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CHANGE YOUR VIEW OF OUR UNIVERSE GRADES 3-5

DEAR TEACHER: DO YOU WANT TO TAKE YOUR STUDENTS ON AN AWE-INSPIRING JOURNEY THROUGH DISTANT GALAXIES AND ENABLE THEM TO ACCOMPANY SPACEWALKING ASTRONAUTS ON ONE OF THE MOST IMPORTANT MISSIONS IN NASA’S HISTORY? If the answer is “yes,” we invite you and your students to blast off with the new IMAX fi lm Hubble 3D. Book a fi eld trip to your local IMAX theatre to give your students an out-of- this-world learning experience. The engaging classroom activities on this poster, inspired by the fi lm, will also enhance your students’ understanding of the importance of the Hubble Space Telescope’s mission. Visit www.imax.com/hubble for additional activities and vocabulary for grades 3-5 and, for grades 6-8. Enjoy the show!

Build a Robotic Arm Communication Station Images from Hubble Simulation

Students will use teamwork to design Students will model the roles of astronauts, Students will model how satellites send and build their robotic arm to model the engineers, and scientists as they employ back information to Earth in the form of Space Shuttle arm used by astronauts. eﬀ ective communication skills to complete numbers using binary code (a series of a task. 1’s and 0’s).

Students will create a mission patch to

ScI), NASA, ESA, STScI, J. Hester and P. and P. Hester ScI), J. NASA, ESA, STScI, symbolize what they have learned about the Hubble Space Telescope.

You will need: You will need: You will need: •the following choice options (or similar •two matching bags of materials (linking •2 Pencils materials) for building the robotic arms: cubes or other common construction •1 Folder clothespins, brads, craft sticks, straws, material) for each pair of students. • Data Sheet provided in activity paper clips, rubber bands, tape (clear or masking), twine, cardboard scraps, empty paper towel or tissue rolls, unsharpened pencils, stacking blocks (4 per team) made of cardboard, foam, or other material.

Engage students by visiting the follow- Engage students by visiting the following Engage students by showing them an ing website showing images and video website and viewing images from Day 2 of image captured by Hubble at the follow- of the robotic arm at work: Hubble Servicing Mission 4 (SM4)*: http:// ing site: http://svs.gsfc.nasa.gov/sm4. svs.gsfc.nasa.gov/sm4. Point out the images http://svs.gsfc.nasa.gov/sm4 of team members [astronauts, scientists and Ask students if they’ve ever wondered engineers at Goddard Space Flight Center how we “get” these images from so (GSFC) and Johnson Space Center (JSC)] far away. Extend the lesson by having communicating to accomplish their tasks. students repeat the activity using colors.

Extensions Prep Teacher Tell Objectives students they will be using verbal com- (Instead of just 1’s and 0’s for black and munication to simulate a task while acting white, also assign numbers to diﬀ erent as astronauts and engineers. Students will colors i.e. 2 = blue, 3 = green, etc.) develop abilities to apply to the design process.

Lessons address NSES standards (Understanding About Science and Technology; Science as a Human Endeavor; Nature of Scientiﬁ c Knowledge) and ITEA standards (Understanding the Inﬂ uence of Technology on History; Understanding the Role of Troubleshooting, Research and Development, Invention and Innovation, and Experimentation in Problem Solving). Scowen (Arizona State University), NASA, ESA, and the Hubble Heritage Team (STScI/AURA) Team NASA, ESA, and the Hubble Heritage University), State (Arizona Scowen IMAX® is a registered trademark of IMAX Corporation. Photo Credit: NASA, ESA, J. Clarke (Boston University), and Z. Levay (ST and Z. Levay (Boston University), Clarke NASA, ESA, J. Credit: Photo Corporation. of IMAX trademark is a registered IMAX® For additional educational materials that support SM4* events, visit: http://amazing-space.stsci.edu/sm4/.

Special acknowledgment and thanks to Bonnie McClain (NASA Goddard Space Flight Center Offi ce of Education) and to Bonnie Eisenhamer (Space Telescope Science Institute HST Education Manager) for their contributions. BRING THE UNIVERSE TO YOUR STUDENTS’ FINGERTIPS: Each of the activities provides hands-on extensions connected to viewing Hubble 3D. IMAX fi lms are ideal teaching tools that: Engage your • present new knowledge in a powerful, popular medium students with • inspire thoughtful and lively classroom discussion an unforgettable BOOK YOUR IMAX FIELD TRIP TODAY! • motivate students for extended learning learning Field trips are economical and easily arranged. To book a fi eld trip, contact your local experience.

©2009 WARNER BROS. ENT. IMAX theatre today. Visit www.imax.com/newsletter to sign up for the latest news and updates on ALL RIGHTS RESERVED IMAX educational programs and events. For locations near you, visit www.IMAX.com. *Also referred to as the STS-125 mission. Worksheet #1 NAME: GRADE:

In May 2009, NASA astronauts went on an important Space STEP 1: View the robotic arm video: http://svs.gsfc.nasa. Shuttle mission. The Hubble Space Telescope Servicing gov/sm4. Mission 4 (SM4)* gave spacewalking astronauts the chance to make repairs on Hubble. NASA scientists hoped these Work as a team to design and build a robotic improvements would keep the Hubble working for at least fi ve STEP 2: arm that will stack four blocks on top of one another. You cannot more years. To make repairs and upgrades, astronaut Megan touch the blocks with your hands, only with the robotic arm. McArthur used the Shuttle robotic arm to grab Hubble and • defi ne your task objectives and requirements pull it onto a platform for servicing. • look at the materials your teacher has made available • agree upon a design for the robotic arm after considering alternatives • identify materials you will use • draw a sketch of your team’s design before you build it • report to the mission specialist (teacher) to collect your An engineer designs tools and machines to solve practical supplies (including stacking blocks) problems. Imagine you are an engineer. How could you design a robotic arm like the one used by astronauts who upgraded and fi xed the Hubble Space Telescope? STEP 3: Build and test your robotic arm. Redesign as needed. With your team of four students, design and build a robotic arm to complete a task. STEP 4: Demonstrate and share your robotic arm design.

STEP 5: Discuss with your team how you think this activity might compare to what engineers did when designing the Shuttle robotic arm. Fill in the chart below with the differences from your team and the NASA team.

STEP 6: Debrief. Discuss with your team. • Did your team use all the materials provided? Why or why not? • Which material was most important in your robotic arm design? Why? • How did working as a team help in the design process? • Were there any disadvantages to designing and building as a team? • What did you learn from seeing the designs developed by other teams? • What advice would you give to a team that was about to complete this same task? • How would using a robotic arm on a spacewalk be even more challenging? • Think about the roles and responsibilities of the astronauts, engineers, and scientists who keep Hubble in working order. Which role do you like best? Why?

OUR TEAM NASA TEAM

Good communication is very important for a space mission to be successful. The astronauts, engineers, and scientists who worked on the Hubble Space Telescope in Servicing Mission 4 all had to communicate their ideas clearly, accurately, and promptly in order to solve problems and complete their daily tasks during the mission. Imagine you are an astronaut out in space on a mission, and you need to communicate to an engineer at the Goddard Space Flight Center. One mistake in communication could stop the mission from being successful! How could you communicate your ideas clearly and accurately?

Your teacher will give you and your partner each a bag of matching materials. Decide who will be the “engineer” and who will be the “astronaut.” Follow the steps below to simulate what engineers at Goddard Space Flight Center experienced as they communicated with astronauts on one of the Hubble Space Telescope servicing missions.

STEP 1: You and your partner sit back--to--back. The engineer works at his/her desk while the astronaut sits with his/her back to the engineer.

STEP 2: Engineer, use the materials to build a structure. Do not let the astronaut see the structure you have created.

STEP 3: Astronaut, open your bag of materials, but do not take the materials out.

STEP 4: Engineer, communicate with your astronaut and explain how to use the materials to re-create the structure you have built.

STEP 5: Astronaut, listen carefully to the engineer as he/she explains how to build the structure. You may ask questions as you build. Tell the engineer when you have completed the “mission.”

STEP 6: Astronaut, turn around and show the engineer your completed structure. Discuss if together you successfully accomplished your goal of building the same structure.

STEP 7: Debrief. Discuss the following with your partner: • Why did your team need each of the roles to accomplish tasks? • Was one role more important than the other? Explain why or why not. • How is this activity similar to what astronauts experience during spacewalks? How is it different? ©2009 WARNER BROS. ENT. ALL RIGHTS RESERVED • Which school subjects would be most helpful for the careers of an astronaut, astronomer, or engineer? Why?

IMAX® is a registered trademark of IMAX Corporation. Image Credits: istock Worksheet #3 NAME: GRADE:

Have you ever wondered how we get those amazing images from space? Engineers at the Space Telescope Operation STEP 4: HST Team Member: Begin giving the “radio Control Center (STOCC) at Goddard Space Flight Center in waves” data to the STOCC Technician in the form of “binary code” Greenbelt, MD communicate with the Hubble Space Telescope (which means using 1’s and 0’s). as it travels at 17,500 mph through space. They tell it where to point and when to send data from the light images to Earth. The STEP 5: Radio Signal Team Member - you are the Hubble then captures light and sends the data through radio transmitter. You receive data from the HST Team Member and waves to a satellite. Those radio waves then travel to a ground carry the data over to the STOCC Technician Team Member. station on Earth where engineers gather all of the information Your teacher will not give your team any direction on communica- and send it to astronomers at the Space Telescope Science tion. Your team needs to decide how to transmit the data. Don’t Institute in Baltimore, MD. forget, you can only deliver data as 1’s and 0’s, no hand signals or other communication allowed.

STEP 6: Debrief. Discuss with your team. STEP 1: Work with your team of three. Each team • Scientists and engineers ﬁ nd these satellite images member will select a role to play: from Hubble very useful. Can you think of other jobs • Hubble Space Telescope (HST) people have where Hubble images could be used? • A radio signal • An STOCC Technician MISSION ACCOMPLISHED!

STEP 2: HST Team Member - Gather your supplies: a pencil, a folder, and a data sheet (see data sheet below). Draw \\\ BONUS ACTIVITY: an image or pattern on the data sheet by ﬁ lling in blocks. Hide You’ve learned a lot about the Hubble Space Telescope! For nearly 40 years, NASA astronauts have designated patches to your pattern from your teammates. symbolize their individual space missions and ﬂ ight accom- plishments. Now it’s your turn! Design a mission patch (see STEP 3: STOCC Technician Team Member - Gather your example below) for your team that represents what you’ve learned about the Hubble Space Telescope. supplies: a pencil and a data sheet. Sit far away from the HST.

123 4 5 6 E

ION PA S TC IS H M D C DATA SHEET DATA B A

grades 6-8

Building a Robotic Arm The Spacesuit and Extravehicular Activity Building a Model of the Hubble Space Telescope

Students will implement the engineer- Students will investigate hazards of extra- Students will implement the engineering process to design a robotic arm using vehicular activity (EVA) in space and the ing process to build a scale model of the common materials. spacesuit design elements that make EVA Hubble Space Telescope using common possible. materials. Objectives

You will need: You will need: You will need: • Computer (1) with internet access • Computer (1) with internet access and • Computer lab with internet access • Student handouts provided in activity other research materials • Student lab notebooks or notebook paper • Stacking blocks: (4 per team) • Educator Resource Key provided in • Student handouts provided in activity • Common household/ office supplies: activity • Common household / office supplies: clothes pins, brads, craft sticks, straws, • Student handouts provided in activity aluminum foil, card stock, cardboard,

Teacher Prep Teacher paper clips, rubber bands, tape (clear construction paper, craft sticks, cylindrical or masking), twine, cardboard scraps, items commonly found at home such empty paper towel/tissue rolls, as a paper towel roll or aluminum cans, unsharpened pencils glue guns, markers, pipe cleaners, rubber bands, scissors, string, tape

Engage students by showing video Engage students by researching the hazard- Engage students by visiting http://www. clips from http://www.nasa.gov/mis- ous conditions astronauts are exposed to nasa.gov/education/hubble or http:// sion_pages/hubble/servicing/SM4/main/ during spacewalks. Demonstrate the effects hubblesite.org/ to research Hubble’s of extreme low pressure on a “marshmallow SM4_Essentials.html and discuss the astronaut” by showing students the dimensions (length and diameter). difficulties encountered when engineer- following video segment: http://phun.phys- Students act as engineers to design and ing tools to use in space. ics.virginia.edu/demos/marshmallow.html evaluate a scale model of the Hubble Space Telescope.

Extensions Send students to the following website for an interactive spacesuit experience: http://www.nasa.gov/audience/foreducators/spacesuits/home/clickable_suit.html

Lessons address NSES standards (Understanding about Science and Technology; Science as a Human Endeavor; Nature of Scientific Knowledge) andITEA standards (Understanding the Influence of Technology on History; Understanding the Role of Troubleshooting, Research and Development, Invention and Innovation, and Experimentation in Problem Solving).

For additional educational materials that support SM4* events, visit : http://amazing-space.stsci.edu/sm4/. IMAX® is a registered trademark of IMAX Corporation. Photo Credit: NASA, ESA, J. Clarke (Boston University), and Z. Levay (STScI),Scowen NASA,(Arizona StateESA, University), STScI, J. Hester NASA, and ESA, P. and the Hubble Heritage (STScI/AURA)Team Special acknowledgment and thanks to Bonnie McClain (NASA Goddard Space Flight Center Office of Education) and to Bonnie Eisenhamer (Space Telescope Science Institute HST Education Manager) for their contributions. BRING THE UNIVERSE TO YOUR STUDENTS’ FINGERTIPS: Each of the activities provides hands-on extensions connected to viewing Hubble. IMAX films are ideal teaching tools that: Engage your • present new knowledge in a powerful, popular medium students with • inspire thoughtful and lively classroom discussion an unforgettable Book Your IMAX Field Trip Today! • motivate students for extended learning learning experience. Field trips are economical and easily arranged. To book a field trip, contact your local

B ACKGROUND: STEP 3: Use HANDOUT A to brainstorm ideas on how your team will build a robotic arm. In May 2009, astronauts visited the Hubble Space Telescope for the last time. Service Mission 4 (SM4) was one of the STEP 4: Use HANDOUT B to finalize your team’s design, most daring space repair efforts ever attempted. Supported identify the materials needed and sketch a detailed drawing of by engineers at Goddard Space Flight Center, space shuttle your design. astronauts made many improvements to Hubble during sev- eral challenging spacewalks. During SM4, astronaut Megan STEP 5: Build and test your team’s robotic arm. McArthur operated a robotic arm to grab the Hubble Space Telescope and pull it onto a platform at the rear of the shut- STEP 6: Use HANDOUT B to evaluate your team’s robotic tle’s payload bay. Scientists hope all the improvements made arm by listing the strengths and weaknesses of the design as during SM4 will extend Hubble’s service by at least five years. well as possible improvements that could be applied.

YOU R MISSION: Part 2:

Plan and build a robotic arm from common items. The robotic D temons rate and share the robotic arm needs to be able to stack four (4) blocks without you or arm design with the other design teams. your team touching them with your hands. Part 3:

YOUA R T SK: Dius sc s ways to improve the designs. Use these questions to guide discussion: Part 1: 1. How is your robotic arm similar to the arm shown in Ds e ign and create a robotic arm. the video segments and images? In what ways does it differ? 2. How would you redesign your model for different tasks STEP 1: Form a team of four members. (heavier blocks, smaller blocks)?

STEP 2: Examine the materials your teacher has made available. Your team may use any of these items to design and build a robotic arm.

HANDOUT A - Brainstorm

BRAINSTORM:

As a team, brainstorm three possible ideas for designing and building a robotic arm. Use this worksheet to take notes.

Idea 1:

Idea 2:

Idea 3:

Challenges:

Identify any challenges you anticipate with the design ideas your team has identified.

Handout B - Finalizing Your Team’s Plan

MATERIALS:

List the materials your team will need to construct your robotic arm. Take your proposed list of materials to the Mission Specialist (your teacher) for approval.

DRAW:

Draw a detailed sketch of your team’s final design. Label the sketch with dimensions and materials needed for each part.

Evaluate:

1. List the strengths and weaknesses of your robotic arm’s design.

Strengths Weaknesses

2. List possible improvements to your team’s design. If you were to rebuild, what would you do differently and why?

BACKGROUND: in the “Spacesuit Solutions” column on your Spacesuit Solutions worksheet (HANDOUT A). Orbiting for the past 19 years, 350 miles above the Earth’s surface, the Hubble Space Telescope has been visited five STEP 3: Debrief. Share your list with the rest of the design times by NASA astronauts. On the last servicing mission team and discuss what you have learned about hazardous (SM4), the astronauts performed a series of five spacewalks conditions in space and how spacesuits protect astronauts (also known as extravehicular activity or EVA) to improve and during EVA. maintain instruments so that Hubble may continue to gather data until 2014. Constant support from engineers on the 1. Are any of the spacesuit solutions you identified designed ground at Goddard Space Flight Center also aided the to address multiple hazards? astronauts during these dangerous spacewalks. In order to 2. Are there risks that you identified for which spacesuits do survive the extreme environment of space during EVA, not appear to protect astronauts? astronauts wore specially engineered spacesuits. Footage of these awe-inspiring spacewalks can be seen in Hubble. You may find these websites helpful:

• NASA article, NASA “Spacesuits” Help Brothers With Rare Genetic Defect http://www.nasa.gov/centers/john- YOUR MISSION: son/news/releases/1996_1998/j97-30.html List hazardous conditions encountered by astronauts during • NASA eClips video segment, The Making of the Biosuit (7:02). spacewalks. Then, identify design elements on spacesuits that http://www.youtube.com/watch?v=GoS4Lzr4dhE&f were created to protect astronauts when in space. eature=PlayList&p=D7BEC5371B22BDD9&index=1

• NASA eClips video segment, Protective Materials for Spacecraft YOUR TASK: (6:27) http://www.youtube.com/watch?v=H6EL9kdz aXw&feature=PlayList&p=D7BEC5371B22BDD9&i STEP 1: Go to http:/nasa.gov/home.index.html and ndex=2 research the hazardous conditions that astronauts encounter in space. Record your findings in the R“ esearch” column on • NASA multimedia gallery, Evolution of the NASA Spacesuit the Spacesuit Solutions worksheet (HANDOUT A). http://www.nasa.gov/multimedia/mmgallery/fea- tures_archive_1.html STEP 2: Visit http://www.nasa.gov/audience/foreducators/spacesuits/home/clickable_suit.html for an interactive spacesuit experience where you will learn more about the components of a spacesuit. Identify design elements engineers use to protect astronauts from the hazardous conditions in space. Record these design elements

HANDOUT A

DIRECTIONS:

Every time an astronaut goes into space, he/she must be prepared for the space environment. Using the following two website links, http://www.nasa.gov/home/index.html and http://www.nasa.gov/audience/foreducators/spacesuits/home/clickable_suit.html, research the hazardous conditions astronauts experience during the spacewalks and find the “spacesuit solutions” designed by scientists and engineers to address these hazards.

Factors Research Spacesuit Solutions

Atmosphere

Radiation

Pressure

Debris

Temperature

Light

Microgravity

Atmosphere No oxygen in space. Above the 63,000-foot • Primary Life Support Subsystem threshold, humans must wear spacesuits that supply • Secondary Oxygen Pack oxygen for breathing. • Vent Flow Sensor • Contaminant Control Cartridge removes CO2 from the air the astronaut breathes

Radiation Ultraviolet radiation constitutes one of the most • 11 fabric layers of thermal micrometeoroid dangerous hazards for crew members on long garment duration space missions. While small amounts of • Helmet radiation reach people on Earth, it is much more • Extravehicular visor assembly intense in space. An astronaut performing an EVA is • Visor exposed to about 27 times more radiation particles than the average person on Earth.

Pressure No atmospheric pressure in space. • Pressure garment that maintains pressure around the body to keep body fluids in the liquid state.

Debris One reason spacewalks are dangerous is collision • Thermal micrometeoroid garment provides with space debris (which can be as small as tiny protection from bombardment by microme- flecks of paint that have come off spacecraft). An teoroids. object as small as 1 millimeter in length can cause damage to a spacesuit since it is traveling at speeds up to 17,000 mph.

Temperature Without the Earth’s atmosphere to filter the sun- • Liquid Cooling and Ventilation Garment light, the side of the suit facing the Sun may be heat- contains liquid cooling tubes that maintain ed to a temperature as high as 250 degrees Fahren- body temperature. heit; the other side, exposed to darkness of deep space, may get as cold as -250 degrees Fahrenheit. • Gloves protect from hot or cold thermal objects.

Light The Hubble Space Telescope orbits the Earth once • Battery provides power to lights. every 90 minutes. Astronauts working in space experience “day and night” in each orbit. • Extravehicular visor assembly can be adjusted to shield the astronaut’s eyes.

Microgravity The body changes in order to accommodate the en- • Tethers, harnesses vironment. Since astronauts don’t rely much on the lower body to move, the bones and muscles begin to weaken. The astronauts must exercise every day to maintain their bone and muscle mass.

YTour ask: Design and build a scale model of the Hubble Space Telescope while keeping within a designated budget.

STEP 1: Form into a team of two or three members. BACKGROUND: Step 2: Research the dimensions (length and diameter) Launched in April 1990, the Hubble Space Telescope of the Hubble Space Telescope. Visit http://www.nasa. (HST) is one of the greatest advancements in the history gov/education/hubble or http://www.hubblesite. of technology and science. The HST still orbits Earth and org. Record the dimensions and pertinent notes in your lab collects data that is invaluable to astronomers and the public notebook. worldwide. Astronomers have used Hubble data to publish more than 7,500 scientific papers.YOU Step 3: Examine the materials your teacher has provided. Select a cylindrical item as a base for the model and apply ratios to determine the scale of the model. Use the procedure demonstrated by your teacher. Your Mission: Step 4: Draw and label a detailed plan for your team’s Demonstrate the engineering process involved in the design model. Make sure to keep the scale accurate. Consider of the Hubble Space Telescope. moving parts or other possible aspects to your design.

Step 5: Your team has a budget of $5.00 to “spend” on materials. Determine which of the available materials you will need in order to create your model. Refer to the Suggested Pricelist (HANDOUT A) as you fill in your Budget Worksheet (HANDOUT B). Bring your Budget Worksheet to your teacher for approval and to “purchase” your materials.

Step 6: Build your model of the Hubble Space Telescope.

Step 7: Teams, share your models with the class and discuss the process and design you used to construct your model.

Step 8: Debrief using the following questions:

1. How difficult was it to stick to a budget? 2. Were there elements of your design you left out because they were too costly? 3. Are there features on your model that other teams included, but built with cheaper materials? 4. What features from other designs would you include if you were to build another model? 5. What features would you not include in a second model?

HANDOUT A

Item Cost

Cylindrical item (paper towel roll, aluminum can…) $0.10

Card stock $1.00

Craft stick $0.20

Construction paper $0.20

Pipe cleaners $0.05

Corrugated cardboard $1.00 per sq. foot

Aluminum foil $0.50 per sq. foot

Markers $0.50

Tape $0.50 per foot

Rubber bands $0.05

String $0.05 per foot

Transparent tape $1.00

Glue guns, scissors Free to use

HANDOUT B After completing your budget worksheet, see your teacher for budget approval and to “purchase” your materials.

Material Cost Per Piece Quantity Needed Total

GRAND TOTAL:

(Cannot exceed $5.)