Description of Live Lessons 3 Teacblng-related Events of Mission 51-1 3 Key Mission-Related Terms 4 Pre-Viewlng Activities 5 Teaching Activities: 6- 15 Living in Space Ihe Shuttle's Size 6 Orbital Human Factors 7 Health and Survival 8 Space Stations 9 Working and Studying in @ace Diversity of Jobs 10 Benefits and Costs 11 Scientific Study 12 Recording the Space E3Eperience Creative Expression 13 Forms of Communication 14 Space Laws and Decisions 15 Resources 16 PROJECT BACKGROUND

Plans to make a teacher the first private citizen to fly on the Space 'he ten finalists announced on July 1, 1985 traveled to NASA's John- Shuttle began with President Ronald Reagan's announcement of the son Space Center in Houston, Texas and Marshall Space Flight Center in program on August 27, 1984. Christa McAuliffe will fulfill that decision Huntsville, Alabama for briefings and testing. A NASA Evaluation Com- on Shuttle Mission 51-Lslated for launch in January 1986. McAuliffe's mittee interviewed them in Washington, D.C., and the final selection flight is a part of NASA's Space Flight Participant Program which is announcement was made by vice President George Bush on July 19, designed to expand Shuttle opportunities to a wider segment of private 1985. Christa McAuliffe and Barbara Morgan began their training on citizens. Among her challenges will be communication of the experience September 9 at the Johnson Space Center. and flight activities to the public through educational and public infor- Ihe remaining eight finalists are working with NASA on a one-year mation programs. assignment at Headquarters and NASA research centers. In August, they Ihe selection of Christa McAuliffe as primary candidate and Barbara worked with McAuliffe and Morgan to design the lessons which the Morgan as backup culminated a search process coordinated for NASA by Teacher in Space will teach live during the mission. Their continued the Council of Chief State School Officers. Some 11,000 teachers applied input will create an abundance of new space-related materials for the for the opportunity to become the Teacher in Space. State, territorial, classroom. and agency review panels each selected two nominees for a nomination slate of 104. These nominees are continuing to serve as NASA's educa- tional Space Ambassadors in their areas.

Tbe crew: Payloarx. Commander-Francis R. (Dick) Scobee Ihe TDRS-B will join TDRS-1 in geosynchronous orbit to provide Pilot -Michael J. Smith communication and data links with the Space Shuttle and satellites. Mission ,Specialist-Judith A. Resnick, Ph.D. TDRS-2 (WEST) will be stationed over the Pacific; TDRS-1 (EAST) is stationed over the Atlantic. Mission Specialist -Ellison S. Onizuka Ihe Spartan (Shuttle Pointed Autonomous Research Tool for Mission @cialist-Ronald E. McNair, Ph.D. Astronomy) mission is designed to observe the ultraviolet spectrum of Payload Specialist -Gregory Janis (Hughes Communications) Comet Halley. Two ultraviolet spectrometers will be mounted on the Space flight Participant (Teacher-~smer)- S. Christa McAuliffe Spartan carrier which will scan the tail of Halley on each of its orbits. Ihe Spartan will be deployed and retrieved with the Remote Manipula- tor System (RMS) and stowed in the payload bay for the remainder of 2% Fugb,Payload, and Experiments: the Shuttle flight. Shuttle Mission 51-Lwill be a six-day mission. Iaunch is scheduled fie Shuttle Student Involvement Program, a competition managed for January 22, 1986 from the Kennedy Space Center, and landing is by the National Science Teachers Association with NASA to encourage scheduled for January 28 at the same site. "he mission carries two major student-designedexperiments that can qualify to fly on missions,' will payloads, the TDRS-B (Tracking and Data Relay Satellite-B) and the be flying three experiments on this mission: Spartan-Halley carrier. On the first flight day, the crew wifleploy k Chicken Embryo Development in Space by John C. Vellinger of TDRS-B; on the third flight day, the Spartan-Halley carrier, which will be Iafayette, Indiana. retrieved on the fifth flight day. In addition, the crew will be cqnducting B. ?be Effects of Weightlesness on Grain Formation and Strength and monitoring a series of scientific experiments during the Mission. in Met& by Lloyd C. Bruce of St. Louis, Missouri. McAuliffe may describe these activities during her live lessons from C. Utilizing a Semi-PermeableMembrane to Direct Crystal space. &owth by Richard S. Cavoli of Marlboro, New York. 2

- ~~ ’ PREFACE I I hXYA ispleased to provide this Eacher’s Guide to extend the learning e@e& I ences evolving from the Eacher in @ace Project. %epublication is the product I of a team effort by ,USA, the National Science lkachers Association (NSPI), the 1 I National Councilfor the Social Studies (NCSS), and curriculum professionak. It is based upon ideas contributed by the Eacher in @acefinalists, the @ace Ambassadors, and otherpracticing teachers. We have sought to publish practical and mind-stretching teaching &as, phns, and resourcesfor a variety of curriculum areas andgrade levek -allgrowing from aspects of Mission 51-L.ne capsuks and detailed activities are concepthsed and are designed to strengthen critical thinking andproblemsolving skik. We hope this Guide will help aU of pu, the people who teach live on Earth every day. NNwishes to thank thefollowing individual teachers who wrote activities for this Guide: Charles Rederick, Marily Kirschner; Beverly Sutton, and Howard White. We wish to acknowledge the contributions of thefollowing: William D. Nixon, Eacher in @ace Project Manager; & Doris K Grigsby and Muriel M. %ome of NASA Heaaiparters Educationalqffairs; Lk Helenmarie Hofman, NSPI; Rances Haky, NCSS; and Dr June Scobee, Universi@of Houston-Clear Lake. We ako thank Joan Baraloto Communications, Inc. for coordinating the preparation, development, andpublication of this guide.

lbomas F! Lkolir/hsociak Mtninishator for Erlenral Relations, hXU DESCRIPTION OF LESSONS THE LIVE ~~~~ ~ Tbe Ultimate Field Trip Where We’veBeen, lhis lesson is based on a quotation by Teacher in Space Christa Where We’reGofng, Wby? McAuliffe uho described her opportunity to go into space as “the ulti- Viewer Objectives: mate field trip.” 1. To explain some advantages and disadvantages of manufacturing Viewer Objectives: in a microgravity environment 1. To observe the major areas of the Shuttle and describe their 2. To describe spinoffs and other benefits which have evolved from functions the space program 2. To list and describe the major kinds of activities crewmembers 3. To list ways in which the modular Space Station would change perform aboard the Shuttle the lives of human beings 3. To compare and contrast daiiy activities in microgravity with Video Lesson Description: those on Earth As this lesson from space begins, Christa McAuliffe will refer to Video Lesson Description: models of the Wright Brothers’plane and of a proposed NASA Space Sta- ?his lesson from space will begin in the flight deck area of the Chal- tion to help viewers recall that only 82 years separate that early flight lenger where Christa McAuliffe will introduce the commander and pilot and today’s life in space. and will point out the Shuttle controls, computers, and payload bay. McAuliffe will discuss the reasons we are living and working in When she arrives at the middeck, McAuliffe will show viewers the space, covering astronomy, Earth Dbservations, experiments on-board kinds of equipment and processes which help human beings live comfor- the Shuttle, satellites on the mission, materials processing, and tech- tably and safely in the microgravity environment of the Shuttle. nological advances. TEACHING-RELATED EVENTS OF MISSION 51-L Live Lessons: antennas daily activities conducted aboard the 51-L Mission. ‘his effort As part of the 51-L Mission, the Teacher in Space, Christa McAdiffe, will be coordinated by Classroom Earth, an organization dedicated to will teach two live lessons from space. lhese lessons are currently sched- direct satellite transmission to elementary and secondary schools. Par- uled on the sixth day of the Mission at 11:40 a.m. and 1:40 p.m. Eastern ticipating schools will receive in advance educational materials, tele- Standard Time. vision schedule, orbital map, Shuttle Prediction and Recognition Kit (SPARK), and other information that will prepare teachers and students PBS Broadcast: to follow all aspects of the 51-L Mission. Barbara Morgan, backup candi- ‘Ihe Public Broadcasting Service (PBS) will carry both lessons via date, will act as moderator for these daily special broadmsts. Specific Westar n! PBS will offer the programs to member stations.that will be information related to “Mission Watch” is available by writing to Class- requested to preempt regular classroom programming to carry the les- room Earth, Spring Valley, IL 61362 or by calling 815/664-4500. Infor- sons live. Specific information about the PBS transmission may be mation can also be accessed on the National Computer Bulletin Board obtained from local PBS stations or by writing to Elementary and (300 baud) 817/526-8686. Secondary Programs, PBS, 475 L’Enfant Plaza, SW, Washington, D.C. 20024 or calling 202/488-5080. Filmed Activities: In addition to live lessons, McAuliffe will conduct a number of dem- Mission Watch onstrations during the fiight. lhese filmed activities will be used as part (Satellite Broadcast to Schools): of several educational packages to be prepared and distributed after the NASA will make available to schools equipped with satellite dish Mission. 3 KEY MISSION-RELATED TERMS

Comet Hdey -comet which reappnear Earth approximately NASA -National Aeronautics and Space Administration every 76 years Orbiter -reusable manned component of Space shuttle; there are Communication satellite -orbiting spacecraft which sends mes- four; Mission 51-L uses Challenger sages, COMW computers, and carries radio and television programs payload -cargo; equipment via microwaves payload bay -large section of the Shuttle where the payloads are EMU (Extravehicular Mobility Unit) -space suit with its own stold portable life-support system Payload specialist -scientist named for flight by a company or 514 -number of the Mission carrying the Teacher in Space project country sponsoring a payload; s@st is certified for flight by NASA Flight deck -upper Shuttle deck housing the controls and com- Principal investigator (PI) -scientist who designs and directs a puters for the commander and pilot mission experiment Geosynchronousorbit -path 35,680 km from Earth in which a Simulator --training equipment which gives trainees opportunities satellite's speed matches exactly Earth's rotation speed, so that the to experience flight-like activities and sensation satellite stays over the same location on the ground at all times Space Shuttle -four-part vehicle: a reusable orbiter, an expend- MicrograVity - 1/10,0o0 of the gravity fok on Earth able liquid propellant external tank,and m recoverable and re- Middeck-living and wrk area of Shuttle located below flight deck usable solid rocket boosters Mission control -a room at the Johnson Space Center in Houston, Spartan-Hdq-payload designed to make observations of the Texas from which the crew's activities are directed ultriviolet spectrum of Comet Halley Miiion specialist -scientist on crew responsible for experiments SpinoiEs -useu applications of space technologies different from and deploying satellites their original aerospace function Mission Watch -daily satellite program transmission highhghting TDRS (Tracking and Data Relay Satellite) -a communication Mission events satellite deployed by NASA for its communication system

SPACESHIP DECISION-MAKING MODEL

/ ALTERNATIVES / ~ DECISION REASON 1 'A H

4 PRE-VIEWING ACTMTIES

0 Provide enlargementsof the illustration of One of the justifications for the space to predict when it can be seen from your the Space Shuttle from this Guide or other program has been the many benefits of direct community. sources. Explain that the teacher-observer is applications of ideas andproducts to life on part of a seven-person crew living in that Earth. McAulUe will explore some of the 0 Discuss with students the special problems Shuttle. Ask students to focus on “%e Ultimate newest eqberiments. Ask students to be of meeting survival needs in space. Explain that Field Trip” lesson, to estimate the Shuttle’s watching for ways these e@eriments might in addition to those described by McAuliffe size, and to describe as many details of the he@ human beings on Earth. during the live lessons, the students may want living space as possible. to read about special needs and solutions for 0 Brainstorm with students the titles and space. Assign students to research and report Use a globe and model orpicture of the collections of space-related music. Collect the on the areas of needs and how they are met. Shuttle to demonstrate the location of the albums or tapes and play them as background Shuttle above Earth’s surface. Have students music during the week of Mission 51-L. Pos- Have students prepare a list of items relate the distance of the spaceship above sible titles: Be Planets by Gustav Holst; Pops they might like to take on the Shuttle to use Earth to ground distances familiar to them, in Space and Out of Bis World by John in their leisure time. hkthem to explain the e,g., the Sbuttle is orbiting at least 115-190 Williams and the Boston Pops; the soundtracks importance of each item selected. from ET., Close Encounters the Bird statute miles above Earth’s surfme -a dis- of 0 Encourage students to imagine that they tance between your community and Kind, the Star Warstrilogy, 2001, and the PBS are on the crew of a future spaceflight. Have television series of @aceflight;Handel’s Royal . Talk about how Earth looksfrom them describe a problem that arises, how the and by Vaese. that distance. Fireworks Music; Ionization crew might resolve it, and the role of the 0 Tell students that they will be seeing the individual in the solution. Have them write Prepare a list of authors, stories, books, their composition in narrative style. teacher-observer as she speaks from the Space andpoetry that deal with space. (See Resour- Shuttle. lheorize with them about how that ces.) Read selections with students each day Set up a tent in the classroom and assign will be possible. Introduce the idea of com- of the Mission. munication satellites and ask them to watch for various activities that will he@ students information about satellites. experience working in a confined space. 0 Before reading the following passage to Focus students’ thinking on the kid of students, explain that it was read aloud from 0 Ask students to think about their home planning it may take for a mission to be space by Astronaut Jeff Hoffman during his kitchens and meals. Ask them to talk with. successful Discuss the roles of the ground April 1985 mission. The prose was written by families about items that were not there before and Shuttle crews in performing e@eri- French writer, RenC Daumel, in his book, the students were born. Make a class list of ments. Bink about applications of the Mount Analog: NonEuclidean Adventures in these items and processes. Students may like to experiments after 51-L. Mountain Climbing. Discuss with students write a time warp story about a person from what the surrealist Daumel may have meant the 1960s who shows up in a kitchen of the 0 The Teacher in Space is the first private when he first wrote the words in the 1920s. 1980s or the year 2000. citizen in space. When President Reagan Then discuss possible applications of the words announced the NASA Space Flight Participant to spaceflight. Why would an astronaut choose Display several items such as a digital Program, he emphasized that the private citi- to carry these thoughts with him into space? watch, calculator, microcomputer, plastic zen chosen to fly a mission would have the job “You cannot stay on the summit forever, you mealpouch, or Velcrofastener. Ask students of communicating the experience and flight have to come down again. So why bother in the to link the items to the space program. Clas- activities to the public. Discuss why the first first place?Just this. What is above knows what sifv them as benefits or technological spin- private citizen is a teacher. Discuss the duties is below, but what is below does not knowwhat 08s of space technology. Emphasize that and sense of responsibility placed upon her. is above, One climbs. One sees. One descends. when Congress established NM in 1958, one Have students list some experiments they One sees no longer. But, one has seen. lhere’s of the goak was to have the space agency seek would like to see her demonstrate in the an art of conducting oneself in the lomr to transfer space technologies to everyday microgravity environment. Have them provide regions by the memory of what one saw higher life. Today’s benefits are accessible through the rationale for their choices, up. When one can no longer see, one can at NASA’s Technology Utilization Bogram. Explain that the Teacher in Space is keep- least still know.” ing ajournal of her experiences. Ask students 0 Benefits related to aerial photography via to describe the kink of information they Obtain a SPARKHT (Shuttle Prediction satellite are also of interest to students. Some think she should include in it. and Recognition Xit). See Resources. Step may want to explore detecting oil slicks at sea, outside withyourstrcdents togaze at thefirst charting glaciers, forecasting spring runoffs for 0 The commercial world anticipates many outer space classroom -the Space Shuttle, irrigation, inventorying standing timbers and benefits from manufacturing in space. Ask stu- home to Teacher-a)setyerChrista McAulUe. grasslands, evaluating flood damage, checking dents to think about how microgravity could Be easyto-follow booklet will let you and environmental impact of strip mining, analyz- actually help the manufacturing of certain your students learn bow to locate the Shuttle ing the gypsy moth, detecting potential earth- products. on any of its orbits around Earth and quake zones, and mapping land and water uses. LIVING IN ~ SPACE ~~ ~~ Concept: The size of the middeck andpayload bay areas of the Shuttle helps determine tbe crew’s activities and tbe

0 Ask students to imagine that they have been chosen for a space mission. Have them Objectives: tion below.) Measure and mark this height, list items they would take as mementoes. lhen 1. To simulate the amount of space avail- 4.56 m (15.0 ft.), at intervals along the inform them that their Personal Preference able to the crew on a Shuttle mission by entire length of the payload bay. Kits must be limited to 20 separate items measuring and laying out the dimensions of d. Use some technique to outline the weighing a combined total of 680 grams (1.5 the middeck and payload bay length and height of the middeck and pay- pounds). Ask them to eliminate all overweight 2. To physically experience the amount of load bay. You now have the crew’s working articles and list only the items they consider space available in the middeck and payload area (middeck) and the payload bay. most important. bay areas e. To show the trapezoidal-shaped floor space available to the crew when the Shut- Have students suggest some familiar 1. Remind students of the Teacher in Space’s large payload objects for the cargo bay to tour of the Shuttle. Explain that they will be tle is on the ground, use the same 4.00 m gain an idea of comparative size, i.e., a laying out the size and shape of the Shuttle middeck length and mark off these widths trailer truck (Nwheekr), a railroad boxcar, on a parking lot or blacktop area (chalk), for the floor plan: 2.7 m (8.9 ft.) at the a tank car, or a bowling aUey. playing field (lime or mowing), snowy field front, expanding to 3.7 m (12 ft.) at the (dye). Middeck dimensions may be laid out rear, This floor plan area is filled with 0 Obtain large discarded cardboard boxes in the classroom; payload bay, in the school hundreds of items precisely arranged to used to ship appliances to build a model of the hallway. maximize efficiency and minimize discom- middeck. Let students measure, cut, tape, and 2. Assign groups to make specific measure- fort for the crew. (See Illustration below.) build a walk-in model of the middeck. Invite ments of the following interior dimensions f. The payload bay’s floor plan is the same other classes to see these examples of “card- of the Shuttle on the surface you have as that laid out in 2.c. above because the board carpentry.” selected: height of the bay, 4.56 m (15.0 ft.), is also ~~ its width. Many teachers are using a process a. Overall length of the middeck, 4.00 m approach to writing with their students. In (13.1 ft.) plus the payload bay, 19.7 m Have seven students stand on the floor plan one of its earliest stages studentsprepare to (60.00 ft.) totals a continuous length of of the middeck and see how much area each write by charting words and relationships on these two working interiors of 23.7 m student has. How does this area compare paper. Given the topic ‘2veryahy Life on (73.1 ft.). with rooms in a home? Tell students to Mission 51-L,” build a “word web” or idea b. At right angles to the length, beginning imagine this middeck floor plan area also chart on the chalkboard. Assign students to at the front end, mark off the height of the holding large equipment. (See Illustration choose the best ia’eas to write aparagraph on middeck, 2.1 m (6.89 ft.). below.) Have students now estimate the c. At the terminal end of the middeck available space for crewmembers with (which has an airtight structural wall), equipment in place. Could microgravity measure the height of the payload bay 4.56 during orbit increase their options? How? m (15.0 ft.). The increase in height of the Have students calculate the volume of the payload bay should rise above the middeck middeck. Does the maneuverability of height since the commander/pilot flight weightlessness make the middeck quarters deck is on top of the middeck. (See Illustra- seem less confining?

13.7 m 1 Galley 7 Avionics bay 2 Floor hatches (12ft) 2 Hatch 8 Avionics bay 3 12 Lithium hydrox- 3 Toilet 9 Lockers ide changeout 4 Ladder to flight 10 Sleep station l3 Lith’um hydrox- deck 11 Wall of lockers Wet trash 5 Airlock 6 Avionics bay 1

19.7 m ,I (600 ft) MIDDECK PAYLOAD BAY 6 Concept: Planning for ltfe on extended Shuttle rn2ss;2ons or in Space Stations must cozasidh the effects of Orbital Human Factors (OH) onpeople’s behavior.

Have students work individually or in Have students design recreational activ- paragraph eekaining their choices. Ask them small groups to study the following questions: ities which wou&i be suitable for a micro- to listen to only that music during the 51-L a. What are the physiological effects of gravity environment. Mission. At the conclusion of the flight have them write their reactions to theirselections: microgravity? Several of the seven crew members on b. Why is exercise so important in Would they make the same choices again? Mission 51-Lhave a strong interest in the arts. why or why not? microgravity? Commander Scobee enjoys oil painting and c. What is space sickness? How might it woodworking; Pilot Smith does woodworking; 0 Arctic and Antarctic explorers have kept affect the crew’s performance? How is it Mission Specialist Resnick is a classical pianist; detailed records of the influences of an iso- being treated? Mission Specialist McNair is a performing jazz lated environment and cold on human behav- saxophonist; Space Flight Participant McAuliffe ior. Challenge students to research their Circadian rhythms are another consid- plays the guitar and piano and enjoys singing; writings and report to the class on parallels eration when planning space missions. Cir- and backup candidate Morgan plays the flute between their ideas and Orbital Human Fac- cadian rhythm is the cycle of wakefulness and violin. Ask the students how the crew tors. Discuss whether similar parallels might and rest that each individual experiences. might pursue their interests during flight. Dis- be drawn with explorers of other territories. Mostpeople operate on a 24- to 25hour cycle cuss why it is important to have outside inter- with six to eight hours of sleep included in ests. Ask them to list some of theirs and to Ask students to interpret what Isam the cycle. discuss the benefits they receive by being a himov meant when he said, “lhughout a. Have students locategeneral informa- member of the team, club, or group. the history of humanity, we have been tion regarding the crew’s schedule in extending our range until it is nowpkanet- space. Have students describe theirfavorite at- wide, covering all parts of Earth’s surface b. Direct students to chart their own cir- home and at-schoolactivities. Could they be and reaching to the bottom of the ocean, to cadian rhythmfor one or two weeks. Euch able to enjoy them during a spaceflight?Have the top of the atmosphere, and beyond it to &y, they should record their times of them consider a substitute leisure activity. the Moon. We willflourish only as long as we sleep, peak activity, and relative inactiv- continue that range, andalthough thepoten- Make a class mural that includes a self- tialrange is not infinite, it is incredibly vast ity. Compare these charts with those portrait of each student doing hisher favorite schedules maintained by flight crews. even bypresentstandards. We willeventually leisure activity on the Shuttle. Mow students extend our range to cover the whole of the e. Have stlcdents compile information to include only those which would work in solar system, and then we will head outward about the effects of shift work on small spaces and in microgravity. to the stars. ’’ -Isaac Asimov in “Our Future humans, the scientific e@kanation of in the Cosmos -Space,”W Conference “Monday morning blues, ”andhow much Each member of a Shuttle crew has a sleep actually is required by mostpeople. portable stereo cassette with earphones and Have students Write position papers Invite a psychologist or medical doctor to may take six 60-or90-minute tapes of music based on this quotaton. Ask them to defend discuss sleep. on a flight. Have students select six albums or refute the idea of limiting our exploration or tapes that they would take and write a to Earth. Ask how they define ‘burworki. ” Ask the class to explain why it is necessary for most people on Earth to recline in order to sleep well. lhen compare this sleep behavior on Earth to sleep in microgravity. (See Illustra- tion right .>Emphasize the changes in sleeping arrangements in microgravity where there is no need to recline. Discuss with students the kind ofpsycho- logical atmosphere among the crew that would be necessary to function for six to nine days in these smaU living/working quarters where every waking and sleeping hour isprogrammed. a. What kinds of preparation might be needed in pre-flight training to ensure a smoothly working team? b. What other kinh of highpdormance teamwork might be as demanding on Earth? 7 LIVING IN SPACE Concept: Space crews follow spedfk routilzes for meeting health and suruZval nee& in space.

0 Describe and demonstrate the small space 0 Logos are symbolic representations of the the spaceship to help keep it functioning and to (4 m X 3.7 m X 2.7 m) of the middeck in major goals of a spaceflight mission. Ask stu- keep the crew alive. Discuss each of the six which the spaceflight crew lives. Have students dents to imagine that the class has been systems with the class: food supply, air, water, list the basic needs they think might have to be assigned to a spaceflight. Have them design waste disposal, power, and communications. met in order to survive a seven-day period in a and prepare a logo for use on their clothing to Assign a group to each of the six systems microgravity environment. Ask them to explain designate that mission. to begin a chart with the following headings: and defend their choice. a. Name of System, b. Need for the System, Exercise is needed on a spacecraft so that c. Possible Problems if System Does Not Func- Plan a day’s menu which meets the daily bones and muscles will not deteriorate on tion, e.g. spoiled food, loss of oxygen, fire, food requirements. Determine how to pre- long missions. In an apparent weightless d. Alternate Solutions. Have groups report pare the foods for storage, how they will be state, bones and muscles do not experience their findings to the class. stored, and how they will beprepared. Plan a the same resistance as in gravity. Have stu- five-day menu which can be stored in a dents compare their exercise regimens with Have students investigate problems child’s backpack. Compare the space utiliza- the recommended 15 minutes per day tread- encountered and resolved in earlier space- tion (volume) and weight of dehydrated mill workout on the Shuttle. Discuss why flights. Consider, for example, Solar Max foods such as instant soup, orange drink, doctors have patients up and walking as repair (SIS 414) and the Syncom satellite and dried apples with their rehydrated coun- soon after surfety/iUness as possible. repair (SIS 51-0). Ask students to write tetparts. Make a graph showing the results. expository essays eqlaining the problem- 0 Have teams of students take blood pres- solving activities in space. 0 Visit or read about a ship’s galley. Com- sures and pulse rates before and after three pare and contrast it with the galley on the minutes of vigorous exercise, determine the Objectfue: To compare the Shuttle crew’s Challenger. time needed to return to normal pulse rate, ieeds in space with those needs on Earth in and record all data. Invite a doctor/school .erms of caloric intake, exercise, and sleep When people colonize space, it will be nurse/instructor to help students interpret the 1. lhlk with students about how they maintain necessaryfor them toproduce some of their results. What variables might effect changes in own foo& Discass the implications offood their health by eating, exercising, and pulse rate/blood pressure during and after a sleeping. production in space. spaceflight? a. Develop an efficient record-keeping 0 All clothing for the crew, except under- Ask students toprepare a list of exercises chart for each student to record the follow- wear, is the same for both sexes and includes ing data: cotton pants, shorts, tee shirts, flight jackets, they could not do in space and the reasons why they could not be done. 1) name, day, date, and hours of sleep; short sleeved shirts, and slipper socks. Crew 2) each meal’s items and approximate members frequently move around their Shut- 0 Shuttle crew members are allocated as number of calories and total calories tle environment and they need to carry and use much as 2800 calories each day of the mission. for the day pens, flashlights, scissors, fork, kneeboards Challenge students to decide whether they 3) type and amount of exercise all day (for’notes), and a checklist. Ask students to think the crew would need more or fewer design clothing to accommodate mov8ment b. Provide the following information on calories in space than on Earth. Have them daily needs of the Shuttle crew: and accessories. Have them consider both explain and support their decision. vehicular and extravehicular needs. How will 1) food/calories - (approximately 2,800 Calories) their clothing differ from that which is worn on Explore the following thought questions Earth? 2) exercise - (15 minutes on treadmill as they relate to similar needs in space. or its equivalent) Astronauts have recorded evidence that a. How does the Shuttle crew’s health 3) sleep - (8 hours) they grow at least 2.54 to 3.81 cm (I to I Vi maintenance routine compare with that 2. Review the kinds of foods used on a space in.) very soon after they are in a micrograv- of the crew of a submarine on active mission. Describe a typical daily menu. ity environment. Their space suits are patrol? Compare an astronaut’s menu with a stu- designed to accommodate this temporary b. What kind of balanced diet, exercbe, dent’s menu. If possible, compare and con- growth. Discuss with students why the body and sleep routine do you need to do your trast them as to processed or natural foods. grows and how the spaces between the verte- best in your sports/academic life? Compare calories. brae ejcpand in space. Research body fluid 3. Compare students’ records for exercise and shifts in microgravity. How does this affect 0 Show students a picture or model of the sleep with crew’s requirements in space. clothing requirements? Orbiter. Explain that there are systems aboard

8 LIVING IN SPACE Concept: A Space Station is hsQned to sme a vadety of fanctions for technological study and development that will benefit all bumankind.

0 Ask students to recall different kinds of use-of the Space Station. Discuss this potential them about the kinds of activities and respon- space stations from science fiction stories they international colony in space. sibilities which will be required on a Space have read or movies they have seen (Battlestar Station. Ask them to pretend that they have an Gallactica, the Star Wars Empire, the Star Trek Reasons for establishing a space station opportunity to apply for a job on the Station. Federation). Emphasize that these are fictional may include adventure, trade, freedom, Have them write their letter of application to versions of something that has never existed, growth of new technology, commerce, trans- the space personnel office to apply for the job but that the Space Station will soon be a reality. portation, and manufacturing. Have stu- of their choice. dents suggest other reasonsfor space coloni- lhe @ace Station willfulfill e&ht major zation. Challenge students to consider the fol- functions: living area, laboratoryfor science lowing question: Will migrationsfrom Earth and technology, permanent observatory of 0 Challenge students to predict how people to Space Stations and otherplanets be simi- Earth, servicing for spacecraft, station for from Earth will get to the Space Station, how lar to the migrationsfrom Europe at the turn space vehicles andpayloads, manufacturing long they will stay, and how they will return. of the century?Ask students to compare our facility, storage depot, and staging base for Ask them to pretend that tickets will go on sale future space settlers andpioneers to the early future space activities. Divide the class into in the year 2000. Have them imagine what they settlers and pioneers of America. After a smallgroups to study each of the space Sta- will be doing and whether they or anyone they brainstorming session, have students orga- tionfunctions. Ask thegroups to describe the know will go. Predict whether the Station will nize their ideas for a composition based possible details of theirfunction, to compare admit only workers or whether visitors will be upon comparison/contrast. it to a place or activity we know on Earth, allowed. and to describe how they think it will look 0 Hypothesize with students that they have with work and illustrations. Have the Assign each student to write a first- been given the responsibility of planning a groups report and combine all illustrations person account of a new inhabitant of the Space Station community. ?hey may be like the into a giant collage or flow chart entitled Space Station. Have the students describe planners of some of America’s famous planned “Our Future Home.” (See Illustration their tript their new living quurters, and their communities or towns. Ask them to list the below.) work. ,%are the compositions. institutions, services, jobs, activities, recrea- tion, and other details their community would 0 President Reagan’s plans include inter- 0 The Space Station concept will be reality have. Make a large flow chart to show the national cooperation in the development and for your students in their lifetimes. Talk with relationship of the community’s components.

A Space Station Concept

9 WORKING AND STUDYING IN SPACE Concept: A dlverdty ofjobs ik required to plan, buiU, operate, and maintain a spacecraft.

0 Distribute pages of classified advertise- ments to the class. Divide the class into small Objectives: tain it before and after launch. Note that groups to write want ads for each of the jobs 1. To identify job opportunities in the groups will have to choose leaders and on the crew of 51-L. Post the ads. Discuss space industry individuals to meet with other groups to whether they know of individuals who could 2. To apply decision-making skills in small keep the groups coordinated. Assign two meet the qualifications they set. groups students to observe the activities of all four 3. To discuss the interdependence of per- groups and to comment on the following: Hilip Morrison, Professor of physics at sonnel in completing a project . How the students made decisions within the Massachusetts Institute of Technology, their own groups 1. Introduce the concept of jobs by displaying speaking at a hXS4 symposium in 1976, saki, How the groups communicated with pictures of a Shuttle, Space Station, or ‘:,, it seems to me the imagination has not other groups satellite. Have students list the kinds of yet succeeded in conveying to peopk in gen- . Whether the completed plans and work eral what kind of role one can have in today’s jobs it takes to design, build, operate, and reflected cooperation and organization maintain a Shuttle, Space Station, or satel- complex exploraton. Vety many are the . Whether individuals performed the work indispensableporters, and only very few are lite. Discuss a misconception that the only required by their assigned jobs the intrepid mountaineers.” Have students space-related jobs are for astronauts. Divide the students into small groups to list The groups should keep written records of apply this to Mission 51-L and the space their ideas and decisions, list assignments program. as many jobs as they can think of under each category. Have each group appoint a on chart paper, and sketch plans and recorder. designs to be displayed and shared. 0 Ask students to think about their interests 2. Copy each job onto an index card. On the 5. Have each group present its work to the and to choose two jobs related to space that bottom of the card, identify the job accord- entire class. Ask the two student observers they think they would like to do; research the ing to one of the four categories and have to present their comments and to accept skills and training necessary to fulfill the jobs; each student select a card to research. explanations and rebuttals from the draw up job applications; apply for jobs in 3. Have students make oral, first-person groups. Have students prepare oral or writ- space; and go through a preliminary screening reports on the jobs, including the job quali- ten statements on the following topics: and interviewing process select candi- to two fications and training. dates for each job. . The importance of any job in completing 4. Divide students into groups according to tasks their job category on the spacecraft. Give . How decisions are made in completing a Interpersonal cooperation is a critical each group an assignment that will require task element in a successful mission. ficuss the cooperation and interdependence. The How individual workers perform their kinds of personal qualities that individuals assignment could be to design, to build, to jobs with others as they try to complete a chosen for a mission must have and the . launch and operate the craft, and to main- task qualities which might cause problems. f

(TDRS)

10 WORKING AND STUDYING IN SPACE Concept: me spaceprogram bas bad botb benefi& and costs for Earth’s hbabitunts.

0 Give some examples of recent spinoffs of weather satellites, and the potential issue of items used aboard the Shuttle and indicate the space program, including microminiaturi- controlling the weather. Students could pre- whether they are reusable or disposable. Dis- zation of electronics, lightweight materials, pare video news reports or “white papers” on cuss the difference between the terms “reusa- solar panels, computerized scanning medical controversial aspects of the topic. ble” and “recyclable.” Have students deter- devices, portable x-ray machines, automatic mine whether any disposable items could be utility meter reading devices, compact water hesent a hypothetical situation in recycled and discuss the feasibility of such an filters, automaticinventory cash registers, high which you are Nrtcll and want to hire a idea. intensity lights, water-cooled headbands, contractor -four students -to munufac- fabrics made of strong chemical bonds, and ture certainparts for the @ace Shuttle. Give Discuss advantages and disadvantages microcomputer software. Have students thefourstudentsa sum ofplay moneyanda of robotics in space and on Earth. period of time to “mnufacture”some meal research their own list. Have teams of students 0 ‘Ihe TDRSS (Tracking and Data Relay Satel- report on an item, whether the work it does packsfor the aut&. Ben have them dispose of their money in the economic commu- lite System) is an example of the potential was possible before its space application, and benefits of the current flight. Mission 51-Lwill how the work it does changes lifestyles on nity -the rest of the class. Use this activity to lead into the concept of circularflow of deploy ’FDRS-B, the second of three communi- Earth. Have the students illustrate their cation satellites that will allow almost full-time reports. goods and services. Have students generalize about the impact ofnc4sA spending. coverage of the Shuttle and up to 26 other Have students pursue spinoff technolo- satellites. Present several scenarios that gies in more detail. Teachers can locate 0 Many of the economic impacts of NASA are involve communications satellites such as an materials throunh NM Teacher Resource first felt on a local level. ‘Ihe areas surrounding important ne% story breaking in Europe, a Centers. the Johnson Space Center in Texas and the long-lostrelative calling from Latvia, or world- Kennedy Space Center in Florida are obvious wide viewing of the Olympic games. Discuss a. &sign a group of students to helopa examples. Students may want to generalize how communications satellites are involved in catalog of spinoffproducts. about the potential impact of a NASAfacility on each example and how the quality, speed, and b. Have students locate information on a community, discussing increased retail sales, reliability of the communications would be specificproducts and report how they are employment, increased per capita income, and affected without the use of satellites. linked to the space program, e.g., fabric accelerated road and building construction. used for the PontMc (Detroit) Silver- Have students address the questions that Have students speculate about the follow in small groups, debates, written dome, heat absorbing clothesfor athletes, future economic impact of space travel and MlSW computer structural analysis essays, or discussions. program, andplastic welding, colonization. lhey may want to use a decision-making model to decide a hypothet- a. Why were previous spacecraft not e. Challenge students to create a “Tech- ical &sue, such as whether a space colony designed to be reusabk? (technological nological/Economic Impact’’ statement should be established. Bekey concept would limitations, changes in budgetary poli- highlighting and analyzing the impact of be the economic impact of the colony. cies, and cost increases) spinoffs. ais could be reported in tradi- b. What advantages areprovided by this tional oral or written formats or as a 0 Offer the following research opportunity: In past decades, “urban renewal” has been a Space Shuttle design? (more economical video news report format. Challenge a in terms of dollarsperpayload, resource second group of students to create the highly controversial topic. ‘Ihe current trend of “revitalization,” a mix of refurbished and new conservation,ability to repair inoperable opposite scenario, “What If We Had Not satellites, two-way transportation) Pursued the @ace hogram” and to construction, is a parallel. Direct students to report it in a ‘Point-Counterpoint” locate informationon the impacts of this trend c. What considerations in terms of reuse format. and to compare it with renewal. Discuss the are involved with the Space Station or implications for life in space. other 3ermanent”spacefacilities? (sim- .Although the spinoffs seem to have improved ilar economic considerations) life on Earth, some individuak and groups Challenge students to investigate the believe that the technology has also brought regulation of communications satellites d. Consider products and packaging increased costs. Do a cost-benefit analysis (orbits and relay frequencies). Bey may involved in your eyeryday life that could and debate the issue. approach it in an international economic or and should be recycled. legal context at thepresent time or at some 0 Weather satellites are another benefit of future age. 0 Have a group of students prepare a collage space technology. Students may wish to of magazine pictures or a mural showing space research and report the following areas: fore- 0 Although the Shuttle itself is reusable, the technology at work in their community. Com- casting, television reporting, the meteorologi- equipment and items for crew life aboard the munities may allow these murals to be painted cal satellite system, economic impacts of Shuttle may be disposable. Have students list on or displayed in shop windows.

11 WORKING AND STUDYING IN SPACE Concept: The space propam generates e@erlment!ali?on ln a vadety of sdenli?f& fk&.

0 Provide students some background on the ,?@lore the following thought questions: 0 Ask students to prepare two advertise- use of crystals in communications. Explain that ments that would convince manufacturers to How does the process Of growing a the space program has extended the oppor- conduct experiments aboard the Shuttle. One Of germanium Or differ group could do a magazine advertisement; the tunities for scientists to study and grow useful from growing crystals of sugar or salt? crystals. Discuss the potential benefits of grow- second, a radio or television advertisement. ing a crystal in a microgravity environment. 6. H~~ would microgravity make puri- Generate ideas in a brainstorming session. Ask students to defend or refute Isaac fying metah easier? Asimov's idea: 'hotherkind of structure in e. What is the advantage of containerless outer space is factories. @ere is no reason processing of materials over heating them why a good proportion of our industrial in ceramic containers on Earth? Parts of a Comet factories couldn't be placed in orbit. ?Mu- / tion that itproduces can be discharged into d. Why do some materials form crystals space. '' and others do not? /

Objectives: 1. 'Ib describe the structure and behavior the flashlight to represent the solar pres- sure of light. Darken the room. Have a of the Comet Halley COMA 2. To draw a comet and label its parts student circle close to the "Sun" carrying 3. 'Ib explain that light radiation exerts the tray of dry ice while the blower directs pressure the sublimating gas away from the coma. 4. 'Ib place ultraviolet radiation in the Observe that the gaseous tail is always electromagnetic spectrum correctly and streaming away from the Sun. Question compare its wave lengths to that of light students as to which parts of the demon- stration are similar to Comet Halley's trip 1. Explain to students that on Flight Day 3, the close to the Sun. Explain that the pressure Spartan astronomical instrument was de- of light is due to tiny particles called pho- ployed from the payload bay to examine tons. Light can exist in fact as both wave the tail of Comet Halley. At this time, and particles. The pressure of our Sun's radiation pressure from the Sun will make light is called the solar wind in space. the sublimation of materials from the head 5. Exhibit a "dirty snowball" with a rock core. of the Comet the greatest. The ultraviolet Explain that in the vacuum of space, ice Late Jan. to Comet at its brightest but can- spectrometers on the Spartan will tape changes to gas without melting (sublima- Feb., '86 not be seen from Earth as it record Comet radiation invisible to the tion). The dirt becomes the dust of the tail, circles the Sun. human eye. The Spartan unit was retrieved Feb. 24,'86 Comet reappears in early and the particles in the rocky core eventu- morning sky, just before sun- by the Shuttle on Flight Day 5. When ally disintegrate to dust. We see them as rise, a few degrees above the returned to Earth, the data will be analyzed meteors in our upper atmosphere. eastern horizon. and compared to other ultraviolet data Mar. 6, '86 Comet visible, perhaps with a 6. Darken the room and demonstrate one small tail, 5 degrees above the gathered by Spacelabs and satellites to help property of ultraviolet light by shining an eastern horizon during dawn us understand the Universe. twilight. ultraviolet (W) light source on "glow in Mar. 26, '86 Comet 10 degrees above south- 2. Ask students who have recently observed the dark' materials. Clap erasers near the east horizon in pre-dawn morn- Comet Halley to describe their sightings to beam of the W source to see if eraser dust ing. Its tail may reach up to 20 class members. List pertinent facts on the degrees or more. appears different under W than in normal April 10, '86 Comet 10 degrees above chalkboard. Show a chart or diagram of the light. WARNING: Do not allow students to southern horizon at the crack Comet's structure and orbit. Have students look directly at the bulb. lhe light could of dawn. Comet should be at its use the chart to locate the Comet's position brightest. burn the eye's retina. Aprli 11, '86 Comet begins its journey in reference to the Sun-Earth orbit on the 7. Show where W radiation is located on the outbound. day of sighting. April 12,'86 Comet visible before dawn in electromagnetic spectrum chart. It has the southwest and after sunset 3. Have students draw and label the parts of shorter wavelengths than visible light, but in the southeast. the Comet. not as short as x-rays. Explain that astron- April 17,'86 Comet 7 degrees above the horizon after sunset in the 4. Have students discuss why the tail is visible omers have used space-orbiting spec- southern sky. only when the Comet is close to the Sun. trometers sensitive to W to study dust Late April, '86 Comet fades from unaided Use dry ice to represent the Comet, a clouds, our Milky Way, and other galaxies. vision. flashlight to represent the Sun's light, and a They want to compare the effect of our vacuum cleaner's blower-end attached to Sun's Won Halley's dust. RECORDING THE SPACE EXPERIENCE Concept: l”he space mdronment db a catalylyst for creative expression in art, music, and litemture.

0 Review with students the music that sketches to detailed drawings to finished paint- Astronaut Jdf Hoffman is an aslrono. throughout history has resulted from explora- ings or prints. mer. Ask students to listen to his description tion, migration, and conquest: the sea chanty, of space and to discuss htk word choice and Appalachian folk songs, Negro spirituals, West- Have students depict a Space Station in sequence of details which enrich his narra- em ballads. Trace the development of each different pictorial styles (e.g., realism, tion. “lhesight of the iceparticles infront of from their sources to 20th-century interpreta- expressionism, abstract). Have them paint the Shuttle is like. . .fireflies. . . Bey’re d$ tions. lhen challenge students to create a com- two views: (I) the Space Station seen from ferent colors. Some of those sparkles out parable musical form and expression for space. the Shuttle and (2) the view from the Space there are red ... most of them are white Station. lhen have them select one of the Have them write a paragraph about their rea- . . . some really brtght ones out there. . , .And sons for choosing the style, instrumentation, compositions to explore a variety of as the Sun sets on the orbiter, the ice cyst& and lyrics. techniques -water color, oil, tempa, and go out. lhe last few of them turn red. lhen colkage, they’re red. lhen they’regone. ” Luter he says, Challenge music students to imagine “Whenyou look outside and see the black of that they have been named to compose the 0 Have teams of five to eight (the numbers space and the ice crystals following us theme music for a space mission. Ask them of the Shuttle crew) students draw cross sec- around and the sunrise and sunset every to identifv their musicalstyle. lhen ask them tions of the interior of the middeck area of the hour and a hag look out and see the light- to identifv the moment their composition Space Shuttle. Challenge each team to choose a ning storms flashing, the cities making their would begin -launch, orbit, sleep, space color and decorating motif to use in their light patterns beneath the clot&, the pat- walk. Next, ask them to identifv the mood or drawing. The interior of the Shuttle orbiter is terns in the ocean,flying overthe Himakayas feeling of apiece that best shows the kind of white. Discuss color likes/dislikes of individu- as we do the last two orbits tonight, then I work they would compose. Ask them to com- als, and how various colors affect moods and know I’m really in space.’’ pose a given number of measures. sense of space. Have the students compare the colors of their classroom, the cafeteria, gym- 0 To commemorate the 50th anniversary of nasium, and a room at home and discuss the the National Society of Professional Engineers, reasons why specific colors are selected. Have Richard Bales composed Be Spirit of Engi- each student describe hisher personal prefer- neering for orchestra. Have students consider ence for the interior design of the orbiter and what kind of music would capture the Spirit of then, what modifications might have to be Exploration, of Science, of Learning, or of made to accommodate the tastes of other crew Mission 51-L (chamber music, a march, a members. chorale). Have students research and report on Discuss how artists intetpret their “What effect has space exploration had on awareness of the world: some paint directly music?“ including a discussion of improved from nature, some from experience and memory, some from sketches of nature, and recording techniques as a function of advanced electronic technology and the use somefrom imagination. Have students think of electronics in music composition and about how an artist would work during a performance. spaceflight. 0 Read the story of Gian Carlo Menotti’s 0 Read poems that mention heavenly opera, He@, He@, Be Globolinks.! to stu- bodies, aerospace personalities, and space dents and discuss with them the qualities that objects -from nursery rhymes to modem make it a space-age opera. High school stu- poets -and compare fanciful literature with dents might consult with a local opera associa- fact. tion about producing it. Read Gore Vihl’s Visit io a Small Planet Challenge students to agree or disagree and discuss bow the alien visitor is like/un- with novelistJames Michener’s comments at like Earthlings. Read Edmond Rostand’s a NGFA symposium on “Why Man Qblores. I’ Cyrano de Bergerac -are any of the means ‘Yhavealways believed that an event has not of spaceflight hised by Cyranoplausible? happened until it has passed through the mind of a creative artist able to explain its 0 Talk with students about science fiction significance.” Have themput their ideas into authors-Isaac Asimov, C.S. Lewis, Jules apiece of persuasive composition. Verne, H.G. Wells, Arthur C. Clarke. Read pas- sages from some of their works and assign 0 After discussing the modules of a space their books for reports. Discuss with students station, have students draw their own concepts whether any of the ideas predicted by the and develop their ideas from preliminary authors already may have come to pass. 13 RECORDING THE SPACE EXPERIENCE Concept: me space program engenders diverse reports, stories, and other f omsof communication.

0 Have students role-play a news corre- 0 Ask each student to choose a favorite part spondent assigned to cover the flight of the of the mission which was shown on the live Objectives: Teacher in Space. Ask them to write the news lesson. Mow the student to choose his/her 1. To write articles that can be submitted story and a feature story based upon one phase best way of communicating information about to a student newspaper of the event. that part: oral report, written paragraph, news 2. To publish a student newspaper about report, dramatization,role playing, etc. space and the Teacher in Space Astronaut Jeff Hoffman kept an audio diary of his April 1985 mission. Discuss how Identvy key events in the history of 1. Technological improvements in satellite this is an example of oral history. Talk with spacefight and express them in a workable communication have enabled publishers students about the function of oral history. chronology. Speculate about future events in to print newspapers with national appeal. Order a copy of his tape from the National space. Television and radio news receive and Public Radio Catalog. (See Resources.) After send their messages via satellite and listening to it, discuss if it is more moving to 0 Use Comet Halley as a springboard for microwaves, enabling us to follow news- hear rather than to read his worh. historical investigation. Ihe reference dates makingevents. The Teacher in Space proj- ~~ for its returns are 1652, 1758, 1835-1836, ect will be no exception. While the com- 0 Oral communication is a vital function of 1910, 1986, and 2062. Key question: What has mercial media carry the event, students the space effort. Have your students help you life been like during past returns of Comet can track the mission from their own make a flow chart of the kinds of roles and Halley? What do you think life might be like perspective, in their own newspaper. functions of oral communications during the during; the next appearance in 2062? 2. Distribute current newspapers to groups of launch, orbiting, and reentry of the Shuttle. Possible projects: students. Discuss the functions of different Help them to understand that for each speak- kinds of stories and help the students iden- ing role, there is also a listening role. a. Time capsule approach. Have stu- dents create a time capsule that depicts tify the parts of the newspaper: news arti- Brainstorm the ways in which commu- life in the United States in 1986. Have cles, features, editorials, comics, and nication skills of reading, wrizing listening, them compare the contents of their cap- advertisements, etc. How might news- and speaking are used in trainingfor and sule with the eapected contents of other papers be similar or different in the future? during a mission. reference years using inventoy lists of a. Identify information about Mission 51-L facsimile artgacts. which would make a good news or feature 0 McAuliffe is keepinga journal of her experi- story. Divide the class into small groups to ences. List individuals in history who have kept b. Time frame approach. Have students imagine that a video is being made write news stories. diaries. Discuss why diaries have been impor- b. Discuss Mission 51-L. List the kinds of tant to later generations. entitled “Histoy of the WorM, Part 1”It will include everything from the begin- products which could be the subject of lhe second Space Flight Participant will ning until now. lheir task is to advertisements.Ask students to divide into be a journalist. Have students consider the prepare -either visudly, orally, in groups. Have each group select a product reasons why one of the writing professions wriling, in skits, or in video-vignettes- to advertise in the newspaper, e.g., a space was selected and what other writers might theframes or scenes from those reference suit, a space meal, or a trip. Challenge each like to make a Shuttle flight (poets, science years in which Comet Halley waspresent. group to design an advertisement for the fiction authors). AFk students what other ?hemes in their timeframes can include newspaper, complete with illustration, communications professions will probably styles, housing, technology, food and prices, and details likely to attract sales. be represented in the Space Flight Participant agriculture, currency, manufmturing, c. Divide the class into three groups to Program and list them in order of important people and events, types of express their opinions on the Teacher in importance. governments, medical science, social and Space project. One group will wite edi- economic conditions, music, dance, and torials, one the letters to the editor, and 0 The Mission launch and its ongoing cover- entertainment. the third the cartoon. age expose students to the jargon of space. 3. Using the students’ articles, publish a class With your students, begin to make a list of all 0 Discuss the relationship of the following or school newspaper which records events terms which have been “coined’ by the space events to historical themes: about Mission 51-L and space in general. program. Place each term or acronym with its a. Do you think there is a space race?Why definition on a file card. Begin to post them and how did it develop? 4. To complement the student-produced around the room, adding new ones in alphabet- b. What other themes and events paral- newspaper on the present mission, chal- ical order. leled the space race? lenge students to prepare editions on past c. What social themes are linked to space and future space missions. As Mission 51-Lprogresses,have students history? collect all news articles, pictures, and any d. What evidence is there that interna- A- gther graphic details which theyfind. At the tional competition was replaced by conclusion of the Mission, make a class col- cooperation? kge, emphasizing the details which the class e. How have economic themes affected the votes most significant. space activities? 14

~ ~ ~~ ~-~ ~ Concept:As bumanlty’spresence in space grows, so does the future need for laws and &&ion making.

0 List potential problems of law and gov- priate treaty provision. For example, “A coun- 0 Use the Spaceship Decision-Making Model ernance in space: rights of space travelers, try cannot claim territory in space.” “Acountry (See Illustration p. 4.) to “walk through” the repatriation of downed astronauts, liability should regulate the space activities of its citi- Space Station decision with the class. Apply the problems, ownership or control of heavenly zens.” (See Illustration below.) Model to a variety of space-orientedproblems. bodies or areas. Investigate the current status Historical decisions may be researched and of law in space. To introduce the topic, present Encourage students to create editorial evaluated in terms of “accuracy.” Present deci- the following problem: cartoons or vignettes involving the special sions may be followed closely, while future problems of space law. decisions may be considered. lhese may be Geosynchronous satellites orbit above 0 Have students design an outer space done individually, in small groups, or as a Earth. Who determines right of way for whole class. these orbits and who assigns transmission regime as they believe it should function. ?he frequencies? (ne United Nations. ‘he Star Trek Federation is a good hypothetical a. Historical Decisions International Telegraph Union, ITU, has a example. Some issues surrounding the creation 1) Creation of NASA special arm, the World Administrative of the regime may be one nation-one vote 2) Kennedy’s goal of reaching the Moon Radio Conference,WARC, to make such alloca- versus votes based on contribution, enforce- before 1970 tions.) ment, jurisdiction, and courts. 3) Participation of other countries in early space efforts Assign students to research the network of U.N. “Tonght lam directing NASA to develop a 4) Continuation of Apollo after 1967 deaths and intergovernmental space agencies which permanently manned space station - 5) Inclusion of women as astronauts establish and enforce space laws. and to do it within a decade.” 6) Apollo/Soyuz joint mission Have students research existing guide- -Ronald Reagan, State of the b. Current Decisions lines and principles for space government. Union Address,Januav 25, 1984 1) Sharing scientific data with other Provide copies of theprovisions of the Peaty Ask students why the President made that nations on Principles Governing the Activities of States decision, committing vast amounts of 2) Use of Earth observation satellite data in the Exploration of Outer Space, Including national resources at a time when budget by governments the Moon and Other Celestial Bodies opened deficits were rising. 3) Cost factors forsignature by the Uh?CeneralAssembly in 4) Manned vs unmanned space missions 1967. Discuss with students why it is called Introduce the concept of a decision-making c. Future Decisions the iziagiia Ch~kif~~spuce. (&e Ijlmtration modelorprocess. Use examples of other piv- 1) Space colonization below.) otalspacedecisions,suchasthelunar landing, 2) Space manufacturing or mining or askstudents fortheir ideas of other histori- facilities 0 Give specific examples of circumstances cal decisions. Reinforce the concepts of 3) International space ventures that the students could classify by the appro- goals, alternatives, and eqbected outcomes. 4) Ianding on other planets

A Treaty of Principles Governingthe Activities of States in the Exploration and Use of Outer Space, Includingthe Moon and Other Celestial Bodies. The Treaty was opened for signature on January 27,1967. This “Outer Space Treaty” or “Space Charter” has been characterized by some as a Magna Charta for space. Treaty provisions declare that:

(1) International law and thecharter of the United Nationsshall (7) Private interests are recognized as having freedom of action apply to space activities. in space, so long as a government or group of governments on Earth (2) Outer space and celestial bodies are the province of man- authorize and exercise continuing supervision over their activities. kind and shall be used only for peaceful purposes and for the benefit Signatory nations (seventy-eight at last count, including the United of all mankind. States and the Soviet Union) are therefore under a duty to oversee the activities of their citizens and commercial ventures in space. (3) Nuclear weapons, weapons of mass destruction, military bases, and military maneuvers are banned from space. (8) Governments are liable for damage caused on Earth by their (4) Outer space shall be free for exploration, use, and scientific space objects. investigation. (9) Astronauts are “Envoys of Mankind” and are entitled to non- (5) There can be no claims of sovereignty or territory by nations interference and all necessary assistance in distress. over locations in space, “by means of use or occupation or by any other means.” (10) The natural environments of celestial bodies should not be (6) Jurisdiction over space objects launched from Earth shall be seriously disrupted, and Earth must not be contaminated by extra- retained by the launching state. terrestrial organisms.

15 NASA Teacher Resource Centers

Teacher Resource Centers at major NASA installations provide easy access to NASA- NASA Regional Teacher Resource Rooms have been established at the following related materials that can be incorporated into the classroom at all levels. Ihe mate- institutions: rials reflect NASA research, technology and development in a variety of curriculum W. Richard P MacLeod Dr. Richard Mitchell and subject areas. Resources available include NASA videotapes, l6mm films, 35mm Executive Director Curriculum and Instruction slides, NASA publications, audio cassettes, computer software, laser discs, teacher’s U.S. Space Foundation Box 52 guides, and classroom activities. Educators can review the material and request PO. Box 1838 Mankato State University copies for use in their classrooms. Ihe only charge is the cost of reproduction and Colorado Springs, CO 80901 Mankato, MN 56001 mailing. Visit or contact the Teacher Resource Center nearest you for information (303) 550-1000 (507) 389-1516 about services and materials: Mr. Barry Van Deman Professor Doreen Keable ALABAMA SPACE AND ROCKET CENTER NASA JOHN F, KENNEDY SPACE CENTER Museum of Science & Industry Center for Information Media Attn: NASA Teacher Resource Room Attn: Educators Resource Library 57th Street and Lakeshore Drive St. Cloud State University Tranquility Base Mail Stop ERL Chicago, IL 60637 St. Cloud, MN 56301 Huntsville, AL 35807 Kennedy Space Center, FL 32899 (312) 684-1414, Ext. 432 (612) 255-2062 (205) 837-3400, Ext. 36 (305) 867-4090 or 9383 Dr. Kenneth Pool Dr. Martin Marin NASA AMES RESEARCH CENTER NASA LANGLEY RESEARCH CENTER School of Education Ihe City College Attn: Teacher Resource Center Attn: langley Teacher Resource Center University of Evansville NAC 51208 Mail Stop 204-7 Mail Stop 146 1800 Lincoln Avenue Convent Avenue at 138th Street Moffett Field, CA 94035 Hampton, VA 23665-5225 Evansville, IN 47714 New Wrk, NY 10031 (415) 694-6077 (804) 865-4468 (812) 479-2766 (212) 690-6678 NASA GODDARD SPACE FLIGHT CENTER NASA LEWIS RESEARCH CENTER Mr. Scott Seaman Dr. Paul A. McWilliams Attn: Teacher Resource laboratory Attn: Teacher Resource Room Director, Learning Resobrces Division Executive Director Mail Stop 130-3 Mail Stop 8-1 Northern Michigan University NASA Industriali,Applications Center Greenbelt, MD 20771 Cleveland, OH 44135 Marquette, MI 49855 23 William Piti Union (301) 344-8981 (216) 267-1187 (906) 227-1300 University of Pittsburgh NASA JET PROPULSION LABORATORY NASA NATIONAL SPACE TECHNOLOGY Ms. Carolyn Cooper Pittsburgh, PA 15260 Attn: Gil Yanow LABORATORIES Olson Library Media Center (412) 624-5211 Science and Mathematics Teaching Attn: Teacher Resource Center Northern Michigan University MI. Gregory L. Vogt Resource Center Building 1200 Marquette, MI 49855 Executive Director Mail Stop 180-205 National Space Technology laboratories, (for materials only) Science, Economics & Technology Pasadena, CA 91109 MS 39529 (906) 227-2117 Center (818) 354-6916 (601) 688-3338 Professor David House1 818 We& Wisconsin Avenue NASA LYNDON B. JOHNSON SPACE O’Dowd Hall, Room 115 MilwauGe, WI53233 CENTER Oakland University (414) 765-9966 Attn: Teacher Resource Room Rochester, MI 48063 Dr. Ruby Koch Mail Stop AP4 (313) 370-3079 College of Education Houston, TX 77058 213 Morris Hall (713) 483-3455 or 4433 University of Wisconsin at lacrosse Lacrosse, WI 54601 (608) 785-8128 RESOURCES + An Astronaut’sJournal by Jeff Hoffman. National Public Radio, 1985. (Orders to . Shuttle Prediction and Recognition Kit (SPARK) and 51-L Mission Chart. Nationd Public Radio, P.O. Box 55417, Madison, WI 53705. 1-800-253-0808 except (Lyndon B. Johnson Space Center, SPARKAP4, Houston, TX 77058.) Kit can be Wisconsin and Alaska. $12.95 including postage. Free Catalog.) reused with new mission charts. Bales, Richard. 7be Spirit of Engineering. Alexandria, VA National Society of Profes- . Social Sciences and Space Eaploration. Washington, D.C.: US. sional Engineers. (1420 King Street, Alexandria 22314; 703/684-2852) Government Printing Office, 1984. Branley, Franklyn M. Space Colony: Frontier of the 21st Century New York: Lode- . Spinoff 1985. Washington, D.C.: U.S. Government Printing Office, 1985. star Books, 1983. National Space Institute. Dial-a.Shuttle.Washington, D.C.: National Space Institute, Chapman, PD. and Bondurant, R.L. Comet Halley Returns: A Teacher’s Guide, 1-800-410-6272. 1985-1986. Washington, D.C.: U.S. Government Prifiting Office, EP-197. OMNI‘s Screen flights/screen I3rntasies. Garden City, NY: Doubleday and Company, Dean, Leigh. Gian Carlo Manotti’s He@, He@, 7be Globolinks!New York: McGraw- Inc., 1984. Hill Book Company, 1970. Pogue, Wdliam R. How Do You Go lb 7be Bathroom in Space? New Wrk: Tom Jacobs, Leland B. Behyfor Space Enthusiasts Champaign, IL: Garrard Publishing Doherty Associates, 1985. Company, 1971. Radlauer, Ruth and Ed; and Mather, Jean and Bob. Satellite Ech Ilk. Chicago: National Aeronautics and Space Administration. Food for Space flight. Washington, Children’s Press, 1984. D.C.: U.S. Government Printing Office, NF-133/6-82. Student Shuttle Involvement hogram (SSIP). National Science Teachers Associa- ~. Mzcrogravity...A New Tool for Basic andApplied Research in Space. tion, 1742 Connecticut Avenue, Washington, D.C. 20009. Washington, D.C.: U.S. Government Printing Office, EP-212. Weiss, Malcolm E. Far Out Factories: Manufacturing in Space. NY: Lodestar Books, -. -. NASA Facts. Washington, D.C.: U.S. Government Printing Office. 1983. (assorted educational publjcations)

NASA grants permission for reprtnrtng tbzS Teacher‘s Guide. 16 * GPO : 1985 0 - 496-021 : OL 3

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