All humans share three origins: the beginning of our individual lives, the appearance of life on Earth, and the formation of our planetary home. Wallace Arthur combines embryological, evolutionary, and cosmological perspectives to tell the story of life on Earth and its potential to exist elsewhere in the universe.

Life is a property of the universe. We may not know how it began or where else it exists, but we have come to know a great deal about how it relates to stars, planets, and the larger cosmos. In clear and compelling terms, this book shows how the emerging field of astrobiology investigates the nature of life in space. How did life begin? How common is it? Where do we fit in? These are the important questions that astrobiology seeks to answer. A truly interdisciplinary endeavor, astrobiology looks at the evidence of astronomy, biology, physics, chemistry, and a host of other fields. A grand narrative emerges, beginning from the smallest, most common particles yet producing amazing complexity and order. Lucas Mix is a congenial guide through the depths of astrobiology, exploring how the presence of planets around other stars affects our knowledge of our own; how water, carbon, and electrons interact to form life as we know it; and how the processes of evolution and entropy act upon every living thing. This book also reveals that our understanding and our context are deeply intertwined. It shows how much astrobiology can tell us about who we are—as a planet, as a species, and as individuals.

All humans share three origins: the beginning of our individual lives, the appearance of life on Earth, and the formation of our planetary home. Wallace Arthur combines embryological, evolutionary, and cosmological perspectives to tell the story of life on Earth and its potential to exist elsewhere in the universe.

Inspired by insights gained in spaceflight, a NASA astronaut offers key lessons to empower Earthbound readers to fight climate change When Nicole Stott first saw Earth from space, she realized how interconnected we are and knew she had to help protect our planetary home. In Back to Earth, Stott imparts essential lessons in problem-solving, survival, and crisis response that each of us can practice to make change. She knows we can overcome differences to address global issues, because she saw this every day on the International Space Station. Stott shares stories from her spaceflight and insights from scientists, activists, and changemakers working to solve our greatest environmental challenges. She learns about the complexities of Earth's biodiversity from NASA engineers working to enable life in space and from scientists protecting life on Earth for future generations. Ultimately, Stott reveals how we each have the power to respect our planetary home and one another by living our lives like crewmates, not passengers, on an inspiring shared mission

The radical history of space exploration from the Russian Cosmists to Elon Musk Many societies have imagined going to live in space. What they want to do once they get up there - whether conquering the unknown, establishing space "colonies," privatising the moon's resources - reveals more than expected. In this fascinating radical history of space exploration, Fred Scharmen shows that often science and fiction have combined in the imagined dreams of life in outer space, but these visions have real implications for life back on earth. For the Russian Cosmists of the 1890s space was a place to pursue human perfection away from the Earth. For others, such as Wernher Von Braun, it was an engineering task that combined, in the Space Race, the Cold War, and during World War II, with destructive geopolitics. Arthur C. Clark in his speculative books offered an alternative vision of wonder that is indifferent to human interaction. Meanwhile NASA planned and managed the space station like an earthbound corporation. Today, the market has arrived into outer space and exploration is the plaything of superrich technology billionaires, who plan to privatise the mineral wealth for themselves. Are other worlds really possible? Bringing these figures and ideas together reveals a completely different story of our relationship with outer space, as well as the dangers of our current direction of extractive capitalism and colonisation.

When it comes to Mars, the focus is often on how to get there: the rockets, the engines, the fuel. But upon arrival, what will it actually be like? In 2013, Kate Greene moved to Mars. That is, along with five fellow crew members, she embarked on NASA’s first HI-SEAS mission, a simulated Martian environment located on the slopes of Mauna Loa in Hawai'i. For four months she lived, worked, and slept in an isolated geodesic dome, conducting a sleep study on her crew mates and gaining incredible insight into human behavior in tight quarters, as well as the nature of boredom, dreams, and isolation that arise amidst the promise of scientific progress and glory. In Once Upon a Time I Lived on Mars, Greene draws on her experience to contemplate humanity’s broader impulse to explore. The result is a twined story of space and life, of the standard, able-bodied astronaut and Greene’s brother’s disability, of the lag time of interplanetary correspondences and the challenges of a long-distance marriage, of freeze-dried egg powder and fresh pineapple, of departure and return. By asking what kind of wisdom humanity might take to Mars and elsewhere in the Universe, Greene has written a remarkable, wide-ranging examination of our time in space right now, as a pre-Mars species, poised on the edge, readying for launch.

Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.