>> From the Library of Congress in Washington DC.
[ Pause ]   >> So good morning.
I'm Jennifer Harbster a research Science Technology & Business
Division at the Library of Congress.
I'd like to welcome you to today's program with Mapping the Moon
with WALL-E and children.
This program will demonstrate how NASA has employed WALL-E the title
character in the 2008 computer animated film from Pixar studios
into its digital learning network.
This program is the fifth in a series in 2011 presented
through a partnership between the NASA Goddard Space Flight Center
in our division.
This is our fifth year presenting programs with Goddard.
Our speaker today Dr. Marcianna Delaney has led several
of NASA's educational outreach projects
with the digital learning network, the exploring challenges series,
and the e-education product showcase series.
She has served as a team leader of Goddard's learning technology group
and developed an agency wide project for K
through 12 academic competitions
for which she received a NASA special services award.
She began her career as a biological oceanographer receiving her
bachelor's in marine biology from the University of North Carolina
at Wilmington and a master's in doctorate degrees in biological
and oceanography at Memorial University in New Finland.
She recently left NASA and moved to Maine to teach
at the University of New England.
We graciously thank Dr. Delaney who has traveled
down from the [inaudible] state today
to demonstrate NASA learning network and how WALL-E introduces students
and educations to NASA's newest missions
and its efforts to return to the moon.
So please join me and welcoming Dr. Delaney.
[ Applause ]   >> Okay. Thank you everyone.
So now that I realize that we've had so many children come
in which is wonderful to see I completely changed
up what I was going to talk about.
But I promise kids I do have to do a little, you know,
make my money worth my while here today so I have to talk
to your adults first and then I promise I will take care
of you guys next, how's that sound?
Okay. So NASA often lots of people think NASA spends lots
of money we have all these missions where is our tax dollars going,
blah, blah, blah, but one thing that is often overlooked is
that NASA has a huge education program.
In fact, it is one of the only agencies that has education
as a separate entity within the agency.
FDA may have a department or something but an entire office
of education does exist within NASA across all 12 centers.
And in the recent years I'd say in the last ten years
as technology has developed part
of NASA education's projects has included the use
of educational technologies and part
of that is the digital learning network.
Now I am not -- I am a user of the DLN, Eric Goddard,
I am not the project manager of that it originated
out of Langley Research Center but what it's done is
that it has brought high end video conferencing
from NASA to our schools.
Your tax dollars at work because we provided,
we still provide free programming to K through 12 and sometimes even
under grad and graduate students as well across the country
and sometimes places across the world.
About five years ago though, Goddard kind of changed how things happen
with the DLN and how we can really bring more energy
into our video conferencing events.
We have a catalog teachers get to pick what they want,
what kind of content they want covered, we provide a class module
that fits a 45 minute or so kind of thing and it's often what people do
with video conferencing because video conferencing is becoming more
and more available and more of the use of what teachers need
to supplement what they're already teaching because the kids of today
as you well know love multimedia and how can we get them to listen
to what's happening to the teacher
when you go beyond the classroom walls.
So about five years ago we had an awesome opportunity,
something that started out with a graphic animator
at Goddard Space Flight Center --
so yes kids we do have people that draw cartoons that work at NASA --
was at a conference, Alex [inaudible] was at a conference
with other animators and he started chatting it up with a Pixar animator
and at that time actually it's been probably more five years ago now is
when Pixar was just drafting up the movie WALL-E, no one knew anything
about it except for that same little promo everyone saw
for the movie beforehand when it was just the Pixar producer sitting
at the lunchtime cafe talking about their ideas.
That's all anybody knew, that's all any of the public knew
about what was going to be the next big thing for Pixar.
Well they found out a little bit more in that it was going to be
about a robot in that they based that robot the look and feel
of WALL-E on the Mars rovers.
Do you guys know the names of the two particulars rovers?
Spirit and Opportunity.
So more and more we hear this and then there was this big rush
and then everyone thought wouldn't it be great if Pixar
and NASA could partner up some way.   So somehow it got onto my desk.
I don't know how, but I was flatted and I had to draft up a proposal
of how would we use WALL-E for NASA education.
So we came up with a bunch of ideas
and the biggest one was could we bring WALL-E
into video conferencing.
Kids love to watch movies, kids love cartoons,
we have green screen technology we're not utilizing it enough,
could we do this, could we get away with doing this
from just video conferencing where kids could interact with the robot.
So off we flew to the West Coast.
Got a lovely tour of Pixar studios, which by the way if anyone wanted
to work for an awesome place that is an awesome place,
and we pitched our proposal a team of us we had a bunch of ideas
and one of them was mine with using the digital learn network.
Pixar accepted it and then became the start
of a year long relationship of what we could
and could not use WALL-E for.
And I think in this picture what I wanted to start
with is just this picture alone to show you it was a long, long,
relationship in getting this out to the public but I think right then
and there tells you it was worth all the while.
The number of children that have been effected by bringing WALL-E
into the classroom they all want to participate and I think
for the adults in this room you'll see
that when I do the activity with your students here.
So we had created a module Pixar did not create anything
for us custom made they give us what they would give any media packet
what you would normally pay for but, again, we do have animators
that work for NASA and they were able particularly one individual
Chis Smith god bless his soul spent the hours and hours
and hours taking these snippets and working with me and my team
in how can we make these snippets work with the stuff we need
to teach, the content we need to get the point across.
We had chosen at the time this was the five years ago
or so the newest mission that was on the docket
at Goddard Space Center was Lunar Reconnaissance Orbiter
and so we decided to the match the content with that
and afterwards Andrea Jones here can give you a little more information
about the moon [inaudible] is now of course coming to the end
of its mission but it was on the top of her mind
and students often didn't know that NASA did a lot more
than just sending astronauts into space.
So we decided to do that and we spent multiple hours and we tried
to create as many projects out of what we had
so that it would be worth our while worth the public's while
and stay available free for as long as we could.
So what we got out of it was three products.
We got to make a little promo, we actually --
that's not one of the products
but we created two video conferencing modules one for K
to 3 students and one for 5 to 8 and incorporated more content of course
and higher level understanding for the 5 to 8 it required hands
on activities, it required interaction the students got
to talk back to us through the video conferencing we got
to see them we got to see their reaction
and we created an archival piece that even up to,
I know a college professor who wanted to use this
because his students didn't understand ratios.
So let me show you first what got everyone signing up
and crazy about this module.   [ Background music ]
>> So again this is available free to the public to the schools
if they have the video conferencing equipment that they can sign
up for these modules as well as 50 other modules that DLN provides.
This one however in the first year we surpassed any module
that had ever existed before
with just the first school year being out.
We couldn't keep -- we were turning teachers away because it just became
so popular it was something different it wasn't just the
presenter in front of a power point presenting to the students.
Yes, of course we always encourage interactivity with students
in our presentations but this is the first time NASA DLN got to bring
in an active character and get the students to respond even more
because of that character.
And in fact, because it was such a success the same individual
that helped us with this, Chris Smith,
who's our animator created another character for another mission
at Goddard the solar dynamic observatory he created little SDO a
little animated SDO and we were able to do an entire in-house production
of interacting with little SDO to teach about that mission.
So it's turned to be a very successful way
of getting children's attention and I don't think anybody could argue
with me about how a Disney character is going to get your kids
to stay glued and listen and they will walk away remembering
that information.
Which I hope we can get a chance to see today.
So the other archive piece I was talking
about that we have available that, again,
we wanted to make sure we had something that was live
and interactive but that was also freely downloadable
that they could use for a short lesson moments and I will explain
about the pieces of what we got from Pixar.
>> NASA education WALL-E take one.
WALL-E we're not ready, you're not on yet.
>> Guys are we ready.
Hello. So I see you've met our special guest, thanks WALL-E.
NASA's put people on the moon before
and the Lunar Reconnaissance Orbiter is mapping the moon
so that we can go back.
Now, when you look at the moon from your backyard it looks very tiny
so how does NASA put a space graph on something so small?
Well, that's because it's probably not as small as it looks.
So the question of the day is, how big is the moon?
And to answer that we need to apply a proportion.
That's right, WALL-E, proportion is the relationship between things
such as the relationship between the size of the earth,
and the size of the moon.
To find the actual diameter of the moon we can use two everyday objects
to represent the relative sizes of the earth and the moon.
Great idea guys a baseball is just about the right size of our moon.
Now, we need an earth, oh a basketball, perfect.
Wait. Don't.   Thanks WALL-E.
So we could use the basketball as our earth
and the baseball as our moon.
Now the basketball is 24 centimeters in diameter
and the baseball is seven and a half centimeters in diameter.
So let's apply our proportion.
Baseball over basketball equals, X because that's what we're trying
to find out over the earth's diameter and we know
that because we live here.   So that's 12,756 kilometers.
Now, cross multiply, and solve for X. So we just solved
that the moons diameter is about 3900 kilometers
but you should check to see if we're right.
In any case the moon is plenty big to land a space craft to live
and work on the moon in the future
to learn more check out www.nasa.gov.
>> So like I said all those little pieces
of those animation clips were not custom made to us.
We had to find the content to fit that animation.
And we got very clever as you can see with the baseball
and the basketball thing.
Oh you don't need to see that I have my library of congress talk.
And so we were very lucky in doing that
and we had actually quite a big set of animations to work
with which helped us then create the video conferencing modules.
So without further ado I thought I would go ahead since we have
so many children in the audience that we would do the younger version
of the module and you guys can see
for yourselves how well your children will learn.
And just be patient because I've never done it this way,
I've always on a green screen in a very small studio.
Okay. I want to make sure everybody can hear
and if I'm not loud enough you'll let me know, right?
So you'll have to remember that this is usually in front of a camera some
of the clips you just saw in the promo in the other video were used
for this so I'm going to have to kind of wing it a little bit
and hopefully my play pause will work.
>> No, wait, wait, don't, don't, WALL-E.
What am I supposed to do now.
Hello. Let's see if it paused, did it pause, okay great.
Are we on?   Okay, good.
Well, hello everybody, how are you today?
Good. Great.
And where are you guys from, you want to tell me?
Sorry where?   >> [Inaudible]
>> And I heard earlier that this one had just moved here.
How about you, where are you from?   Do you know what town you live in?
No, how about the friends who are just joining us
where are you guys coming from?   >> We're coming from DC.
>> DC all right.
Well, my name is Dr. Marcy Delaney and I am here to talk to you guys
about some of the great things happening at NASA these days that,
you know, I'm not so sure you know what things are going on and I --
goodness gracious me -- but, you know, we really need to --
but obviously I think somebody else wants some attention here
so let's give a him a proper introduction here
so WALL-E come on out.
Don't be shy, don't look there, go look at the audience,
wave to them, thank you thank you.
Everybody can wave to WALL-E if you want.
So WALL-E actually came to join us today to share with guys some
of these great things that happen at NASA and, you know,
I did see earlier that he had some pictures that he wanted to share
with you so I hope you guys can help me identify what those pictures are.
So WALL-E come on out and show us what your first picture is
for the students.   Oh come on don't be shy.
Is it working?   There we go.
Oh, right.
What is this a picture of boys and girls?
>> An astronaut.   >> It is an astronaut.
And what do you know about astronauts?
>> They go to space.   >> They do go to space.
That's right, anything else.   >> They're from earth.
>> That's right our astronauts are absolutely from earth.
What else would you like to share?   >> [Inaudible]
>> Well, not all of them go in rockets,
but a long time ago we did have some astronauts go to the moon
but we haven't had any astronauts lately.
What else did you want to add?   >> They live in a space station.
>> There are some that live
in a space station right now that's right.
Okay, well WALL-E how about another picture for our students here today.
Now, what is this a picture of boys and girls?
>> [Inaudible]
>> Well it's not quite an airplane it's actually a very
special vehicle.   >> [Inaudible]
>> It's kind of a combination of a jet
and a space shuttle, that's right.
It's the NASA space shuttle orbiter which just retired, by the way.
But I said it's not quite a plane it has some same characteristics
of a plane or a jet, and a rocket ship because it takes off from earth
like a rocket but like you see
in this picture it lands like an airplane.
Now, what does this picture have to do with the first picture?
>> [Inaudible]   >> That's right.
It is the main vehicle of transportation
until recently for our astronauts.
It is how they got outside of earth's atmosphere.
But we just recently retired the space shuttle,
did you guys know that?
And do you know why we had to retire the space shuttle?
>> [Inaudible]   >> Well, maybe.
Unfortunately we had two very unfortunate accidents, right.
But you know what, they're really old.
Think about the car you're driving in, your cars not from 1979 is it?
No, the space shuttle, the first space shuttle is
from 1979 it is getting to old to prepare and too expensive.
So we're now building new space craft to get to space.
All right WALL-E what's our next picture.
Oh I think you will you all know what this is.
What's this a picture of boys and girls, shout it out.
>> Earth.   >> Earth. That's right.
And what makes earth so special.
It's the earth, but what makes earth so special?
Go ahead.   >> [Inaudible]
>> Okay. Because we have lots of [inaudible].
>> We have an atmosphere.   >> We have an atmosphere.
A very unique atmosphere and because
of that atmosphere we have what on it?
>> The moon.
>> How about you in the back, what is on this planet?
Because we have, I'm sorry.   >> People.
>> People.
Right we have people, we have animals, we have plants,
because of this unique atmosphere and what's all
that blue stuff boys and girls?   >> Water.
>> Water. Three quarters of our planet is covered with water
and that makes us so unique.
All right WALL-E how about another picture I think they've got
this one.
All right, everybody now what is this picture young man it's the
moon, that's right.   And what do you know about the moon?
>> [Inaudible]   >> Absolutely, absolutely.
Okay. In the green again, blue and green, yeah.
>> [Inaudible]
>> Well they haven't been there in a long, long time
but we'll get back to that.
How about our children that are sitting on the steps,
do you guys know what the circles are on the moon are called?
>> [Inaudible]   >> Are called caters.
The moon is covered in caters.
So what does the moon not have that earth does?
What did we just say is a big word.   >> [Inaudible]
>> We're getting to that, hold that thought.
Starts with an A the big word.   >> Atmosphere.
>> Atmosphere, right.   The moon has no atmosphere.
So remember that everybody because I'm going to ask for it again.
All right WALL-E do we have any other pictures
for our students today.
All right boys and girls, what is this?
>> It's the sun.   Is the sun a planet?
No. What is it?   Everybody.
>> It's a star.   >> It's a star.
And what does this star give to us here on earth?
>> Light.   >> Light and heat.
And do you know one more thing that it's giving off
that actually why we wear sunscreen.   Why do we get sun burned?
What is that called?
What's coming off the sun and to us here on earth?
>> The UV rays.   >> The UV rays, right.
So one thing you've got to remember is that while the sun gives us
that wonderful light and heat should you ever look
at the sun with your naked eye?   >> No.
>> No. Can you look at the sun with just your sun glasses?
>> Yes.   >> No. No.
No. No. It's very dangerous because of those UV rays.
So just think there's those three things coming off the sun,
heat, light, and UV rays.
Okay WALL-E well I think I understand now what WALL-E was
trying to show us.
He's trying to show us that there's so much more going
on at NASA then just sending the astronauts into space.
We have scientists at NASA that study the earth, the moon, the sun,
and beyond, all these things.
That is the bulk of the work that goes on at NASA is the science
but for a scientist to do his or her job they need the help
of another individual called an engineer do you guys know what an
engineer does?
How about this gentleman here in the blue shirt.
Go ahead and guess.   Does anybody want to help him.
You're very active today, what do you have to join.
>> An engineer is basically someone who fixes things or creates.
>> That's right.
Engineers help build, repair, design, build, and repair.
And in the case for NASA our space craft.
So they are ones that take the idea from the scientists
and create those space craft
that help us study those things they have to work together.
So here's an example of a NASA space craft that our engineers near
and dear to our hearts at Goddard Space Flight Center --
and I just lost my picture can I get it back.
Oh no, hold on, hold on -- we're going to have to do a little.
Let's go mute, yep.   Up, up, there we go.
Okay. All right.
So does anybody know what this is a picture of?
It is a satellite.
And this satellite has a very special name does anybody know what
that special name is?   >> It's gone.
>> I know it's gone I'm not going to try and get it back again.
It's the Hubble Space Telescope.
The Hubble Space Telescope was built by NASA engineers, designed,
built and in fact even repaired
because our astronauts went there a few years ago
to help repair the Hubble Space Telescope for our scientists
to make amazing discoveries of deep space
like the one you just saw, the Eagle Nebula.
So without our scientists
and engineers working together we can accomplish all these missions
going on at NASA.   So what we're going to talk
about today is another mission it's actually now coming to its end
but it was to help us explore something even more.
But before I say anymore I think we should watch a little film
that kinds of gives us a little backdrop for it,
so WALL-E do you have that.   Okay. I'll get out of your way.
[ Background noise ]   >> So did you guys like that?
Yeah. Who, by a show of hands, who would like to go to the moon?
Okay. Those of you that are my age or older,
put them down because we're already too old.
But all of you, our young friends,
may have that opportunity to go to the moon.
By the time you get out of college or graduate school you may have
that opportunity to build and work on a research community on the moon.
Now NASA has changed some of its priorities but they're still a sense
of exploration because we have not had a human on the moon since 1972.
Were any of you born in 1972?
And no one else has to admit their age really.
No. But things have changed so much
since the last time we had a human on the moon.
Do you guys know what kind of phones we used in 1972?
Did you guys ever see a rotary phone?
Do you even know what a rotary phone is, it was a big box.
Attached to the wall that you had to turn a dial to make a phone call.
Now, what do you guys carry around and use of your mom and dads?
Oh stop you know everything,
how about someone I haven't heard from over here.
>> Cell phone.   >> The cell phone.
And that cell phone is only about this big now.
Some are even as big as my little remote here.
That shows you how much technology has changed over these 38 some years
and that's why we'd like to go back to the moon
to further investigate what's there.
But before we can send humans to the moon we had to develop a mission
that we could do robotically to take a look at other things
and that mission was called the Lunar Reconnaissance Orbiter
or like NASA likes it's acronyms LRO because we try
to keep everything short just like NASA is a short acronyms,
but let me just quickly go over it with you kids,
so L Lunar is just simply another word describing what are we going
to look at, the moon.
R reconnaissance, do any of you know what reconnaissance means?
Anybody have one of those video games, spy games, it means to look
into something deeper to investigate,
reconnaissance you're going to find out information.
And O, orbiter is meaning that this space craft is orbiting the moon
it's not going to land on the moon
like you think the Mars rovers did it's going to orbit the moon.
So LRO had a couple major objectives to accomplish
which mostly have finished and Andrea can help finish
on this statement but one of them is to help us, well,
something it has something to do with his picture here.
What is this a picture of boys and girls?
>> The United States.   >> Is it a picture of North America
because it's got United States a little Canada and Mexico,
but what is it a special picture of, this type of picture is what?
A map. That's right.   It is a map.
Now, what's so different about this map,
what's all this brown rumply stuff right here.
How about someone I haven't heard from this gentleman
in the gray T shirt what's all this brown rumply stuff?
>> Mountains.   >> Mountains.
And there's a little bit of mountains
over by us the Appalachian mountains but are there mountains
in the center of the continent
or North America are they mountains here boys and girls?
No because it's what.
Flat. Does anybody know what that kind of area is called?
>> The plains.   >> Yeah, the plains.
So really this is a map that's showing us the different elevations
of North Americana.
WALL-E I wasn't -- I wasn't done with that yet.
Okay. Where was I.
Right, it was a map showing us the different elevations of the surface.
Showing us the high points and the low points.
Well that's what LRO is going to do, it's going to help us collect data
of the moon so that we can create a map of those different elevations.
All right.
So. There is another objective LRO with its sister counterpart Lcross
that we're looking for something on the moon
but you know what WALL-E has got a clue for you.
So, WALL-E, what are we looking for on the moon?
No. No. No.
No wait, don't do it please yeah, no.
No. Oh turn it off.   Turn it off please no.
Now, if I was on camera I would get to get away
with saying go get a mop clean it up.
Anyway what was the clue boys and girls what are we looking
for on the moon everybody?   >> Water.
>> Water. We're going to be looking for water.
Because if you are going to be the generation that's going to live
and work on the moon you're going to need water to survive.
Now, you guys have you ever had to do some chores around the house
where you had to fill a bucket with water, wash the car?
Now, when you fill that bucket all the way do the top is it heavy
or light?
Heavy. That's because water has a lot of mass to it.
So can you imagine if we had to take thousands and thousands of buckets
of water from the earth to the moon.
No, it would be very difficult to do, very expensive to do.
So if we can find evidence of water on the moon then maybe we won't have
to bring so much when we build our research community.
So the last question of the day would be where are we going to look
for water on the moon and WALL-E has one more clue for you.
[ Background noise ]
>> Oh he is so silly, you know, and that's a really tough clue.
What does -- I think he's trying to tell us what does the moon have
in common with a magnet actually, what does it have in common?
No there actually is gravity on the moon.
One sixth gravity is on the moon, what do you have, what's your idea?
>> I think it's like another magnet it has the north
and the south and then.   >> Well, what is that?
Let's look at that, what is that word boys and girls.
Where do we find polar bears?   In the North --
>> Pole.
>> Where did we find do we find penguins.
>> South pole.   >> South pole, right.
And magnet has a magnet North and south pole the earth has a North
and pole well so does the moon have a North and a south pole.
And I'm trying to get my thing to go.
Hold on. Patience please.   There we go.
Thank you WALL-E.
So the moon has a North and a south pole.
Now when you think of the south pole of earth,
what state of matter is water mostly in?
>> Ice.   >> Ice. It's a solid that's right.
It is so cold down in the south pole of earth
that the water is frozen as is.
Well guess what on the moon the North
and the south pole we are looking in --
there are permanently shadowed regions of the moon,
that's a big term, but basically what it means is the sun doesn't
shine on parts of the poles of the moon because think about it
if the sun did shine, we're looking for water everybody
and we're looking for water and ice.
If the sun did shine on that ice what happens to the ice?
>> It melts.   >> It melts.
And if the sun keeps shining on that ice
or on that meted water then what happens to water when it heats up?
>> It evaporates.   >> It evaporates.
What does the moon not have boy and girls?
What does it not have what we said earlier today?
>> Atmosphere.   >> Atmosphere.
So if there was water that was being exposed to the sun
and it evaporated there's no atmosphere to hold it
in so it would just disappear off into space
and we would never be able to find evidence of water on the moon.
So we're looking in the permanently shadowed regions, the dark regions,
of the moon for that water ice.
And we actually had a mission go along with LRO called Lcross
that did something really cool it sent out an impactor like kind
of a big explosion, impactor -- I'm losing my words now --
a torpedo to the surface of the moon hit the surface of the moon, boom,
created a huge explosion, we made our own creator on the moon and all
that material that flew up from that explosion went right by Lcross
and LRO and we could read, detect, particles of ice that came out of
that surface that blew up.   Pretty cool, huh?
We got to blow up something on the moon from space.
So we covered a lot in about 25 minutes.
Can I take any questions from the boys and girls in the audience?
Yes.   >> [Inaudible]
>> Why do things fall off the sun.
Well things don't really fall off the sun
because the sun is a big ball of burning gas.
It's a big ball of burning gas.
So there's explosions like have you helped mom or grandma
with making spaghetti sauce?
Vow ever seen a big pot of spaghetti sauce
and if starts boiling out of control?
And what kind of mess does it make
because it just goes everywhere all over the stove, right.
>> Smoke.
>> Smoke. There's smoke but then there's those explosions
because there's so much heat in that bad pot and it boils and boils
and then it has to release that energy, well that's what happening
on the sun things aren't falling off it's because the sun has
to release energy just like that big pot
of spaghetti sauce getting a little too hot.
Another question.   >> [Inaudible]
>> It does it has lot of gases that are similar
but Jupiter is not as hot as the sun is it?
No. All right.   Any other questions?
>> Is WALL-E going to go anyplace else?
>> Well, that would not be NASA's determination now.
So yes we were very fortunate but we were told specifically,
one of the many rules given to us using WALL-E that he was not allowed
to roll along the surface of the moon
because in the movie he's never on the moon.
He was allowed to float in space if we wanted to do that
but they didn't really provide us an animation to do that.
>> [Inaudible]   >> That's right.
He did absolutely, yes.   >> [Inaudible]
>> We didn't get that custom animation.
We didn't have the time to do it nor would Pixar take the time to do it
if we had wanted to pay them to do it.
So instead we would like to move in that effort.
The problem is with animation is I would have to have a whole series
of responses because you never know what the kids are going to say
as we've just well learned.
Are you thinking, have you been to Epcot have you seen the sea turtle,
what's his name, what's the turtles name, Crush interacts
with the kids but, you know, that's actually I don't want
to spoil it for the kids actually.   >> [Inaudible]
>> Yes. On the other side of the camera, so there's a camera
in their room and there's a camera in my studio.
>> [Inaudible]
>> We could certainly it's interactivity
so anything that's spoken across it's just like on the telephone
but for me to get the correct response
out of WALL-E would have required a lot more work and hours
and hours and hours of animation.   >> Wonderful format.
I'm wounding about the kind of reach of live teleconferencing in schools.
I mean how many is this -- can you reach all 50 states,
how many schools do you reach per year?
>> A lot. We have reached over several hundred thousand mark
and they become more and more
because these schools are now investing into the technology.
We often are asked well it's so expensive
and we say well how much does it cost for a field trip
that you just had to cancel because you didn't have the money,
it's about $5,000, $6,000 to invest in the equipment,
then you can connect to NASA for free, you can connect to libraries
across the country, Library of Congress has video
of conferencing, museums, zoos.
And so it's worthwhile investment in that technology
in that it helps make it for virtual field trip,
gives teachers the opportunities to take their kids on a field trip
without having to actually leave the classroom but, yes,
our users is exponentially growing because more
and more schools I would not have said
that six years ago seven years ago
when we started it was very limited population
but video conferencing is becoming very, very, real.
And in fact, we've actually had a step back
because even now more schools are just doing webcasting,
in addition would like to do webcasting and they want this kind
of content through Skype and you don't do this through Skype.
>> School districts now have the connectivity to be able
to pull this off from a technical standpoint.
>> Absolutely.
This is just an IP address you just dial an IP address and you're
in as long as your schools firewalls are down.
>> How many presenters do you have?   I can't imagine--
>> No. No.
No. There's a presenter -- there is a DLN studio devoted just too video
conferencing at every NASA center.   So there's ten across the country
and each studio has one or two presenters.
Our presenters are blocked they do more teaching in a day
than a normal teacher does
because we don't get study hall we don't get free periods we are --
this is our bread and butter so we constantly are going and going
and we can have -- I could be talking to kindergartners
at 9:00 o'clock and at 10:00 o'clock I have
to switch gears and talk to 8th graders.
>> So school districts know about you obviously.
>> By through means like this and going to conferences and NASA
of course has its own set of educational specialist that go
out to school and schools districts and lets them know
about this free material.
Your tax dollars at work it's all free.
All right well boys and girls would you like to have WALL-E come
out one more time before.
Okay. WALL-E, why don't you come on out.
Oh don't be shy.   Is it going to come.
Oh there we go.   [ Background noise ]
>> Thank you sir.
Well everybody thank you very much for your attention I hope you get
to go back to your friends and tell them all that you're learned today.
And again one more plug for the moon if you guys really want
to learn more about the moon I would
like to introduce Andrea Jones who's going to tell you a little
about a big effort of NASA's part.   [ Applause ]
>> So I work the Lunar Reconnaissance Orbiter
and we're an extended mission so we're not finishing
up we're extending the lifetime and I also work on a program called,
international observe the moonlight we had
over 500 thousand people participate last year
in 50 countries around the world.
And we're going out on doing more and just getting people out to learn
about and look at the moon.
We are hosting an event at Goddard Space Flight Center on October 8th
from seven to ten p.m. and it's all about connecting science to art
and science to culture so we have impact paintings
and [inaudible] phases of the moon and all sorts
of [inaudible] members coming to talk about their interpretation
of the moon and what it means to them and NASA scientists talking
about what it means to them so I can tell you lots more information
and lots of other speakers and activities are going on.
Again, October 8th, seven to ten p.m., it's a Saturday
and I'll be sitting outside if you would like to hear more about it
and also inquire if you want to hear more about it.
>> And I just also want to make a plug and I'm going
to show you the website from Goddard Space Flight Center we have
something called the specific visualization studio if any
of your are home school educators or work
with educators this is an awesome place
to find multimedia resources not just these lessons objects
that I just explained to you today but visualizations.
Does anyone know what the difference
between a visualization is verses an animation?
Yeah, you want to take a try at that one, what.
>> I think visualization is like something alive
and a virtualization is maybe something [inaudible].
>> You're getting there.
Visualizations are animations but using real data.
So when data comes off the satellite we have specialists mathematicians
slash graphic artists, again, you can be a graphic artist and work
for NASA, that can visualize say the chlorophyll levels of our oceans.
And so all these resources are here
at sbs.nasa.gov it is free you can just type in a vocabulary term
or something you're looking for it and it will provide you with links
and you can download any version you want as you can see it
for example here, you can download M peg fours, M peg ones,
wave format, any version you need.   All right.
Well thank you very much for your attention today
if you have any questions I'll hang around.
[ Applause ]
>> This has been a presentation of the Library of Congress.