Arthur C. Clarke’s 2061: Odyssey Three is truly a masterful elaboration on one man’s epic vision of the universe. Only rarely does a novelist weave a tapestry so compelling that it captures the imagination of the entire world. But that is precisely what Arthur C. Clarke accomplished with 2001: A Space Odyssey. It is even more unusual that an author is able to complement so well-received an invention with an equally successful sequel. But Arthur C. Clarke’s 2010: Odyssey Two enthralled a huge audience worldwide. Now, in 2061: Odyssey Three, Arthur C. Clarke revisits the most famous future ever imagined, as two expeditions into space are inextricably tangled by human necessity and the immutable laws of physics. And Heywood Floyd, survivor of two previous encounters with the mysterious monoliths, must once again confront Dave Bowman—or whatever Bowman has become—a newly independent HAL, and the power of an alien race that has decided Mankind is to play a part in the evolution of the galaxy whether it wishes to or not.

The mysteries of the monoliths are revealed in this inspired conclusion to the Hugo Award–winning Space Odyssey series—“there are marvels aplenty” (The New York Times). On an ill-fated mission to Jupiter in 2001, the mutinous supercomputer HAL sent crewmembers David Bowman and Frank Poole into the frozen void of space. Bowman’s strange transformation into a Star Child is traced through the novels 2010 and 2061. But now, a thousand years after his death, Frank Poole is brought back to life—and thrust into a world far more technically advanced than the one he left behind. Poole discovers a world of human minds interfacing directly with computers, genetically engineered dinosaur servants, and massive space elevators built around the equator. He also discovers an impending threat to humanity lurking within the enigmatic monoliths. To fight it, Poole must join forces with Bowman and HAL, now fused into one corporeal consciousness—and the only being with the power to thwart the monoliths’ mysterious creators. “3001 is not just a page-turner, plugged in to the great icons of HAL and the monoliths, but a book of wisdom too, pithy and provocative.” —New Scientist

Planetary Exploration Horizon 2061: A Long-Term Perspective for Planetary Exploration synthesizes all the material elaborated and discussed during three workshops devoted to the Horizon 2061 foresight exercise. Sections cover the science of planetary systems, space missions to solar system objects, technologies for exploration, and infrastructures and services to support the missions and to maximize their science return. The editors follow the path of the implementation of a planetary mission, from the needed support in terms of navigation and communication, through the handling of samples returned to Earth, to the development of more permanent infrastructures for scientific human outposts on the Moon and Mars. This book also includes a special chapter entirely devoted to contributions from students and early-career scientists: the "Horizon 2061 generation and a final chapter on important avenues for the actual implementation of the planetary missions coming out of our "Dreams for Horizon 2061: International cooperation, and the growing role and initiatives of private enterprise in planetary exploration. - Provides a logical link between scientific questions and the technologies needed to thoroughly address them - Organized chapters present a logical road map of subjects, while also stimulating a cross-disciplinary understanding of the scientific and technical challenges of planetary exploration - Contains illustrations and tables that capture and synthesize knowledge of a broad readership

An oversized book with ambitious goals: That's the Atlas of Science Literacy. Asking -- then answering -- such vital questions as: -- What should students learn? -- When should they learn it -- and in what order? -- How does each strand of knowledge connect to other vital threads? This new educational tool from AAAS's Project 2061 graphically depicts connections among the learning goals established in Benchmarks for Science Literacy and Science for All Americans. The Atlas is a collection of 50 linked maps that show exactly how students from kindergarten through 12th grade can expand their understanding and skills toward specific science-literacy goals. But the maps don't just show the sequence of Benchmark ideas that lead to a goal. They also show the connections across different areas of mathematics, technology, and (of course) science -- including gravity, evolution and natural selection, the structure of matter, and the flow of matter and energy in ecosystems. This groundbreaking book is every school's road map to helping children learn science systematically. Using the Atlas of Science Literacy as your guide, trace the prerequisites for learning in each grade, make the connections to support science content, and show the way to the next steps to learning for your students.

Published to glowing praise in 1990, Science for All Americans defined the science-literate American--describing the knowledge, skills, and attitudes all students should retain from their learning experience--and offered a series of recommendations for reforming our system of education in science, mathematics, and technology. Benchmarks for Science Literacy takes this one step further. Created in close consultation with a cross-section of American teachers, administrators, and scientists, Benchmarks elaborates on the recommendations to provide guidelines for what all students should know and be able to do in science, mathematics, and technology by the end of grades 2, 5, 8, and 12. These grade levels offer reasonable checkpoints for student progress toward science literacy, but do not suggest a rigid formula for teaching. Benchmarks is not a proposed curriculum, nor is it a plan for one: it is a tool educators can use as they design curricula that fit their student's needs and meet the goals first outlined in Science for All Americans. Far from pressing for a single educational program, Project 2061 advocates a reform strategy that will lead to more curriculum diversity than is common today. IBenchmarks emerged from the work of six diverse school-district teams who were asked to rethink the K-12 curriculum and outline alternative ways of achieving science literacy for all students. These teams based their work on published research and the continuing advice of prominent educators, as well as their own teaching experience. Focusing on the understanding and interconnection of key concepts rather than rote memorization of terms and isolated facts, Benchmarks advocates building a lasting understanding of science and related fields. In a culture increasingly pervaded by science, mathematics, and technology, science literacy require habits of mind that will enable citizens to understand the world around them, make some sense of new technologies as they emerge and grow, and deal sensibly with problems that involve evidence, numbers, patterns, logical arguments, and technology--as well as the relationship of these disciplines to the arts, humanities, and vocational sciences--making science literacy relevant to all students, regardless of their career paths. If Americans are to participate in a world shaped by modern science and mathematics, a world where technological know-how will offer the keys to economic and political stability in the twenty-first century, education in these areas must become one of the nation's highest priorities. Together with Science for All Americans, Benchmarks for Science Literacy offers a bold new agenda for the future of science education in this country, one that is certain to prepare our children for life in the twenty-first century.