, and nutrients. A "habitable zone" is the region around a star where planets can receive the perfect amount of heat to maintain liquid water on their surfaces. Because Earth is in the habitable zone of the Sun, this arrangement has informed our understanding of habitability. However, as researchers discover unexpected environments that can sustain life, the requirements for habitability on exoplanets are being redefined. We're learning that even in the habitable zone, planets may not be habitable. Planets orbiting stars that produce high levels of X-ray and UV flux from flares and activity could end up stripped of their atmosphere, leading to a planet that may be warm but completely airless. SEEC scientists are designing cutting-edge models to understand the range of planetary environments that could support life and generate detectable biosignatures.

Related Themes: Astrobiology, Habitability, and Biosignatures; Atmospheric Composition, Dynamics, and Clouds; Stars and Planetary Environments; Exoplanet Formation and Dynamics

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The three most important factors in identifying a site for a lunar settlement are, as any realtor will tell you, location, location, location. Skidmore, Owings & Merrill (SOM) has deemed the most enticing option to be a nice bit of property on the rim of the Shackleton Crater near the moon’s south pole.

There’s strong evidence that permanently shadowed regions of the crater contain water ice from ancient comets—good for drinking, cooking food, bathing, making concrete, and splitting into oxygen and hydrogen for rocket propellant.

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IEEE Spectrum: Technology, Engineering, and Science News

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(Image: © Xinhua/Luo Xiangguang/Getty)

Chinese student volunteers completed a one-year test living in a simulated space lab in Beijing yesterday (May 15), setting a record for the longest stay in a self-contained facility.

That test started on May 10, 2017, inside the Yuegong-1 (" Lunar Palace 1") facility at Beihang University and lasted 370 days, according to China's state-run Xinhua news agency. The yearlong trial consisted of three phases; the last of these, which lasted 110 days, wrapped up yesterday.

Liu Hong, chief designer of Yuegong-1, said the test marked the longest stay in a bioregenerative life support system (BLSS), in which humans, animals, plants and microorganisms co-exist in a closed environment, simulating a lunar base. Oxygen, water and food are recycled within the BLSS, creating an Earth-like environment. [ See more photos of China's Lunar Palace 1 mock moon base]

Eight student volunteers took turns living in the cabin, which measures around 1,600 square feet (150 square meters). The BLSS is a critical piece of technology required for long-term human stays on the moon or other extraterrestrial bodies, Liu said.

New starting point

(Image credit: CMSE)

Yuegong-1 consists of two plant cabins and a comprehensive cabin. Liu said the BLSS system had functioned well over a long time; the experiment also allowed researchers to explore the mechanisms by which light affects people's emotions and biological rhythms. Scientists also improved technology for vertical planting, the Xinhua story said. "This is not the end, but a new starting point to continue to explore space," Liu said, according to Xinhua.

Researchers will evaluate the physical and mental conditions of the volunteers, study test results and explore smaller BLSS equipment, which could be loaded onto space labs and moon and Mars probes in the future.

"The test has important implications for human endeavors to achieve long-term stays outside Earth. The experience, technology and findings will be conducive for future space exploration efforts," said Wang Jun of the Chinese Academy of Engineering, Xinhua reported.

Construction on Yuegong-1 began in March 2013. The facility was unveiled in January 2014, and it was commissioned just before its first mission, a 105-day experiment that started in February 2014.
Leonard David is author of "Mars: Our Future on the Red Planet," published by National Geographic. The book is a companion to the National Geographic Channel series "Mars." A longtime writer for Space.com, David has been reporting on the space industry for more than five decades. Follow us @Spacedotcom, Facebook or Google+. This version of the story published on Space.com. Join our Space Forums to keep talking space on the latest missions, night sky and more! And if you have a news tip, correction or comment, let us know at: community@space.com.

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China Wraps Up 1-Year Mock Moon Mission to Lunar Palace 1

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(Image: © Xinhua/Luo Xiangguang/Getty) Chinese student volunteers completed a one-year test living in a simulated space lab in Beijing yesterday (May 15), setting a record for the longest stay in a self-contained facility. That test started on May 10, 2017, inside the Yuegong-1 (" Lunar Palace 1") facility at Beihang University and lasted 370 days, according to China's state-run Xinhua news agency.

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Habitat REquirements From  NASA's 3D printing Habitat Challenge

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Habitat REquirements From  NASA's 3D printing Habitat Challenge

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Full Rules for the Challenge

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"Many years ago the great British explorer George Mallory, who was to die on Mount Everest, was asked why did he want to climb it. He said, "Because it is there."

Well, space is there, and we're going to climb it, and the moon and the planets are there, and new hopes for knowledge and peace are there. And, therefore, as we set sail we ask God's blessing on the most hazardous and dangerous and greatest adventure on which man has ever embarked."

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John F. Kennedy Moon Speech - Rice Stadium

September 12, 1962

Movie clips of JFK speaking at Rice University: (.mov) or(.avi) (833K)

See and hear the entire speech for 56K modem download [8.7 megabytes in a .asf movie format which requires Windows Media Player 7 (speech lasts about 33 minutes)].
See and hear the entire speech for higher speed access [25.3 megabytes in .asf movie format which requires Windows Media Player 7].
See and hear a five minute audio version of the speech with accompanying slides and music. This is a most inspirational presentation of, perhaps, the most famous space speech ever given. The file is a streaming video Windows Media Player 7 format. [11 megabytes in .asf movie format which requires Windows Media Player 7].
See and hear the 17 minute 48 second speech in the .mpg format. This is a very large file of 189 megabytes and only suggested for those with DSL, ASDL, or cable modem access as the download time on a 28.8K or 56K modem would be many hours duration.

TEXT OF PRESIDENT JOHN KENNEDY'S RICE STADIUM MOON SPEECH

President Pitzer, Mr. Vice President, Governor, Congressman Thomas, Senator Wiley, and Congressman Miller, Mr. Webb, Mr. Bell, scientists, distinguished guests, and ladies and gentlemen:

I appreciate your president having made me an honorary visiting professor, and I will assure you that my first lecture will be very brief.

I am delighted to be here, and I'm particularly delighted to be here on this occasion.

We meet at a college noted for knowledge, in a city noted for progress, in a State noted for strength, and we stand in need of all three, for we meet in an hour of change and challenge, in a decade of hope and fear, in an age of both knowledge and ignorance. The greater our knowledge increases, the greater our ignorance unfolds.

Despite the striking fact that most of the scientists that the world has ever known are alive and working today, despite the fact that this Nations own scientific manpower is doubling every 12 years in a rate of growth more than three times that of our population as a whole, despite that, the vast stretches of the unknown and the unanswered and the unfinished still far outstrip our collective comprehension.

No man can fully grasp how far and how fast we have come, but condense, if you will, the 50,000 years of mans recorded history in a time span of but a half-century. Stated in these terms, we know very little about the first 40 years, except at the end of them advanced man had learned to use the skins of animals to cover them. Then about 10 years ago, under this standard, man emerged from his caves to construct other kinds of shelter. Only five years ago man learned to write and use a cart with wheels. Christianity began less than two years ago. The printing press came this year, and then less than two months ago, during this whole 50-year span of human history, the steam engine provided a new source of power.

Newton explored the meaning of gravity. Last month electric lights and telephones and automobiles and airplanes became available. Only last week did we develop penicillin and television and nuclear power, and now if America's new spacecraft succeeds in reaching Venus, we will have literally reached the stars before midnight tonight.

This is a breathtaking pace, and such a pace cannot help but create new ills as it dispels old, new ignorance, new problems, new dangers. Surely the opening vistas of space promise high costs and hardships, as well as high reward.

So it is not surprising that some would have us stay where we are a little longer to rest, to wait. But this city of Houston, this State of Texas, this country of the United States was not built by those who waited and rested and wished to look behind them. This country was conquered by those who moved forward--and so will space.

William Bradford, speaking in 1630 of the founding of the Plymouth Bay Colony, said that all great and honorable actions are accompanied with great difficulties, and both must be enterprised and overcome with answerable courage.

If this capsule history of our progress teaches us anything, it is that man, in his quest for knowledge and progress, is determined and cannot be deterred. The exploration of space will go ahead, whether we join in it or not, and it is one of the great adventures of all time, and no nation which expects to be the leader of other nations can expect to stay behind in the race for space.

Those who came before us made certain that this country rode the first waves of the industrial revolutions, the first waves of modern invention, and the first wave of nuclear power, and this generation does not intend to founder in the backwash of the coming age of space. We mean to be a part of it--we mean to lead it. For the eyes of the world now look into space, to the moon and to the planets beyond, and we have vowed that we shall not see it governed by a hostile flag of conquest, but by a banner of freedom and peace. We have vowed that we shall not see space filled with weapons of mass destruction, but with instruments of knowledge and understanding.

Yet the vows of this Nation can only be fulfilled if we in this Nation are first, and, therefore, we intend to be first. In short, our leadership in science and in industry, our hopes for peace and security, our obligations to ourselves as well as others, all require us to make this effort, to solve these mysteries, to solve them for the good of all men, and to become the world's leading space-faring nation.

We set sail on this new sea because there is new knowledge to be gained, and new rights to be won, and they must be won and used for the progress of all people. For space science, like nuclear science and all technology, has no conscience of its own. Whether it will become a force for good or ill depends on man, and only if the United States occupies a position of pre-eminence can we help decide whether this new ocean will be a sea of peace or a new terrifying theater of war. I do not say the we should or will go unprotected against the hostile misuse of space any more than we go unprotected against the hostile use of land or sea, but I do say that space can be explored and mastered without feeding the fires of war, without repeating the mistakes that man has made in extending his writ around this globe of ours.

There is no strife, no prejudice, no national conflict in outer space as yet. Its hazards are hostile to us all. Its conquest deserves the best of all mankind, and its opportunity for peaceful cooperation many never come again. But why, some say, the moon? Why choose this as our goal? And they may well ask why climb the highest mountain? Why, 35 years ago, fly the Atlantic? Why does Rice play Texas?

We choose to go to the moon. We choose to go to the moon in this decade and do the other things, not because they are easy, but because they are hard, because that goal will serve to organize and measure the best of our energies and skills, because that challenge is one that we are willing to accept, one we are unwilling to postpone, and one which we intend to win, and the others, too.

It is for these reasons that I regard the decision last year to shift our efforts in space from low to high gear as among the most important decisions that will be made during my incumbency in the office of the Presidency.

In the last 24 hours we have seen facilities now being created for the greatest and most complex exploration in man's history. We have felt the ground shake and the air shattered by the testing of a Saturn C-1 booster rocket, many times as powerful as the Atlas which launched John Glenn, generating power equivalent to 10,000 automobiles with their accelerators on the floor. We have seen the site where the F-1 rocket engines, each one as powerful as all eight engines of the Saturn combined, will be clustered together to make the advanced Saturn missile, assembled in a new building to be built at Cape Canaveral as tall as a 48 story structure, as wide as a city block, and as long as two lengths of this field.

Within these last 19 months at least 45 satellites have circled the earth. Some 40 of them were "made in the United States of America" and they were far more sophisticated and supplied far more knowledge to the people of the world than those of the Soviet Union.

The Mariner spacecraft now on its way to Venus is the most intricate instrument in the history of space science. The accuracy of that shot is comparable to firing a missile from Cape Canaveral and dropping it in this stadium between the the 40-yard lines.

Transit satellites are helping our ships at sea to steer a safer course. Tiros satellites have given us unprecedented warnings of hurricanes and storms, and will do the same for forest fires and icebergs.

We have had our failures, but so have others, even if they do not admit them. And they may be less public.

To be sure, we are behind, and will be behind for some time in manned flight. But we do not intend to stay behind, and in this decade, we shall make up and move ahead.

The growth of our science and education will be enriched by new knowledge of our universe and environment, by new techniques of learning and mapping and observation, by new tools and computers for industry, medicine, the home as well as the school. Technical institutions, such as Rice, will reap the harvest of these gains.

And finally, the space effort itself, while still in its infancy, has already created a great number of new companies, and tens of thousands of new jobs. Space and related industries are generating new demands in investment and skilled personnel, and this city and this State, and this region, will share greatly in this growth. What was once the furthest outpost on the old frontier of the West will be the furthest outpost on the new frontier of science and space. Houston, your City of Houston, with its Manned Spacecraft Center, will become the heart of a large scientific and engineering community. During the next 5 years the National Aeronautics and Space Administration expects to double the number of scientists and engineers in this area, to increase its outlays for salaries and expenses to $60 million a year; to invest some $200 million in plant and laboratory facilities; and to direct or contract for new space efforts over $1 billion from this Center in this City.

To be sure, all this costs us all a good deal of money. This years space budget is three times what it was in January 1961, and it is greater than the space budget of the previous eight years combined. That budget now stands at $5,400 million a year--a staggering sum, though somewhat less than we pay for cigarettes and cigars every year. Space expenditures will soon rise some more, from 40 cents per person per week to more than 50 cents a week for every man, woman and child in the United Stated, for we have given this program a high national priority--even though I realize that this is in some measure an act of faith and vision, for we do not now know what benefits await us.

But if I were to say, my fellow citizens, that we shall send to the moon, 240,000 miles away from the control station in Houston, a giant rocket more than 300 feet tall, the length of this football field, made of new metal alloys, some of which have not yet been invented, capable of standing heat and stresses several times more than have ever been experienced, fitted together with a precision better than the finest watch, carrying all the equipment needed for propulsion, guidance, control, communications, food and survival, on an untried mission, to an unknown celestial body, and then return it safely to earth, re-entering the atmosphere at speeds of over 25,000 miles per hour, causing heat about half that of the temperature of the sun--almost as hot as it is here today--and do all this, and do it right, and do it first before this decade is out--then we must be bold.

I'm the one who is doing all the work, so we just want you to stay cool for a minute. [laughter]

However, I think we're going to do it, and I think that we must pay what needs to be paid. I don't think we ought to waste any money, but I think we ought to do the job. And this will be done in the decade of the sixties. It may be done while some of you are still here at school at this college and university. It will be done during the term of office of some of the people who sit here on this platform. But it will be done. And it will be done before the end of this decade.

I am delighted that this university is playing a part in putting a man on the moon as part of a great national effort of the United States of America.

Many years ago the great British explorer George Mallory, who was to die on Mount Everest, was asked why did he want to climb it. He said, "Because it is there."

Well, space is there, and we're going to climb it, and the moon and the planets are there, and new hopes for knowledge and peace are there. And, therefore, as we set sail we ask God's blessing on the most hazardous and dangerous and greatest adventure on which man has ever embarked.

Thank you.

Return to Space Movies Cinema

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Movie clips of JFK speaking at Rice University: (.mov) or(.avi) (833K) See and hear the entire speech for 56K modem download [8.7 megabytes in a .asf movie format which requires Windows Media Player 7 (speech lasts about 33 minutes)]. See and hear the entire speech for higher speed access [25.3 megabytes in .asf movie format which requires Windows Media Player 7].

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here. Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

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Here, Queer, and Exploring Beyond the Atmosphere - Adler Planetarium - Google Arts & Culture

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In the Spring of 1943, three days before his 18th birthday, a young man named Frank Kameny enlisted in the army. World War II was raging on both sides of E...

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Life on Other Worlds - Adler Planetarium - Google Arts & Culture

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For millennia, humans have wondered whether life might exist beyond Earth, somewhere amongst the stars. Though cultures across the world are filled with ex...

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Women in Science Communication and Utilizing Mutual Ground - Adler Planetarium - Google Arts & Culture

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When an expert attempts to describe the structure of the atom, they might say the atom is like the solar system to an audience already familiar with the la...

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Imagine the Moon - Adler Planetarium - Google Arts & Culture

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In this 17th-century image the muse of Astronomy, Urania, is surrounded by a cohort of great astronomers while pointing up at a crescent Moon. The Sun and ...

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The woman behind the Adler.

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The story of Maude Bennot-at least, the part of it that concerns the Adler Planetarium-doesn't have a great ending. This is just a heads-up: You won't like what happens. But if you love science and community and the place the Adler is today, you will like Maude Bennot. You'll like her so much that you'll find her story worth reading until the very last word.

Maude was the director of the Adler Planetarium from 1937 to 1945. She was the second director of the Adler and the first woman in the world to run a planetarium (or, as far as we know, any science museum).

Even though being the first woman to do something few men were qualified to do was a massive accomplishment, it feels limiting to focus on her gender like that. In fact, based on everything I've read about her, my guess is that she'd hate it. While it does end up being deeply relevant to the story of how she got to the Adler, her life here, and the circumstances under which she left, the fact that Maude was a woman is one of the least interesting things about her. She graduated valedictorian of her high school at age 16, took pilot lessons, and played the violin.

Maude Bennot with holiday decorations near Dedicatory Plaque. December 22, 1937. You'll see the same Dedicatory Plaque (in the left of this photo) greeting you as you walk into the Adler today.

But we do have to talk about gender because, for Maude, there was no escaping it. Everywhere she went, she ran into descriptions of herself like this one from the (male) journalist Sydney J. Harris in the Chicago Daily News:

"As the only woman director of a planetarium in the country-and possibly in the world-Miss Bennot has had a grim struggle to attain, and to keep, her unique position. Park District officials, who operate the museum, were skeptical of this slim, fragile woman. Masculine astronomers shook their heads dolefully, said she was more in place in a tearoom than in an observatory. Today, they have chewed those words into very tiny bits."

I found that story in a scrapbook of press clippings about Maude in the Adler's collection. The newsprint is a yellowish brown and the thick, brittle, three-hole-punched scrapbook pages are no longer bound together. It's more scrap than book, and it's an incredible window into her life.

One of the newspaper clippings in Maude's scrapbook.

The clips tell the story of an undergraduate at Northwestern University who happened to get a part-time job doing administrative work for the director of the Dearborn Observatory-a man named Philip Fox-only to discover that she was fascinated by the cosmos. She would return to the observatory years later, as a graduate student in astronomy, to teach new stargazers what she had learned.

When local businessman Max Adler asked Philip Fox to be the first director of his new planetarium in 1929, Philip said yes on one condition: that Maude could be his (paid) research assistant. At the time, there was no way anyone in the astronomy community would have hired Maude for such a plum position without an advocate like Philip. It was a different (and vastly more sexist) time-just nine years after American women had won the right to vote.

It's all in there, in bits and pieces, in the scrapbook. When Philip leaves the Adler in 1937, World War II is in full swing, men are scarce, and even if there were more of them around, the vast majority of them wouldn't know what to do with a planetarium-the Adler was one of just a handful planetariums in the United States at this point, so almost no one had the resume for it. No one except Maude Bennot. So Philip passes the torch to her. And here, the tone of the story shifts.

Maude Bennot with holiday decorations at Adler Planetarium. December 22, 1937.

Long, feature-y newspaper profiles describe a quiet woman with a steely backbone, someone so accomplished and so well suited to her work that she doesn't even seem to care that she isn't married. An incredibly awkward photo shows her standing behind a flowery potted plant, holding a sundial, with a look on her face that says, "Flowers? Really?" A columnist drops a foreboding hint that the Chicago Park District-which has the final say in museum staffing decisions at the time-is angling to replace Maude with a man. The Park District also never formally recognizes Maude as director. They pay her the same salary she earned as Philip's full-time research assistant-about two-thirds rate they offered Philip-and she is not permitted to hire an assistant of her own.

Maude Bennot talking about the total Solar eclipse of 1937. She got hooked on aviation after seeing an eclipse from an airplane, which got her hooked on aviation and Amelia Earhart. .

Meanwhile, Maude is busy creating the Adler we know and love. Maude IS the Adler-and not just in the sense that she runs the projectors, gives the lectures, writes the budgets, pays the bills, and answers the phones. She's the Adler in spirit, too. She is smart, hardworking, generous with her time. Always eager to bring the joy of exploring the Universe to new people of all ages and backgrounds, no matter what brought them in the door, and ready to show everyone-soldiers, students, journalists, even people who just need help solving an astronomy clue in the daily crossword-the practical benefits of looking up.

Today, the Adler is fully staffed with people who, like Maude, would happily drop whatever they are doing to draw you a diagram or share a favorite mind-blowing fact about the Universe with you. It's easy to imagine her here, walking the halls, placing orders, picking new topics for her monthly lectures, being mistaken for her own secretary.

Maude Bennot operating the Adler's original Zeiss II projector. She played an important role in shaping our first sky shows & exhibits.

In 1945, that columnist's ominous prediction came true: Maude was fired by the Park District, allegedly for "insubordination"-a failure to follow orders-and a less-qualified man was waiting in the wings to replace her.

And then, quite suddenly, Maude disappears from the records. At the age of 62, she leaves the Adler, furious, and (according to one historian) she quits astronomy for good. This is the ending I warned you about. But it wasn't really the end. The story goes dark until Maude's death at age 90, but because there are no more breathless profiles about this walking anomaly, the brilliant delicate fiercely independent flower who created our community from scratch, we don't know what she did with those three decades. Maybe she spent them flying around the world like Amelia Earhart or playing first fiddle in a string quartet. Whatever happened, wherever she went, pieces of her will always be here at the Adler. A scrapbook and a scrappy spirit. A way of meeting people where they are, taking their hands, lifting their gaze to the sky, and showing them who they could be.

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Meet Maude Bennot: The Woman Behind the Adler | Adler Planetarium

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The story of Maude Bennot-at least, the part of it that concerns the Adler Planetarium-doesn't have a great ending. This is just a heads-up: You won't like what happens. But if you love science and community and the place the Adler is today, you will like Maude Bennot.

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Flat Astronaut

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Spark curiosity and encourage exploration at-home with activities designed for families and educators! Explore more online space learning resources: http://b...

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Zooniverse- Students can use tools to help Astronomers

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Zooniverse- Students can use tools to help Astronomers

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The Zooniverse is the world's largest and most popular platform for people-powered research.

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Skywatch Weekly!

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Skywatch Weekly | Stargazing Events In 2021 + 2020 Skywatch Weekly Recap | Adler Planetarium

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Highlights of the Adler Planetarium: Scientific Instruments - Adler Planetarium - Google Arts & Culture

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The Adler Planetarium holds one of the largest collections of astrolabes in the world. This is the oldest astrolabe (and in fact, the oldest artifact!) in ...

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Move a Rocket Move Through Space - ScratchJR Challenge

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online access fun thousands children great kids ebooks books

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Discover new children's books on Epic. With thousands of books and audiobooks there is no limit to what children can learn and explore.

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NASA's Mars 2020 Perseverance rover will look for signs of past microbial life, cache rock and soil samples, and prepare for future human exploration.

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NASA's Opportunity Mars rover mission is complete after 15 years on Mars. Opportunity's record-breaking exploration laid the groundwork for future missions to the Red Planet. Read More ›Watch Video ›

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Mars Exploration Rovers Spirit and Opportunity exploring the planet mars - facts, information, videos and pictures

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A satellite is basically a self-contained communications system with the ability to receive signals from Earth and to retransmit those signals back with the use of a transponder-an integrated receiver and transmitter of radio signals. A satellite has to withstand the shock of being accelerated during launch up to the orbital velocity of 28,100 km (17,500 miles) an hour and a hostile space environment where it can be subject to radiation and extreme temperatures for its projected operational life, which can last up to 20 years. In addition, satellites have to be light, as the cost of launching a satellite is quite expensive and based on weight. To meet these challenges, satellites must be small and made of lightweight and durable materials. They must operate at a very high reliability of more than 99.9 percent in the vacuum of space with no prospect of maintenance or repair.

Intelsat VI NASA Marshall Space Flight Center

The main components of a satellite consist of the communications system, which includes the antennas and transponders that receive and retransmit signals, the power system, which includes the solar panels that provide power, and the propulsion system, which includes the rockets that propel the satellite. A satellite needs its own propulsion system to get itself to the right orbital location and to make occasional corrections to that position. A satellite in geostationary orbit can deviate up to a degree every year from north to south or east to west of its location because of the gravitational pull of the Moon and Sun. A satellite has thrusters that are fired occasionally to make adjustments in its position. The maintenance of a satellite's orbital position is called "station keeping," and the corrections made by using the satellite's thrusters are called "attitude control." A satellite's life span is determined by the amount of fuel it has to power these thrusters. Once the fuel runs out, the satellite eventually drifts into space and out of operation, becoming space debris.

A satellite in orbit has to operate continuously over its entire life span. It needs internal power to be able to operate its electronic systems and communications payload. The main source of power is sunlight, which is harnessed by the satellite's solar panels. A satellite also has batteries on board to provide power when the Sun is blocked by Earth. The batteries are recharged by the excess current generated by the solar panels when there is sunlight.

Satellites operate in extreme temperatures from −150 °C (−238 °F) to 150 °C (300 °F) and may be subject to radiation in space. Satellite components that can be exposed to radiation are shielded with aluminium and other radiation-resistant material. A satellite's thermal system protects its sensitive electronic and mechanical components and maintains it in its optimum functioning temperature to ensure its continuous operation. A satellite's thermal system also protects sensitive satellite components from the extreme changes in temperature by activation of cooling mechanisms when it gets too hot or heating systems when it gets too cold.

The tracking telemetry and control (TT&C) system of a satellite is a two-way communication link between the satellite and TT&C on the ground. This allows a ground station to track a satellite's position and control the satellite's propulsion, thermal, and other systems. It can also monitor the temperature, electrical voltages, and other important parameters of a satellite.

Communication satellites range from microsatellites weighing less than 1 kg (2.2 pounds) to large satellites weighing over 6,500 kg (14,000 pounds). Advances in miniaturization and digitalization have substantially increased the capacity of satellites over the years. Early Bird had just one transponder capable of sending just one TV channel. The Boeing 702 series of satellites, in contrast, can have more than 100 transponders, and with the use of digital compression technology each transponder can have up to 16 channels, providing more than 1,600 TV channels through one satellite.

Satellites operate in three different orbits: low Earth orbit (LEO), medium Earth orbit (MEO), and geostationary or geosynchronous orbit (GEO). LEO satellites are positioned at an altitude between 160 km and 1,600 km (100 and 1,000 miles) above Earth. MEO satellites operate from 10,000 to 20,000 km (6,300 to 12,500 miles) from Earth. (Satellites do not operate between LEO and MEO because of the inhospitable environment for electronic components in that area, which is caused by the Van Allen radiation belt.) GEO satellites are positioned 35,786 km (22,236 miles) above Earth, where they complete one orbit in 24 hours and thus remain fixed over one spot. As mentioned above, it only takes three GEO satellites to provide global coverage, while it takes 20 or more satellites to cover the entire Earth from LEO and 10 or more in MEO. In addition, communicating with satellites in LEO and MEO requires tracking antennas on the ground to ensure seamless connection between satellites.

A signal that is bounced off a GEO satellite takes approximately 0.22 second to travel at the speed of light from Earth to the satellite and back. This delay poses some problems for applications such as voice services and mobile telephony. Therefore, most mobile and voice services usually use LEO or MEO satellites to avoid the signal delays resulting from the inherent latency in GEO satellites. GEO satellites are usually used for broadcasting and data applications because of the larger area on the ground that they can cover.

Launching a satellite into space requires a very powerful multistage rocket to propel it into the right orbit. Satellite launch providers use proprietary rockets to launch satellites from sites such as the Kennedy Space Center at Cape Canaveral, Florida, the Baikonur Cosmodrome in Kazakhstan, Kourou in French Guiana, Vandenberg Air Force Base in California, Xichang in China, and Tanegashima Island in Japan.

Satellite communications use the very high-frequency range of 1-50 gigahertz (GHz; 1 gigahertz = 1,000,000,000 hertz) to transmit and receive signals. The frequency ranges or bands are identified by letters: (in order from low to high frequency) L-, S-, C-, X-, Ku-, Ka-, and V-bands. Signals in the lower range (L-, S-, and C-bands) of the satellite frequency spectrum are transmitted with low power, and thus larger antennas are needed to receive these signals. Signals in the higher end (X-, Ku-, Ka-, and V-bands) of this spectrum have more power; therefore, dishes as small as 45 cm (18 inches) in diameter can receive them. This makes the Ku-band and Ka-band spectrum ideal for direct-to-home (DTH) broadcasting, broadband data communications, and mobile telephony and data applications.

The International Telecommunication Union (ITU), a specialized agency of the United Nations, regulates satellite communications. The ITU, which is based in Geneva, Switzerland, receives and approves applications for use of orbital slots for satellites. Every two to four years the ITU convenes the World Radiocommunication Conference, which is responsible for assigning frequencies to various applications in various regions of the world. Each country's telecommunications regulatory agency enforces these regulations and awards licenses to users of various frequencies. In the United States the regulatory body that governs frequency allocation and licensing is the Federal Communications Commission.

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Satellite communication - How satellites work

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Satellite communication - Satellite communication - How satellites work: A satellite is basically a self-contained communications system with the ability to receive signals from Earth and to retransmit those signals back with the use of a transponder-an integrated receiver and transmitter of radio signals.

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Our World: Exercise in Space | Our World | NASA eClips

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NASA, eClips, Our World, NIA, exercise, astronauts, gravity, circulatory system, heart, health, life processes, energy, measurement, system

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https://www.dkfindout.com/us/space/solar-system/

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Information about The Solar System from the DK Find Out website for kids. Improve your knowledge on our solar system for and learn more with DK Find Out.

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Far-Out Facts

* Our solar system's eight planets come in two flavors: smaller rocky planets with solid ground ( Mercury, Venus, Earth and Mars) and larger gas giants ( Jupiter, Saturn, Uranus, and Neptune).

* You can spot six of the solar system's planets with the naked eye from Earth-and all eight if you have binoculars or a telescope.

* Astronomers have discovered hundreds of worlds beyond our solar system and are spotting more every day. Scientists believe some of these "exoplanets" may support alien life. Who knows. Maybe an alien kid elsewhere in the galaxy is wondering if you exist.