In 1970, the crew of Apollo 13 made it to the moon but never completed their mission to land on the surface because of an explosion that damaged their craft. To get the astronauts safely home, NASA routed them around the dark side of the moon for a slingshot trajectory back to Earth. To celebrate the 50th anniversary of Apollo 13, NASA has used video data captured by the Lunar Reconnaissance Orbiter spacecraft during this ill-fated trip to recreate spectacular views (at 4K) of the lunar surface.
I’m often asked by my colleagues why science professionals should use video to share their work. My response is that video is one of the most effective and popular ways to share information today. If you want to share your science, you need to adopt modern means. Video has become the most crowd-pleasing way to reach an audience, especially a global audience. So much so, that science skeptics and people pushing pseudoscience theories have enthusiastically adopted the medium of video to spread their beliefs. And, some of them have gotten really good at it. To effectively counter videos that promote, for example, the idea that the earth is flat, that vaccines cause autism, or that NASA faked the moon landing, there must be equally compelling videos that debunk these blatantly false ideas (I’m not providing links because I don’t want to promote any of these fake science sites; you can find multiple videos supporting such theories on YouTube….or you can just take my word for it).
I should hasten to add that not everyone is cut out to be a debunker of pseudoscience, and I’m not recommending that the average scientist attempt it. However, there are science organizations, science professionals, and knowledgeable laypeople who try to set the record straight. Some use just the facts. Some use humor. Some use the original research published in the scientific literature. All use video to deliver their death blows to the purveyors of fake science.
Below are three examples that take one of these approaches.
Scientists are increasingly using video to share their work with colleagues and the public, but struggle to make their information interesting and understandable. In the video review embedded below, I used the NASA/JPL-Caltech video, 7 Minutes of Terror, to discuss ways to improve science videos.
The NASA video provides several great examples of techniques to sustain viewer interest and to improve understanding and retention of technical information—in this case, it’s literally “rocket science”. I break down the NASA video to illustrate how the use of visuals, metaphors, non-technical language, and a 3-part story structure can help science video makers avoid boring their audience to death. Take a look:
If you find this review useful, please “like” my video on YouTube. Want more video reviews like this? Leave a comment here or on YouTube to let me know what you would like to see.
Tons of garbage are floating around in the world’s oceans. Where does it go? What might the patterns of garbage movement reveal about ocean currents?
NASA’s Data Visualization Studio has created a series of animations of the so-called ocean garbage patches. They used data collected by floating, scientific buoys that NOAA has been deploying for the past 35 years. The resultant videos dramatically illustrate how large garbage patches develop in the ocean.
In a series of videos, NASA animators show the buoys as white dots against a world map and where they have moved over time. You can see where the buoys move in two different simulations: one based on the actual deployment date and one in which all buoys are released simultaneously. The animations clearly show garbage migration patterns.The buoys end up in one of five known gyres in the ocean, where the largest ocean garbage patches develop.
NASA animators also used a computational model of ocean currents called ECCO-2 to see how ocean currents would move simulated buoys if they were released evenly around the world. In all these visualizations, the buoys end up in the same regions of the ocean.
Below, is one of the NASA videos that summarizes the above information:
Here’s something you can’t do with your GoPro on Earth: Suspend it within a floating bubble of water. Astronauts on the International Space Station created a large water bubble in the microgravity environment and then slipped a GoPro Hero camera inside to film from within the floating bubble. They were supposedly studying surface tension in microgravity, but produced a really neat video in the process. Take a look: