History Designs the Future
Students will explore the dynamic designs of the soccer ball through time and compare them to past, current and future spacecraft designs.
Geometry and Space
Find geometric figures on the soccer field, in the game of soccer, and on a rocket during launch
Kicking Around the Planets (2 activities)
Elliptical orbit of the planets mimicked by dribbling soccer ball
The same activity with balls of various masses
Materials Analysis
Compare and contrast materials in a soccer ball to the new Orion CEV
Nutrition and Fitness
Similarities and differences between astronauts and soccer players
Spinning the Ball
For every action there is an equal and opposite reaction
Fun with Motion
Application of all three laws of motion to soccer by kicking, and manipulating a ball, using balls of different masses, and applying these concepts to balls using a scooter board
Please email your suggestions for new names to lisa.a.neasbitt@nasa.gov
Tuesday, October 23, 2007
Monday, October 22, 2007
Approximate Force and Trajectory
Introduction
This lesson will expose students to the concepts necessary to understand the forces acting on a ball, or cylinder to cause spin.
Lesson Objective
In this lesson students will investigate the radius of an object, its spin factor, the average velocity of the object, and its density.
This lesson will expose students to the concepts necessary to understand the forces acting on a ball, or cylinder to cause spin.
Lesson Objective
In this lesson students will investigate the radius of an object, its spin factor, the average velocity of the object, and its density.
NUTRITION AND FITNESS
Introduction
Individuals behave differently according to their energy level at a certain time of a day or according to the different activities performed during a period of time. The agility to perform an activity depends on the energy level of the individual for that required activity. For example, a soccer player will need high levels of energy to be used in short periods of time, while an astronaut will also need high levels of energy to be used over longer periods of time.
Lesson Objective
In this lesson, students will investigate the importance of nutrition and fitness to improve and maintain their health. Compare the similarities and differences between the nutrition and fitness regimen that astronauts and soccer players need to achieve their goals.
Individuals behave differently according to their energy level at a certain time of a day or according to the different activities performed during a period of time. The agility to perform an activity depends on the energy level of the individual for that required activity. For example, a soccer player will need high levels of energy to be used in short periods of time, while an astronaut will also need high levels of energy to be used over longer periods of time.
Lesson Objective
In this lesson, students will investigate the importance of nutrition and fitness to improve and maintain their health. Compare the similarities and differences between the nutrition and fitness regimen that astronauts and soccer players need to achieve their goals.
Materials Analysis
Introduction
This lesson is designed to introduce students to the properties of the materials that make up the new Teamgeist™ soccer ball and the new crew exploration vehicle, the Orion.
Lesson Objective
In this lesson students will apply their comparisons and analysis of the new materials used to design the soccer ball and the crew exploration vehicle. From these applications, students will be able to design comparable model products of their own.
This lesson is designed to introduce students to the properties of the materials that make up the new Teamgeist™ soccer ball and the new crew exploration vehicle, the Orion.
Lesson Objective
In this lesson students will apply their comparisons and analysis of the new materials used to design the soccer ball and the crew exploration vehicle. From these applications, students will be able to design comparable model products of their own.
KICKING AROUND THE PLANETS (2)
Educator Section – Note: This activity uses the same planetary grid as Activity one.
Introduction
Why does a soccer ball fall to Earth?
Why does the International Space Station orbit our planet, instead of flying off into the solar system?
Why do astronauts on board seem weightless?
It's perhaps the most famous "Eureka!" moment in science. The story goes that Isaac Newton was sitting in an orchard when suddenly. The impact of an apple on his head set him thinking about the force of gravity.
Newton hypothesized that every object exerts a pull on every other object. As you work alongside your friend in science class, his body is pulling him towards you... and yours is pulling you towards him. If you said that the pull of the Earth on both of you has more influence on your motion-or lack of it-than the pull of your respective bodies... you're right.
That's also why a soccer ball falls down to Earth. Even though the soccer ball also pulls up on the planet, the planet's mass is so much greater than the soccer ball, and mass-the amount of matter in an object-creates gravity.
The most noticeable force that shapes our solar system of course is gravity... gravity is what keeps all the planets in orbit around the sun. It’s what keeps us, glued down to the surface of the Earth. It makes you feel heavy when you stand on the bathroom scale... Now perhaps you think that the words "mass" and "weight" mean pretty much the same. In everyday life, that's ok, but not in science class.
Astronauts at Cape Canaveral walk out to the Shuttle. A few days later, they're up in humanity's first long-term home away from home. Is their mass the same in space as on Earth? Is their weight? Well, mass is defined as the amount of matter in an object so that's pretty much the same up in orbit as when they walked to the launch pad. As they float around in space they seem weightless. The key word is "seem." Weight is a measure of mass in a gravitational field: it's Earth's gravity which makes mass measurable on a scale.
Dribbling a soccer ball is a method individual players use to move the ball from one point to another while preventing the opposition from gaining possession of it. The purpose of dribbling is practically the same as passing, except that only one player physically deals with the ball. In essence, dribbling is advancing a ball by bouncing it or giving it a series of short kicks or pushing it. Every time the soccer ball is dribbled by a soccer player, the ball falls back down to Earth.
Lesson Objective
In this activity, students will learn that
1. Different sized balls are easier or harder to control and the size of the ball determines what degree of control that a player has when dribbling the soccer ball.
2. It is not the size of the planet (ball) but the distance of the planet from the sun that determines the rate at which it revolves around the sun.
Introduction
Why does a soccer ball fall to Earth?
Why does the International Space Station orbit our planet, instead of flying off into the solar system?
Why do astronauts on board seem weightless?
It's perhaps the most famous "Eureka!" moment in science. The story goes that Isaac Newton was sitting in an orchard when suddenly. The impact of an apple on his head set him thinking about the force of gravity.
Newton hypothesized that every object exerts a pull on every other object. As you work alongside your friend in science class, his body is pulling him towards you... and yours is pulling you towards him. If you said that the pull of the Earth on both of you has more influence on your motion-or lack of it-than the pull of your respective bodies... you're right.
That's also why a soccer ball falls down to Earth. Even though the soccer ball also pulls up on the planet, the planet's mass is so much greater than the soccer ball, and mass-the amount of matter in an object-creates gravity.
The most noticeable force that shapes our solar system of course is gravity... gravity is what keeps all the planets in orbit around the sun. It’s what keeps us, glued down to the surface of the Earth. It makes you feel heavy when you stand on the bathroom scale... Now perhaps you think that the words "mass" and "weight" mean pretty much the same. In everyday life, that's ok, but not in science class.
Astronauts at Cape Canaveral walk out to the Shuttle. A few days later, they're up in humanity's first long-term home away from home. Is their mass the same in space as on Earth? Is their weight? Well, mass is defined as the amount of matter in an object so that's pretty much the same up in orbit as when they walked to the launch pad. As they float around in space they seem weightless. The key word is "seem." Weight is a measure of mass in a gravitational field: it's Earth's gravity which makes mass measurable on a scale.
Dribbling a soccer ball is a method individual players use to move the ball from one point to another while preventing the opposition from gaining possession of it. The purpose of dribbling is practically the same as passing, except that only one player physically deals with the ball. In essence, dribbling is advancing a ball by bouncing it or giving it a series of short kicks or pushing it. Every time the soccer ball is dribbled by a soccer player, the ball falls back down to Earth.
Lesson Objective
In this activity, students will learn that
1. Different sized balls are easier or harder to control and the size of the ball determines what degree of control that a player has when dribbling the soccer ball.
2. It is not the size of the planet (ball) but the distance of the planet from the sun that determines the rate at which it revolves around the sun.
KICKING AROUND THE PLANETS
Introduction
In physics, an orbit is the path that an object makes around another object while under the influence of a source of centripetal force, such as gravity.
Orbits were first analyzed mathematically by Johannes Kepler who formulated his results in his three laws of planetary motion. First, he found that the orbits of the planets in our solar system are elliptical, not circular as had previously been believed, and that the sun is not located at the center of the orbits, but rather at one focus. Second, he found that the orbital speed of each planet is not constant, as had previously been thought, but rather that the speed of the planet depends on the planet's distance from the sun. And third, Kepler found a universal relationship between the orbital properties of all the planets orbiting the sun. For each planet, the cube of the planet's distance from the sun, measured in astronaumical units(AU), is equal to the square of the planet's orbital period, measured in Earth years. Jupiter, for example, is approximately 5.2 AU from the sun and its orbital period is 11.86 Earth years. So 5.2 cubed equals 11.86 squared, as predicted.
Isaac Newton demonstrated that Kepler's laws were derivable from his theory of gravitation and that, in general, the orbits of bodies responding to the force of gravity were conic sections. Newton showed that a pair of bodies follow orbits of dimensions that are in inverse proportion to their Mass. Where one body is much more massive than the other, it is a convenient approximation to take the center of mass as coinciding with the center of the more massive body.
Dribbling a soccer ball is a method individual players use to move the ball from one point to another while preventing the opposition from gaining possession of it. The purpose of dribbling is practically the same as passing, except that only one player physically deals with the ball. In essence, dribbling is advancing a ball by bouncing it or giving it a series of short kicks or pushing it.
Notice that dribbling is not simply beating an opponent in a man-to-man confrontation. Moving with the ball in itself provides advantages.
Lesson Objective
In this activity, students will answer puzzles about the planets and their orbit around the sun. Gravity keeps the planets in their respective orbit. Students will learn that all planets revolve around the sun at the same time and do so without colliding.
In physics, an orbit is the path that an object makes around another object while under the influence of a source of centripetal force, such as gravity.
Orbits were first analyzed mathematically by Johannes Kepler who formulated his results in his three laws of planetary motion. First, he found that the orbits of the planets in our solar system are elliptical, not circular as had previously been believed, and that the sun is not located at the center of the orbits, but rather at one focus. Second, he found that the orbital speed of each planet is not constant, as had previously been thought, but rather that the speed of the planet depends on the planet's distance from the sun. And third, Kepler found a universal relationship between the orbital properties of all the planets orbiting the sun. For each planet, the cube of the planet's distance from the sun, measured in astronaumical units(AU), is equal to the square of the planet's orbital period, measured in Earth years. Jupiter, for example, is approximately 5.2 AU from the sun and its orbital period is 11.86 Earth years. So 5.2 cubed equals 11.86 squared, as predicted.
Isaac Newton demonstrated that Kepler's laws were derivable from his theory of gravitation and that, in general, the orbits of bodies responding to the force of gravity were conic sections. Newton showed that a pair of bodies follow orbits of dimensions that are in inverse proportion to their Mass. Where one body is much more massive than the other, it is a convenient approximation to take the center of mass as coinciding with the center of the more massive body.
Dribbling a soccer ball is a method individual players use to move the ball from one point to another while preventing the opposition from gaining possession of it. The purpose of dribbling is practically the same as passing, except that only one player physically deals with the ball. In essence, dribbling is advancing a ball by bouncing it or giving it a series of short kicks or pushing it.
Notice that dribbling is not simply beating an opponent in a man-to-man confrontation. Moving with the ball in itself provides advantages.
Lesson Objective
In this activity, students will answer puzzles about the planets and their orbit around the sun. Gravity keeps the planets in their respective orbit. Students will learn that all planets revolve around the sun at the same time and do so without colliding.
HISTORY DESIGNS THE FUTURE
Introduction
This lesson will explore the dynamic designs of the soccer ball throughout time. The students will compare those designs with past, current and future spacecraft designs. The changes and effects made though history contribute to the success of each.
Lesson Objective
In this lesson, students will investigate the changes of the soccer ball and space transportation vehicles though history, and compare the effects of those changes. Students will then analyze how changes have lead to successful flights in space exploration, and how these changes have made for a successful flight of the soccer ball.
This lesson will explore the dynamic designs of the soccer ball throughout time. The students will compare those designs with past, current and future spacecraft designs. The changes and effects made though history contribute to the success of each.
Lesson Objective
In this lesson, students will investigate the changes of the soccer ball and space transportation vehicles though history, and compare the effects of those changes. Students will then analyze how changes have lead to successful flights in space exploration, and how these changes have made for a successful flight of the soccer ball.
Geometry and Space
Introduction
This lesson will investigate the presence of geometric concepts in our daily lives.
Lesson Objective
The student will learn to recognized the use of geometry in all scales, from a simple soccer game on a playground, to the calculations necessary to send a rocket into orbit. T the use of simple geometric two-dimensional and three dimensional figures is present in almost any situation in our daily lives. The students will learn to recognized the use of geometry in all scales, from a simple soccer game in a playground to the calculations necessary to send a rocket into orbit.
This lesson will investigate the presence of geometric concepts in our daily lives.
Lesson Objective
The student will learn to recognized the use of geometry in all scales, from a simple soccer game on a playground, to the calculations necessary to send a rocket into orbit. T the use of simple geometric two-dimensional and three dimensional figures is present in almost any situation in our daily lives. The students will learn to recognized the use of geometry in all scales, from a simple soccer game in a playground to the calculations necessary to send a rocket into orbit.
FUN WITH MOTION
Introduction
This lesson will introduce Newton’s Laws of Motion and the effects on objects on Earth from the movements of the Earth, and how these same laws affect Space Exploration. The effects on Earth will be demonstrated through activities using soccer skills and science experiments.
Lesson Objective
In this lesson students will apply and relate Newton’s Laws of Motion to Space Exploration through the use of soccer skills and science experiments.
This lesson will introduce Newton’s Laws of Motion and the effects on objects on Earth from the movements of the Earth, and how these same laws affect Space Exploration. The effects on Earth will be demonstrated through activities using soccer skills and science experiments.
Lesson Objective
In this lesson students will apply and relate Newton’s Laws of Motion to Space Exploration through the use of soccer skills and science experiments.
VIP Tour of the NASA Johnson Space Center
•Members of the NASA Sports and Exploration educational development team met at the NASA Johnson Space Center on August 10, 2007 for a VIP tour of the center.
•The educators from the Houston Independent School District (ISD) and Goose Creek Consolidated ISD were given the opportunity to visit the Moon and Mars Yards, Neutral Buoyancy Laboratory, and Mission Control rooms.
•The STS-118 space shuttle Endeavour was docking to the International Space Station as the educators were in the mission control rooms, making the tour a rare and unique experience.
•A tour of building 9 with space station and space shuttle mock up trainers was given by a representative of each program.
•The tour continued on to Rocket Park where the educators were given an in depth tour of the Saturn V Rocket and the Constellation program designing the new Crew Exploration Vehicle.
•Educators in the program will take the information acquired on the tours and apply the physical science concepts to the development of the educational materials for elementary students.
Working Sessions August 1 and 2, 2007
•Participants included 8 experienced elementary and physical education educators form two local school districts (Houston Independent School District and the Goose Creek Consolidated Independent School District )
•The purpose of the meeting was to develop educational materials related to Sports and Exploration.
•This group of educators had been previously exposed to subject matter experts in the fields of soccer by the Houston Dynamo and exploration by members of the NASA Johnson Space Center Constellation Office to complete a series of hands-on, inquiry-based, physical science activities for elementary audiences.
•The working session yielded a series of lessons on gravity, and materials analysis related to the STEM (Science, Technology, Engineering, and Mathematics) fields.
•The fundamental basics of physics and the effects on properties of materials when exposed to a reduced gravity environment were introduced.
•Educators were given the opportunity to adapt the information given by both the NASA and Houston Dynamo SME’s, for use in the 3rd-5th grade bilingual materials in development.
Thursday, July 12, 2007
July 11 Working Meeting
On July 11, 2007 five educators from the Houston Independent School District and the Goose Creek Consolidated Independent School District met at Wyle Laboratories with the NASA Johnson Space Center Human Research Program Educator/NASA Sports and Education Project Lead. The purpose of the meeting was to develop educational materials related to Sports and Exploration. This group of educators had been previously exposed to subject matter experts in the fields of soccer by the Houston Dynamo and exploration by members of the NASA Johnson Space Center Constellation Office to complete a series of hands-on, inquiry-based, physical science activities for elementary audiences. The eight-hour working session yielded a series of lessons on gravity, and materials analysis related to the STEM (Science, Technology, Engineering, and Mathematics) fields, and updated previously developed activities from the 2July2007 working session.
Attendees included Beth Banks of GCCISD, and Rosalinda Castillo, Tricia Moncur, Jose Prieto, and Lorena Moore of HISD.
Attendees included Beth Banks of GCCISD, and Rosalinda Castillo, Tricia Moncur, Jose Prieto, and Lorena Moore of HISD.
July 2 Working Meeting
On July 2, 2007 six educators from the Houston Independent School District and the Goose Creek Consolidated Independent School District met at the Center for Astrophysical and Space Sciences on Bay Area Boulevard in Clear Lake, Texas with the NASA Johnson Space Center Human Research Program Manager and NASA Sports and Education Project Lead. The purpose of the meeting was to develop educational materials related to Sports and Exploration. This group of educators had been previously exposed to subject matter experts in the fields of soccer by the Houston Dynamo and exploration by members of the NASA Johnson Space Center Constellation Office to complete a series of hands-on, inquiry-based, physical science activities for elementary audiences. The eight-hour working session yielded a series of lessons on gravity, and materials analysis related to the STEM (Science, Technology, Engineering, and Mathematics) fields.
Attendees included Tiffany Coffman, Charlotte Williams, and Beth Banks all of GCCISD; Rosalinda Castillo, Tricia Moncur, Minerva Perez of HISD; and Chuck Lloyd and Lisa Neasbitt of the NASA Human Research Program.
Evaluations and comments from the session included:
1. What was the most appealing aspect of this session?
Opportunity to grow and create.
Working with NASA.
I enjoyed the afternoon when I was finally able to work and get myself together.
I finally got on land.
Working with other teachers.
The cookies. Thanks for the laptop use.
2. Suggest one improvement for this session.
None
Share the two team projects.
3. What was your overall opinion of this session?
Non-stressful environment. Brainstorming collaboration was great!
Great!
Good work! I enjoyed the work session.
Wonderful. Thanks.
Very educational.
Great.
Thursday, June 28, 2007
NASA Sports and Exploration Working Meeting
July 2, 2007 will be the first working meeting of the NASA Sports and Exploration educational materials writing team from 8:00 a.m. – 5:00 p.m. at the Center for Astrophysical and Space Science in Clear Lake, Texas.
Please read:
Familiarize yourself with the NASA educational guidelines
Review the HRPEO template for educational materials development
Review the National Science Standards
Have in mind a topic or some topics you are fond of on sports and exploration for educational hands-on activity development
Please bring:
NASA Edge stick drive
Laptop if applicable
Lunch if you do not wish to purchase lunch
The agenda is as follows:
8:00a.m. – 8:30a.m.
Introduction
Continental Breakfast/Lunch preparation
Welcome
Introduction to today’s working session
8:30a.m. – noon
Working Session
DiscussPossibleTopics/Resources
Placement on Template, Saving Work
Educational Materials Development
Stop, Check, and Share at 9:30a, 10:30a and 11:30a
Noon-1:00p.m.
Lunch
1:00p.m.–4:30p.m.
Continue Working Session
Educational Materials Development
Stop, Check, and Share at 2:00p, 3:00p and 4:00p
4:30p.m.– 5:00p.m.
Wrap-Up
What was accomplished today?
Forward work?
Evaluation of the session
Next tentative meeting dates:
July 24, 2007: 8hours
August 2, 2007: 4 hours
Please read:
Familiarize yourself with the NASA educational guidelines
Review the HRPEO template for educational materials development
Review the National Science Standards
Have in mind a topic or some topics you are fond of on sports and exploration for educational hands-on activity development
Please bring:
NASA Edge stick drive
Laptop if applicable
Lunch if you do not wish to purchase lunch
The agenda is as follows:
8:00a.m. – 8:30a.m.
Introduction
Continental Breakfast/Lunch preparation
Welcome
Introduction to today’s working session
8:30a.m. – noon
Working Session
DiscussPossibleTopics/Resources
Placement on Template, Saving Work
Educational Materials Development
Stop, Check, and Share at 9:30a, 10:30a and 11:30a
Noon-1:00p.m.
Lunch
1:00p.m.–4:30p.m.
Continue Working Session
Educational Materials Development
Stop, Check, and Share at 2:00p, 3:00p and 4:00p
4:30p.m.– 5:00p.m.
Wrap-Up
What was accomplished today?
Forward work?
Evaluation of the session
Next tentative meeting dates:
July 24, 2007: 8hours
August 2, 2007: 4 hours
Friday, June 1, 2007
Kick Off Meeting Pictures
The NASA Sports and Exploration Educational Materials Development Team.
NASA SE Education Team members report their development to the group.
Members of the NASA Sports and Exploration Team gather to hear Oliver Luck of the Houston Dynamo, and Paul Marshall of NASA.
Educators on the NASA Sports and Exploration Team ask the Project Lead questions about the objectives they recieved.
Thursday, May 31, 2007
Notes from 30May2007 Kick-Off Meeting
Here are the notes from your presentations. They are great ideas!
Physical-
~Proper contact-inertia/gravity
~Guiding the ball-force/effort/mass
~trapping/stopping the ball
Teamwork-
~establish a common goal
~push each other
Nutrition/Fitness-
~routines now
~personal level
~role models important for inspiration
Emphasize Teamwork-Astronuat and Athlete both have support system
Triangulation- team kicks soccer ball in a triangle, support system to hold weight is a triangle on the Orion capsule
Timing-
~game half
~launching of the rocket
Aiming-
~goal or players
~landing on the site
Size-
~ball
~parts of the CEV
Teamwork in the lab setting
Compare and contrast/similarities and differences
~old vs new soccer ball according to dynamics
~past and new spacecraft designs by viewing videos
Physical-
~Proper contact-inertia/gravity
~Guiding the ball-force/effort/mass
~trapping/stopping the ball
Teamwork-
~establish a common goal
~push each other
Nutrition/Fitness-
~routines now
~personal level
~role models important for inspiration
Emphasize Teamwork-Astronuat and Athlete both have support system
Triangulation- team kicks soccer ball in a triangle, support system to hold weight is a triangle on the Orion capsule
Timing-
~game half
~launching of the rocket
Aiming-
~goal or players
~landing on the site
Size-
~ball
~parts of the CEV
Teamwork in the lab setting
Compare and contrast/similarities and differences
~old vs new soccer ball according to dynamics
~past and new spacecraft designs by viewing videos
Welcome to the NASA Sports and Exploration Educator Blog!
Our meeting on May 30, 2007 was a huge success. Thank you to all the educators who attended and participated. I am expecting great things from this group based on our experience that day. Please make sure you post your findings here as soon as you can after completing an assigned task. I will post tasks periodically. You will recieve the task via email. Thanks again for a wonderful start to an exciting project.
Educationally yours,
Lisa A. Neasbitt educator
Human Research Program
NASA Sports and Exploration Project Lead
NASA Johnson Space Center
Houston, TX
Educationally yours,
Lisa A. Neasbitt educator
Human Research Program
NASA Sports and Exploration Project Lead
NASA Johnson Space Center
Houston, TX
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