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UW Viking “enabling” operations 1979-1982 NASA Deep Space Network - JPL - UW

UW Viking “enabling” operations 1979-1982 NASA Deep Space Network - JPL - UW. A First for a non governmental entity. How UW we kept VL-1 operational for several years, Including real time From Mars. NASA JPL Mainframes. This is exclusively for the technically inclined!

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UW Viking “enabling” operations 1979-1982 NASA Deep Space Network - JPL - UW

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  1. UW Viking “enabling” operations 1979-1982NASA Deep Space Network - JPL - UW A First for a non governmental entity How UW we kept VL-1 operational for several years, Including real time From Mars NASA JPL Mainframes This is exclusively for the technically inclined! It shows how we replaced functionality of NASA JPL’s two mainframes with a single super-mini computer more cost effective and advanced than their IBM or Univac Tape Modem UW Viking Computer Facility Intel Computer Real time Link,1982 Modem UW Viking Computer Facility support for Viking Lander 1, Sols ~ 1,000 to 2,245

  2. Public Outreach is in its 21’st year at the Smithsonian National Air & Space Museum, Washington D.C. Students will help develop our next Live From Mars exhibit for Air & Space as Rachel did here Air & Space is the world’s most visited Museum

  3. “Temperature of Earth and Mars”Thermocouple sensor errors and limitations TEM educational module lesson Students observations of radiation errors and time constants compared with data logger Light off Student-blue, yellow Campbell-black, purple 500 Micron diameter 75 Micron diameter Students had to make accurate measurements every 5 seconds Mike Howard's students at Lawton Elementary School, Seattle Washington, observing fast thermocouple temperature sensors response to changes in AIR temperature, and how the temperature measurements were affected by simulated sunlight, provided by an overhead projector. They used 75, (small pink lines), and 500, (large black lines), micron diameter thermocouples to illustrate their different time constants and sensitivity to solar radiation. They read the results manually from a voltmeter, and wrote the information every 5 seconds as their partner called it out. We logged data on a Campbell data logger every second. With the exception of one high, yellow observation at the beginning of the light-on phase, the student measurements are almost indistinguishable from the data logger. Good 4-5th grade students can make fast, accurate observations with these simple sensors and ask challenging questions, thereby demonstrating that students this age can perform sophisticated investigations!

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