Butterflies in Space

Gregory L. Vogt, Ed.D. Nancy P. Moreno, Ph.D. Stefanie Countryman, M.B.A.

An Experiment Aboard the International Space Station

by Gregory L. Vogt, Ed.D. Nancy P. Moreno, Ph.D. Stefanie Countryman, M.B.A.

RESOURCES This publication is available in PDF format at www.nsbri.org and at www.bioedonline.org.

For related resources and professional development, visit www.bioedonline.org or www.k8science.org.

ISBN-13: 978-1-888997-59-0

Teacher Resources from the Center for Educational Outreach at Baylor College of Medicine. The mark “BioEd” is a service mark of Baylor College of Medicine.

The activities described in this book are intended for school-age children under direct supervision of adults. The authors, Baylor College of Medicine (BCM) and the National Space Biomedical Research Institute (NSBRI) cannot be responsible for any accidents or injuries that may result from conduct of the activities, from not specifically following directions, or from ignoring cautions contained in the text. The opinions, findings and conclusions expressed in this publication are solely those of the authors and do not necessarily reflect the views of BCM, NSBRI or the National Aeronautics and Space Administration (NASA). Authors: Gregory L. Vogt, Ed.D., Nancy P. Moreno, Ph.D., and Stefanie Countryman M.B.A. Senior Editor: James P. Denk, M.A. Creative Director and Editor: Martha S. Young, B.F.A. Cover photo of Vanessa cardui courtesy of Michael Hanselmann, Wikimedia Creative Commons Share Alike 3.0, http://commons.wikimedia.org. Illustrations by M.S. Young and G.L. Vogt.

ACKNOWLEDGMENTS The authors gratefully acknowledge the support of Bobby R. Alford, M.D., Jeffrey P. Sutton, M.D., Ph.D., William A. Thomson, Ph.D., Jeanne L. Becker, Ph.D., and Kathy Major, B.A. We especially acknowledge the valuable contributions of Louis Stodieck, Ph.D., BioServe Space Technologies; Mary Ann Hamilton, Curator, Butterfly Pavilion; and Kenneth Werner, Gulf Coast Butterflies. Butterflies in Space is supported by National Space Biomedical Research Institute through NASA NCC 9-58, and by Houston Endowment Inc., and the Howard Hughes Medical Institute. No part of this book may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording; nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use without prior written permission of the publisher. Black-line masters reproduced for classroom use are excepted.

NATIONAL SPACE BIOMEDICAL RESEARCH INSTITUTE 1 Baylor Plaza, NA-425, Houston, Texas 77030 www.nsbri.org

CENTER FOR EDUCATIONAL OUTREACH Baylor College of Medicine, 1 Baylor Plaza, BCM411, Houston, Texas 77030 713-798-8200 / 800 -798-8244 / www.bcm.edu/edoutreach Contents

Teaming with Benefits iv

1. Introduction 1

2. Living Organisms in Space 4

3. Investigating Gravity as a Variable 6

4. Butterfly Primer 9

5. Butterfly Habitats 11

6. Designing the Investigations 16

Butterflies in Space is a cooperative effort of the following organizations. BioServe Space Technologies, University of Colorado Boulder, Colorado www.colorado.edu/engineering/BioServe Center for Educational Outreach, Baylor College of Medicine Houston, Texas www.bcm.edu/edoutreach Butterfly Pavilion Westminster, Colorado www.butterflies.org Orion’s Quest Detroit, Michigan www.orionsquest.org/v3 Challenger Learning Center of Colorado Colorado Springs, Colorado www.clccs.org National Space Biomedical Research Institute Houston, Texas www.nsbri.org Office of the Chief Scientist, National Aeronautics and Space Administration Washington, D.C. www.nasa.gov

© 2012 Baylor College of Medicine Contents Bioed Online | K8 Science Butterflies in Space iii A UNIQUE PARTNERSHIP: NASA AND THE NSBRI Teaming with Benefits by Jeffrey P. Sutton, M.D., Ph.D., Director, National Space Biomedical Research Institute (NSBRI)

pace is a unprecedented, with substantial It will become necessary to perform Schallenging benefits for both the space program more investigations in the unique environment for the and the American people. environment of space. The vision of human body. With Through our strategic plan, the using extended exposure to micro- long-duration mis- NSBRI takes a leadership role gravity as a laboratory for discovery sions, the physical in countermeasure development and exploration builds upon the and psychological and space life sciences education. legacy of NASA and our quest to stresses and risks The results-oriented research and push the frontier of human under- to astronauts are Dr. Jeffrey P. Sutton development program is integrated standing about nature and ourselves. significant. Finding answers to these and implemented using focused The NSBRI is maturing in an health concerns is at the heart of the teams, with scientific and manage- era of unparalleled scientific and National Space Biomedical Research ment directives that are innovative technological advancement and Institute’s program. In turn, the and dynamic. An active Board of opportunity. We are excited by the Institute’s research is helping to Directors, External Advisory Council, challenges confronting us, and by our enhance medical care on Earth. Board of Scientific Counselors, User collective ability to enhance human The NSBRI, a unique partnership Panel, Industry Forum and Academic health and well-being in space, and between NASA and the academic Consortium help guide the NSBRI in on Earth. and industrial communities, is achieving its goals and objectives. advancing biomedical research with the goal of ensuring a safe and pro- NSBRI RESEARCH AREAS ductive long-term human presence in CARDIOVASCULAR PROBLEMS group behavioral health during flight and post flight. space. By developing new approaches The amount of blood in the body is reduced when astro- People on Earth can benefit from relevant assessment and countermeasures to prevent, nauts are in microgravity. The heart grows smaller and tests, monitoring and intervention. weaker, which makes astronauts feel dizzy and weak minimize and reverse critical risks to RADIATION EFFECTS AND CANCER when they return to Earth. Heart failure and diabetes, Exploration missions will expose astronauts to greater health, the Institute plays an essential, experienced by many people on Earth, lead to similar levels and more varied types of radiation. Radiation enabling role for NASA. The NSBRI problems. exposure can lead to many health problems, including bridges the research, technological HUMAN FACTORS AND PERFORMANCE acute effects such as nausea, vomiting, fatigue, skin and clinical expertise of the biomedi- Many factors can impact an astronaut’s ability to injury and changes to white blood cell counts and the cal community with the scientific, work well in space or on the lunar surface. NSBRI is immune system. Longer-term effects include damage engineering and operational expertise studying ways to improve daily living and keep crew to the eyes, gastrointestinal system, lungs and central members healthy, productive and safe during explora- nervous system, and increased cancer risk. Learning of NASA. tion missions. Efforts focus on reducing performance how to keep astronauts safe from radiation may With nearly 60 science, technology errors, improving nutrition, examining ways to improve improve cancer treatments for people on Earth. sleep and scheduling of work shifts, and studying and education projects, the NSBRI SENSORIMOTOR AND BALANCE ISSUES how specific types of lighting in the craft and habitat During their first days in space, astronauts can engages investigators at leading insti- can improve alertness and performance. tutions across the nation to conduct become dizzy and nauseous. Eventually they adjust, MUSCLE AND BONE LOSS but once they return to Earth, they have a hard time goal-directed, peer-reviewed research When muscles and bones do not have to work walking and standing upright. Finding ways to counter- in a team approach. Key working against gravity, they weaken and begin to waste away. act these effects could benefit millions of people with relationships have been established Special exercises and other strategies to help astro- balance disorders. nauts’ bones and muscles stay strong in space also with end users, including astronauts SMART MEDICAL SYSTEMS AND TECHNOLOGY may help older and bedridden people, who experience Since astronauts on long-duration missions will not be and flight surgeons at Johnson Space similar problems on Earth, as well as people whose able to return quickly to Earth, new methods of remote work requires intense physical exertion, like firefighters Center, NASA scientists and engi- medical diagnosis and treatment are necessary. These and construction workers. neers, other federal agencies, industry systems must be small, low-power, noninvasive and and international partners. The NEUROBEHAVIORAL AND STRESS FACTORS versatile. Portable medical care systems that monitor, value of these collaborations and To ensure astronaut readiness for space flight, diagnose and treat major illness and trauma during preflight prevention programs are being developed flight will have immediate benefits to medical care revolutionary research advances that to avoid as many risks as possible to individual and on Earth. result from them is enormous and

For current, in-depth information on NSBRI’s cutting-edge research and innovative technologies, visit www.nsbri.org. Teaming With Benefits © 2012 Baylor College of Medicine iv Butterflies in Space Bioed Online | K8 Science Photo of Vanessa cardui c ourtesy of Jean-Pol Grandmont. Wikimedia Creative Commons Share Alike 3.0.

1. Introduction How will butterflies react to the environmental conditions of space flight?

he Butterflies in Space mission questions—to which no one yet knows Tuses “life in space” as a theme to the answers! engage students in conducting their This guide provides information own open-ended scientific investiga- about the mission and the selected tions. The project combines the excite- species of butterfly (Vanessa cardui), ment of an authentic, real-time experi- instructions for constructing a butterfly ment on the International Space Station habitat for use in classrooms, and ways (ISS) with hands-on exploration and in which students may carry out open- data collection by elementary and ended observational and comparative middle school students in classrooms investigations. Since little is known around the world. about how microgravity affects but- On November 16, 2009 (current terflies and most other insects, students launch date), Painted Lady butterfly will be adding to the body of scientific (Vanessa cardui) larvae will be carried knowledge about life in space. into Earth orbit inside a special habi- Teachers and students may share their tat container on board Space Shuttle questions, experimental designs, and Atlantis. Astronauts will transfer the findings in the Discussions sections of habitat to ISS, where the larvae will BioEd Online and K8 Science. complete their life cycles. Photographs of the live organisms SUPPORTING RESOURCES will be transmitted to Earth every 30 To introduce students to scientific minutes during daylight hours. These questions and the process of inquiry, photographs will be archived and made download this free teachers’ guide from available to the public on the websites, the National Institutes of Health. BioEd Online (www.bioedonline.org) and K8 Science (www.k8science.org). • Doing Science: The Process Students will be able to participate of Scientific Inquiry in the mission by conducting their http://science.education.nih.gov/ own open-ended investigations of the supplements/nih6/inquiry/default.htm growth, development and behavior of the organisms, which will be growing To learn more about butterflies, visit the in microgravity (“weightless”) condi- following websites. tions. Ideally, students will be able to observe and compare similar organisms • Monarch Lab, University of living under normal gravity conditions Minnesota in their own classrooms. Students http://www.monarchlab.org will investigate their own unique Continued on p. 2. © 2012 Baylor College of Medicine 1. Introduction Bioed Online | K8 Science Butterflies in Space 1 Illustration courtesy of NASA. Continued from p. 1. asking and answering a question and • FOSSWEB, Full Option Science comparing the answer with what System, Butterfly Investigation scientists already know about the Videos world. http://lhsfoss.org/fossweb/schools/ • Scientists use different kinds of teachervideos/1_2/Insects_Flash.html investigations, depending the on the questions they are trying to answer. To learn more about gravity, micro- Types of investigations include gravity and life in space, visit these free describing objects, events, and websites. organisms; classifying them; and doing a fair test (experiment). • NASA Lesson Plans for Microgravity • Simple instruments, such as http://quest.nasa.gov/projects/space/ magnifiers, thermometers and rulers, lessons/microgravity.html provide more information than • National Space Biomedical Research scientists obtain using only their Institute, Teacher Guides on Space senses. Launch Target Date: November 16, 2009 Life Science • Scientists develop explanations using http://www.bioedonline.org/resources/ observations (evidence) and what Check the NASA website below to nsbri.cfm they already know about the world find updates regarding the official http://www.nsbri.org/Education/ (scientific knowledge). launch date. Elem_Act.html 5–8 Commander Charles Hobaugh will lead • Different kinds of investigations the STS-129 mission to the International NATIONAL SCIENCE EDUCATION call for different kinds of scientific Space Station (ISS) aboard Space STANDARDS investigations. Shuttle Atlantis. Barry Wilmore will National Science Education Standards. • Current scientific knowledge and serve as the pilot. National Research Council. 1996. understanding guide scientific investigations. Different scientific Mission Specialists are Robert Satcher, SCIENCE AS INQUIRY domains employ different methods, Michael Foreman, Randy Bresnik and Abilities Necessary to do Scientific core theories, and standards to advance Leland Melvin. Wilmore, Satcher and Inquiry scientific knowledge and thinking. Bresnik will be making their first trips • Ask a question about objects, organisms • Mathematics is important in all aspects to space. and events in the environment. of scientific inquiry. The mission will return Nicole Stott, • Plan and conduct a simple • Scientific explanations emphasize ISS Flight Engineer, to Earth. investigation. evidence, have logically consistent • Use appropriate tools and techniques arguments, and use scientific STS-129, the 31st space shuttle to gather data and extend the senses, principles. mission to the ISS, is slated to and analyze and interpret data. • Scientific investigations sometimes be the final shuttle crew rotation • Use data to construct a reasonable result in new ideas and phenomena flight to or from the Space Station. explanation. for study, generate new methods or

http://www.nasa.gov/mission_pages/ • Think critically and logically to make procedures for an investigation, or the relationships between evidence and develop new technologies to improve shuttle/shuttlemissions/sts129 explanations. the collection of data. All of these • Use mathematics in all aspects of results can lead to new investigations. scientific inquiry. • Communicate investigations and PHYSICAL SCIENCE explanations. K–4 • Objects have many observable Understandings About Scientific properties, including size, weight, Inquiry shape, color, temperature, and the K–4 ability to react with other substances. • Scientific investigations involve Those properties can be measured 1. Introduction © 2012 Baylor College of Medicine 2 Butterflies in Space Bioed Online | K8 Science using tools, such as rulers, balances, and in orbit around the sun and governs • Select and use appropriate statistical thermometers. motion in the solar system. Gravity methods to analyze data. alone holds us to Earth’s surface and Students will collect and organize data LIFE SCIENCE explains the phenomenon of the tides. and apply statistical analysis to behavior- K–4 al patterns exhibited by the organisms. • Organisms have basic needs. Organ- MATHEMATICS EDUCATION isms can survive only in environments STANDARDS in which their needs can be met. Principals and Standards for School • Each plant or animal has different Mathematics. National Council of structures that serve different functions Teachers of Mathematics. 2000. in growth, survival, and reproduction. • Plants and animals have life cycles CONNECTIONS that include being born, developing • Recognize and apply mathematics in into adults, reproducing, and contexts outside of mathematics. eventually dying. The details of this Students will employ mathematics to life cycle are different for different study and compare Earth-based and organisms. flight organisms. • Plants and animals closely resemble their parents. GEOMETRY • All organisms cause changes in the • Analyze characteristics and properties environment in which they live. of two- and three-dimensional geo- 5–8 metric shapes and develop math- • Reproduction is a characteristic of all ematical arguments about geometric living systems; because no individual relationships. organism lives forever, reproduction is • Specify locations and describe essential to the continuation of every spatial relationships using coordinate species. geometry and other representational • All organisms must be able to obtain systems. and use resources, grow, reproduce, Students will use geometrical tools to and maintain stable internal plot the movements of butterflies. conditions while living in a constantly changing external environment. REPRESENTATIONS • Behavior is one kind of response an • Use representations to model and organism can make to an internal or interpret physical, social, and math- external stimulus. ematical phenomena. • An organism’s behavior evolves Students will communicate their results through adaptation to its environment. through charts, data tables and other How a species moves, obtains food, representations. reproduces, and responds to danger are based in the species’ evolutionary MEASUREMENT history. • Apply appropriate techniques, tools, and formulas to determine mea- EARTH AND SPACE SCIENCE surements. K–4 Students will measure chrysalis sizes and • The sun, moon, stars, clouds, birds, shapes, as well as behavioral patterns. and airplanes [objects in the sky] all have properties, locations, and DATA ANALYSIS AND PROBABILITY movements that can be observed and • Formulate questions that can be described. addressed with data and collect, 5–8 organize, and display relevant data to • Gravity is the force that keeps planets answer them.

2. Living Organisms in Space

oon, butterflies will be living and altitude balloons. Starting in 1946, fruit Sadapting to the environment of flies, mice, hamsters, cats, dogs, and space inside small habitat boxes on the rhesus monkeys were lofted to altitudes International Space Station (ISS). At ranging from 27 to 30 kilometers. For the same time, students in schools and periods of up to 28 hours, data were col- informal educational institutions will lected on a variety of factors, including be conducting Earth-based comparison potential effects of exposure to cosmic experiments. They will construct habitat radiation. boxes and raise butterflies under condi- From 1948 to 1953, German V2 tions similar to those experienced by the rockets, captured by American forces at animals in space, but with one impor- the end of World War II, were launched tant difference. Unlike the ISS-based from White Sands, New Mexico. animals, the Earth-based subjects will Monkeys and mice were carried inside feel and sense the direction of gravity. life support nose cones in some of these Students will compare their observations rockets. Their suborbital flights reached of animals in their care to the photo- altitudes of more than 200 kilome- graphs and videos of the space animals. ters. As the rockets arced over Earth, a They will ask and answer questions, microgravity environment was created write and share research reports, and inside the spacecraft for as long as sev- speculate on how the knowledge they eral minutes. (See “Investigating Gravity gain might apply to humans traveling as a Variable,” p. 6.) As more powerful further out into the solar system. rockets were developed, animals were launched to higher altitudes and micro- Animal Astronauts gravity periods were extended. Long before cosmonaut Yuri Gagarin In 1957, a dog named Laika became and astronaut Alan Shepard made their the first living thing to orbit Earth. historic flights, animal “astronauts” were Launched by the Soviet Union, Laika visiting the new frontier of outer space. died during the mission, probably due These early space explorers allowed sci- to a malfunction of the capsule’s life entists to investigate the space environ- support system. Laika was followed by ment without risking human life, and to other dogs, and by monkeys and chim- determine if living things could survive panzees launched by the United States. the expected space vacuum, wide tem- A Rhesus monkey, Able, and a squirrel perature extremes, and cosmic radiation, monkey, Baker, rode together on a sub- all while riding inside egg-like capsules. orbital flight in 1959. In January 1961, The first animal experiments, well below the chimpanzee, Ham, made a successful the edges of space, were carried on high- suborbital flight in a test of the Mercury

1. Photos courtesy of NASA.

space capsule that would later be used the habitat boxes to a support module 1. Arabella, a common cross spider, by Alan Shepard and five other Mercury already on the station. spun this web on the 1973 Skylab 3 astronauts. On April 12, 1961, cos- The module, called the Commercial mission. The experiment was designed monaut Yuri Gagarin became the first Generic Bioprocessing Apparatus by Massachusetts high school student, human to orbit Earth. (CGBA), and the butterfly habi- Judy Miles. Manned spaceflight has become tat box were developed by BioServe almost commonplace, but animal Space Technologies of the University 2. Astronaut Jack Lousma examin- astronauts (including mice, rats, bull- of Colorado. The CGBA features a ing velvet bean caterpillar moths and frogs, fish, jellyfish, quail eggs, fruit self-contained camera system that will honey bee drones during the STS-3 flies, wasps, beetles, ants, bees, moths, begin collecting images of the animals mission in 1982. The experiment was nematodes, cockroaches, monkeys, spi- after the unit is transferred from the designed by Minnesota high school ders and butterflies) continue to play Space Shuttle to the ISS. student, Todd Nelson. an important role in space missions. Images will be collected daily, for two 3. Astronaut Donald Thomas in the Animals in space have aided scientists in to four weeks. Also, videos of significant spacelab science module observ- learning about how living systems adapt life cycle events (e.g., feeding, pupation, ing a newt. Smaller organisms, such to and function in microgravity (the emergence, etc.) will be taken. Images as newts, are able to develop from “weightless” condition that occurs dur- and video will be transmitted to Earth embryos and hatch during a mission. ing orbital space flight). These missions and made available on the Internet Information gathered helps to advance have amassed important data, and they (www.bioedonline.org) so students can a program to determine if development are leading the way for human astro- study the life cycles of butterflies freed occurs normally in the space environ- nauts to prepare to return to the Moon, from the limits of gravity. ment. and maybe even reach Mars. While the flight portion of the experi- Near the end of 2009, the Space ment will be completed by early 2010, Shuttle Atlantis will carry “butterfly- the ground research can continue indefi- nauts” to space for an extended stay on nitely. Future classes of “space scientist” the International Space Station. Painted students can conduct their own ground- Lady butterflies (Vanessa cardui) will based experiments and visit the web- live in specially designed habitat boxes based archives to review the flight data during the mission. Each box will pro- for comparison. vide the food, air, lighting and climate needed by these animals to live in microgravity. Atlantis will dock with the ISS, and astronauts will transfer

© 2012 Baylor College of Medicine 2. Living Organisms in Space Bioed Online | K8 Science Butterflies in Space 5 Photo of Vanessa cardui caterpillar courtesy of Harald Süpfle. Wikimedia Creative Commons Share Alike 3.0.

3. Investigating Gravity as a Variable

cientific investigations can take many nutrient is the variable. All other condi- Sforms. Depending on the question, tions (light, water, temperature, etc.) scientists might observe and describe are maintained, or controlled, to remain objects, organisms or events; carry out as similar as possible for both groups. experiments; work with existing data That way, the growth of the two plant and observations; develop models of groups can be compared to learn about how a system works or interacts with the effect of the nutrient on stem height, other systems; or discover new objects, flowering or other aspects of growth and organisms or phenomena. The methods development. chosen depend on the question being Traditionally, scientists have been able asked. to control experiments for temperature, Many important scientific questions chemical composition, light and other are open-ended and exploratory. For radiation, magnetic fields, pressure, example, when Anton van Leeuwenhoek and so on. One variable they could not (1632–1723) used a simple microscope manipulate was the magnitude of grav- to examine the world of microorgan- ity. In Earth-based laboratories, the isms, he was not conducting a formal force exerted by gravity is always “on.” experiment. He aimed to observe and Therefore, researchers could not inves- describe the previously unknown organ- tigate questions regarding the effects of isms he called “animalcules.” His work, reduced gravitational attraction on the along with that of other scientists, laid formation, physiology, or behavior of the foundation of modern microbiology. living things. When conducting investigations, The limitation on investigating the scientists sometimes use control groups effects of gravity changed with the to examine the effects of one or more advent of space flight and orbital space- conditions. A craft. Space flight creates an environ- condition that is ment that simulates the near absence MICROGRAVITY allowed to change of gravity. The proper name for this An environment is called a “vari- environment is microgravity. It is often created by free fall able.” An experi- called “zero gravity” or “weightlessness,” in which gravity’s mental group but both of these terms are misleading effects are of plants, for because they imply that gravity disap- greatly reduced. example, might pears when orbiting Earth. Gravity does receive a new type not go away; it actually keeps space of soil nutrient, shuttles and the International Space while a second group (“control”) would Station (ISS) in orbit. Without gravity, not. The control group does not. The both vehicles would fly off into space 3. Investigating Gravity as a Variable © 2012 Baylor College of Medicine 6 Butterflies in Space Bioed Online | K8 Science Simple Microgravity Experiment

Punch a hole in the side of predict what will happen to the water

a Styrofoam cup, near the stream. (The water stream will stop Photos courtesy of NASA. bottom. Fill the cup with water and because the cup and cover the hole with your thumb. What water are falling will happen when together.) the hole is uncovered? For a moment, the cup (Water streams—or falls— and water experience through the hole.) A water drop spun off during a micro- microgravity. The water gravity crystallization experiment Next, prepare to drop stops streaming because takes on a spherical shape. Without the cup a couple of microgravity greatly buoyancy, gas bubbles do not rise, but meters into a reduces the relative remain inside the drop. basket or basin. forces between the cup Ask students to and the water.

in a straight line. (Newton’s first law ball even harder and it lands still further of motion at work.) away. If you could throw a ball hard Why then, do astronauts float inside enough, it would pass beyond the hori- their spacecraft? The answer only adds zon. If you threw one final ball so fast to the mystery: astronauts do not float. that the curve of its falling path matched Instead, they fall. the curvature of Earth, the ball would Imagine standing on the roof of a travel completely around Earth and tall building and tossing a baseball come back to its starting point. In View of surface tension demonstration straight outward. Gravity immediately other words, the ball would orbit the in microgravity using water being held will cause the ball to fall toward Earth Earth! (Because this is imaginary, we in place by a metal loop. Drops of food as it moves outward, away from the can imagine that air friction doesn’t coloring are for demonstration only. building. Thus, the ball’s path is curved. slow the ball.) Of course, NASA uses rockets to launch spacecraft and satellites into orbit. Climbing vertically at first, rockets gradually nose over and accelerate forward while rising even higher. When they reach their desired altitude, they are going fast enough to remain in orbit. Engines shut down and the satellite or spacecraft begins falling in a broad curved path that matches the curved The concept of artificial satellites was shape of Earth. The ISS, for example, developed by Sir Isaac Newton (1642- orbits about 360 kilometers above Earth. 1727) in his seminal work, Philoso To remain in orbit, it must travel phiae Naturalis Principia Mathematica. Orbit forward at 7.7 kilometers per second Rather than tossing a ball from a while it falls toward Earth. building roof, Newton described a can- Now imagine throwing a second ball, Let’s go back to our imaginary build- non firing from a very tall mountain. this one harder than the first. This ball’s ing. After you’ve finished throwing base- path also curves, but because it moving balls, you board the elevator to return faster, it travels farther from the base to the ground floor. Unfortunately, the of the building than the first ball did. elevator cables break and the car begins The curve is less steep. Throw a third falling. At that moment, something © 2012 Baylor College of Medicine 3. Investigating Gravity as a Variable Bioed Online | K8 Science Butterflies in Space 7 Photos courtesy of NASA. 1.

1. Collage of protein and virus crystals grown on the Space Shuttle and the Russian Mir Space Station. Shown interesting happens. You fall with the new studies in basic science. Processes under polarized light, the nearly per- car, and it feels like gravity has disap- that depend on gravity, such as buoyan- fect crystals were submitted to X-ray peared. If you were carrying a cup of cy and sedimentation, do not take place diffraction analysis. water and shook the water loose, it in microgravity. Materials mix different- 2. A candle flame on Earth is stretched would momentarily form a beautiful ly in space, crystals of protein form more by rising air currents that bring in a liquid sphere. The flame of a candle perfect structures, fluids form spheres, fresh supply of oxygen. In micrograv- would become round. A handful of plant roots can grow in different direc- ity, convection currents are greatly candies would drift randomly about tions, and animal and plant cells grow diminished, and oxygen is slowly sup- like a swarm of flies. Falling produces a and develop differently. Microgravity plied to the flame by diffusion. In the microgravity environment that simulates also affects animal behavior. For exam- absence of gravity’s effects, the flame the absence of gravity. This unique envi- ple, adult fish carried to space tend to becomes spherical. ronment would last until the elevator’s swim in circles, while fish born in space swim more normally. 3. A view of a plant growth experi- The STS-129 butterfly investigation ment conducted on the ISS. will seek to answer a number of ques-

Assuming no air tions. How successfully do butterfly lar-

Microgravity! (freefall) drag, the occupants vae feed while in microgravity? Do they and things inside go through their metamorphosis stages a falling elevator normally? In microgravity, do butterflies car will experience pump their wings to normal shapes, or microgravity for a do the wings remain wrinkled? Will the brief period, until butterflies try to fly or just drift about? the car reaches the Will they lay eggs? Investigating physical and biological processes with gravity as a bottom. variable provides scientists with a whole universe of new questions to answer.

emergency brakes engaged to stop the fall. At that point, you would remember that gravity still is present! On the ISS, microgravity continues as long as the station orbits Earth. This condition allows scientists to conduct 3. Investigating Gravity as a Variable © 2012 Baylor College of Medicine 8 Butterflies in Space Bioed Online | K8 Science Photo of Vanessa cardui caterpillar courtesy of Harald Süpfle. Wikimedia Creative Commons Share Alike 3.0.

4. Butterfly Primer

ith approximately 20,000 species will not be an environmental concern, W on Earth, butterflies are among because these butterflies are already the world’s most recognizable and popu- well established throughout the United lar insects. Colorful and delicate, butter- States and most of the world.1 flies undergo a fascinating life cycle that begins with an egg, advances through Mission Specialist: larva (plural: larvae) and pupa (plural: Butterflynaut (Vanessa cardui) pupae) stages, and ends with an adult The Painted Lady, also known as the laying eggs that will become the next cosmopolitan or thistle butterfly, is the generation. world’s most widely distributed but- All butterflies are herbivores. They terfly. Members of this species live in all serve as prey for other insects, lizards, temperate and tropical regions, except frogs, toads, birds, and small mammals. Australia and New Zealand. Where As insects, butterflies belong to the the weather turns cold, Painted Ladies order Lepidoptera (scale wing) in the migrate to warmer climates. class Insecta of the phylum Arthropoda. Farmers consider the Painted Lady a Adult butterflies have three body parts: pest because its voracious larvae can dev- head, thorax, and abdomen. The head astate crops, such as beans. On the other has one pair of compound eyes, one hand, the Painted Lady has become pair of antennae and a straw-like mouth, a popular classroom insect for study called a proboscis, that uncurls to suck because it is easy to cultivate. up nectar and rolls up when at rest. The Painted Lady’s life cycle lasts The thorax has three pairs of jointed legs approximately one month, or some- and two pairs of wings. The abdomen times a little longer in cooler tempera- houses all of the butterfly’s important tures. After the adults emerge from the organs. chrysalis (butterfly pupa), they live from Painted Lady butterflies (Vanessa car- two to four weeks. During this short dui) will be flown on the International time, the butterflies mate, lay eggs, Space Station. This species was chosen and die. because its members are widely dis- The life cycle begins with an egg that tributed, and because artificial foods is the size of a pinhead. Painted Lady have been created to keep them alive eggs are pale green and are covered with and well inside various enclosures. Live 12 to 14 longitudinal ridges (see image, specimens of V. cardui can be obtained p. 10). A butterfly may lay as many as from science education supply compa- 500 eggs on the underside of thistle, nies and are used frequently for teaching mallow, or hollyhock leaves, where they students. Further, as noted by educators will be hidden from predators. Painted with the Lawrence Hall of Science, if 1. http://lawrencehallofscience.org/foss/fossweb/ a Painted Lady butterfly escapes, it teachers/materials/plantanimal/ladybutterfly.html © 2012 Baylor College of Medicine 4. Butterfly Primer Bioed Online | K8 Science Butterflies in Space 9 Photos 1–5 of Vanessa cardui courtesy of Harald Süpfle. Photo 6 Vanessacourtesy of Adrian Häuslerr. cardui Wikimedia Creative Commons Share Alike 3.0. 1 5 Lady eggs (image 1, left) incubate for three to five days, sometimes longer in cooler temperatures. 2 When the larvae hatch, they eat the remains of the egg cases, which contain valuable nutrients. Afterward, the larva, or caterpillar, (image 2) dines on leaves. Over several days, it grows in size and bulk. During molting, the caterpillar’s skin becomes tight and splits open, thus 6 enabling the caterpillar to continue growing. This molting process occurs five times. The phases between skin sheddings 3 (molts) are called instar stages. The caterpillar will have a slightly different color—ranging from purple to black, crossed with yellow-green stripes—at each instar stage (image 3). It will have three pairs of true legs, near the head. Then, the new butterfly excretes a Strong leg-like muscles on the abdomen, reddish waste product, called meconium, called prolegs, serve as the caterpillar’s and begins to emerge from the chrysalis. primary source of locomotion. While emerging, the butterfly hangs When the caterpillar grows to about upside down. Gravity helps it to unfurl three centimeters long, it is ready for its wings, and fluid pumps into the veins its next stage of development. At this to straighten the wings. The butterfly point, the caterpillar selects a safe place remains hanging for several hours until 4 beneath a leaf or twig and attaches itself the wings dry out and become rigid. with a strand of silk. The silk comes The butterfly’s wingspan ranges from from a finger-like projection called a five to six centimeters. Finally, the adult spinerette. The caterpillar hangs upside Painted Lady takes flight and begins to down from the tip of its abdomen search for nectar-producing flowers on and sheds its final skin, revealing the which to feed. pupa, or chrysalis. The skin of the pupa During their short adult lifespan, male hardens to protect the butterfly dur- and female butterflies seek reproducing its most remarkable growth stage: tive partners with which to mate. Once metamorphosis (image 4). For further reproduction has taken place, eggs are protection, butterflies have adapted their laid on an appropriate species of host chrysalises to resemble curled leaves of plant, which the female butterfly identi- the plants to which they cling. fies through smell. Not long after the During its seven to ten days inside the adults reproduce and lay eggs, they die. pupa, the larva completely breaks down Note: Students may observe that the into a kind of “caterpillar soup,” and Painted Lady appears to have only four then reconstructs itself. The three body legs. The butterfly has six legs, but the parts form, and legs, antenna and wings front pair is difficult to see, because the are created. Large, color sensing eyes and legs are hairy and kept folded close to a proboscis form on the head. Near the the thorax. Painted Lady butterflies end of the process, the chrysalis begins use only the middle and back legs to turn transparent. Colors on the but- for walking. terfly wings become visible through the chrysalis walls (image 5). 4. Butterfly Primer © 2012 Baylor College of Medicine 10 Butterflies in Space Bioed Online | K8 Science Photo of Vanessa cardui pupa courtesy of Harald Süpfle, Wikimedia Creative Commons Share Alike 3.0.

5. Butterfly Habitats

n preparation for the flight experi- The “Clamshell Habitat” is a clear Iment, butterfly eggs will be placed plastic food container (hinged to allow into the space habitat. To closely match the box to be sealed shut), about 8 in. the experiment protocol, obtain Painted x 8 in. in size. Use this habitat for an Lady eggs from one of the suppliers list- easy-to-assemble, low cost approach. For ed below. In addition, larvae food will details, see pages 14 –15. have to be obtained as a separate item. Painted Ladies also can be purchased as larvae, which are shipped from suppliers, usually with adequate food supplies. BOX Larvae will be received in one of the HABITAT early instar stages, perhaps as small as one centimeter in length. Whether you obtain eggs or larvae, your animals may be a few days ahead of or behind the flight experiment. Your students will need to determine the variation to CLAMSHELL accurately compare their butterflies to HABITAT those on the ISS. Painted Lady butterfly eggs, larvae and food are available from a number of companies, including the following suppliers. • Insect Lore, www.insectlore.com MAINTAINING CULTURES • Carolina Biological Supply Company, Butterfly Larvae Food www.carolina.com When you prepare the habitats, dis- • Ward’s Natural Science, wardsci.com tribute the larvae food evenly among • Simply Butterflies, the food containers. If you obtain eggs, www.simplybutterflies.com do not place them directly on the food or the eggs will not hatch. Follow the TYPES OF HABITATS instructions that come with the eggs. We provide instructions for two dif- If you obtain larvae, use caution not to ferent classroom habitats. The “Box harm them while transferring food to Habitat” is a clear plastic box that the compartments. Place the feeding tray closely models the dimensions and con- and the larvae inside the habitat. ditions of the habitat on the ISS. Use this design if you wish to maintain Inserting the Larvae conditions that are similar to those Carefully place the larvae on the food experienced by the space butterflies. compartments inside the butterfly

© 2012 Baylor College of Medicine 5. Butterfly Habitats Bioed Online | K8 Science Butterflies in Space 11 ADDITIONAL TIPS CLEAN HABITAT: Keeping the outside of your habitat clean and free of fingerprints is important for clear visibility of your habitat. A small paintbrush can be used will do well with juicy fruits, such as butterflies/larvae. to gently push the larvae on to the food. orange slices and sports drinks. However, HUMIDITY: The environment in which Begin daily observations. these are not being flown in the space the habitats will be kept on board the experiment and should not be used with International Space station will have a Adult Butterfly Nectar your specimens. Adult Painted Lady humidity level of approximately 50%. Three or four days after the larvae have butterflies have a relatively short lifespan However, the humidity level inside the pupated, prepare artificial nectar for of one month or less. butterfly habitat will be closer to 80–90%. the adult butterflies using the following Your classroom habitat probably will not formula. SAFETY be in an environment with such high Always follow all district and school humidity. This difference should not affect • 1 ounce of sugar laboratory safety procedures. It is a good your larvae much. The food • 4 ounces of water idea for students to wash their hands may dry out more quickly, but it should maintain its moisture content long enough • 2 pinches of salt with soap and water before and after any for your larvae to develop and form science activity. chrysalises. Boil the water, and then add the sugar For guidance on the proper care of LIGHTING: For the space flight habitats, and salt. Stir to dissolve sugar and salt. animals in the classroom, consult the a 12-hour light/dark cycle is provided. Allow to cool completely. Moisten NSTA Position Statement, Responsible Six LEDs (bright whites) are used in the cotton balls with this mixture and place Use of Live Animals and Dissection in butterfly habitat for daytime lighting. For them in the two outer food compart- the Science Classroom, http://www.nsta. classroom purposes, a standard fluores- ments. Replace compartment lids. org/aboutpositions/animals.aspx. cent bulb in a “shop” light fixture or desk lamp would work sufficiently. A simple Butterfly Care and Feeding plug-in timer can be used for the 12-hour It is simple to care for Painted Lady on/off cycle of the lamp. Incandescent butterfly larvae, pupae and adults. Allow light can be used, but should not be larvae to live on the commercial food placed too closely to the habitat, since until they create their pupae. The pupae this type of lighting can become very (also called chrysalises) will be dormant warm. for seven to ten days, during which The ISS habitats will be TEMPERATURE: time they should not be disturbed. kept at approximately 25 degrees Celsius. When a butterfly is ready to emerge However, temperatures between 21–26 degrees Celsius will work fine in your from its pupa, the pupal casing will classroom. The caterpillars will develop become transparent and the wings will more slowly in cooler temperatures. be visible. The butterfly then will begin Monitoring the temperature of your to push on the pupal casing, causing it habitat will be useful when comparing to break open along seams. Within two the space flight and ground control to five minutes, the butterfly should be specimens. free from its pupa. With hemolymph VENTILATION: Even without modifica- (circulatory fluid, or “blood” of tion, your habitat should have sufficient arthropods) pumping through its ventilation through the lid seams. If veins, the butterfly will stretch out and desired, use a hot nail to melt vent holes, straighten the wings. The wings will be and then cover the holes with fine mesh. sufficiently hard and ready for flight BUTTERFLY LARVAE HEALTH: Once the in two to eight hours. The butterfly butterfly larvae are hanging in the “J” also will cleanse its body by releasing a formation, it is important to not disturb large amount of reddish waste, called them. Your organism is very susceptible meconium. to damage during this stage of metamor- Adult Painted Lady butterflies usually phosis. A few hours after the full chrysalis feed 12–24 hours after emergence. They is formed, you should be able to move the habitat gently without risk to your will require a liquid diet of artificial organisms. nectar. Use the formula above to create nectar for your habitat. Butterflies also 5. Butterfly Habitats © 2012 Baylor College of Medicine 12 Butterflies in Space Bioed Online | K8 Science STS-129 Protocol for Painted Lady Butterflies

1. Four, 6-day-old Painted Lady butterfly larvae, larvae food and LARVAE FOOD LARVAE FOOD TRAY 2 TEMPERATURE AND butterfly nectar will be loaded into TRAY 1 (to be opened four days after launch) HUMIDITY SENSOR the butterfly space flight habitat approximately 30 hours before launch. A second experimental habitat also will be loaded at that AIR time. Photos from the second habitat VENTS will not be available. NECTAR 2. At 28 hours before launch, the DISPENSER butterfly habitats and one associated camera module will be handed over to NASA for loading into the space shuttle. Each habitat and camera module will be placed in a gallon-

sized Ziplock® bag (not closed), and BALSA packed into a suitcase-like container, WOOD surrounded by foam, which will be securely stowed in the nose section of the space shuttle, where it will remain until the habitats and camera module Two sets of food dispensers are used in the flight habitat. One set will be sealed and opened are transferred to the ISS. This con- later in the flight to provide additional food for the animals. The rectangular openings expose the initial food supply. Notice the aluminum rods near the top of the picture. When tainer will provide no lighting and pulled upward from the outside of the box, the attached sliding panel exposes new feeding will hold the habitats at ambient tem- slots. (Note: Your habitat will not look exactly like the CGBA.) perature, approximately 21 degrees Celsius. The habitats will remain in habitats from stowage to CGBA, he is obtained, it will be posted on the this environment for approximately or she will expose the second set of same websites as the images. 90 hours, from loading of the habitat food for the larvae in each habitat. 8. At approximately MET 11 days, a to transfer to the ISS. 5. A 12-hour on/off lighting cycle will crew member will access the habitats 3. At approximately MET (mission be provided to both habitats, and and expose nectar for the soon-to- elapsed time–measured from the will run between 8 a.m. and 8 p.m., emerge butterflies. moment the shuttle launches) 2 days, Mountain Standard Time. The but- 9. Both habitats will return to Earth 12 hours, a crew member will unpack terfly habitats have six bright white on the space flight mission 20A the habitats and camera module and LEDs to simulate daytime lighting. (STS-130), currently scheduled to transfer them from the space shuttle 6. Within 24 hours of installation, launch in February 2010. Because to the BioServe Commercial Generic project personnel on Earth should butterflies have relatively short life Bioprocessing Apparatus (CGBA) begin to receive images from the spans, they are not expected to be onboard the ISS. The crew member habitats. Color images will be taken alive at this time. will install the two habitats and every 30 minutes during the “day- camera module into CGBA, which time” 12-hour cycle. Images from the STS-129 MISSION DETAILS will provide the power source to Painted Lady habitat will be uploaded For details on the space shuttle mission run the habitat lighting and camera to the teacher/student websites once timeline, crew and activities, please go module systems. It also will maintain each day (www.bioedonline.org and to http://www.nasa.gov/mission_pages/ the correct temperature for the habi- www.k8science.org). shuttle/shuttlemissions/sts129/index. tats. The temperature inside CGBA, 7. If possible, significant events (for html. and thus, the habitats, will remain example, eating, chrysalis formation, approximately 25 degrees Celsius. butterfly emergence) will be cap- 4. When the crew member transfers the tured as video. If meaningful video

Raised ridge in lid

Snap Snap latch latch

Larvae Larvae Larvae Larvae Larvae Nectar Nectar food food food food food

MATERIALS FOR ONE HABITAT 4. Place the modified medicine organizer with food on the • Clear plastic box, item number 079-C (7-7/16” x 5-5/16” bottom edge of the box (see “Maintaining Cultures,” x 3-34”). Order from Pioneer Plastics (sold by case, 18 per p. 11) and stand the box on its side, as shown above. case) at 800-951-1551 or www.pioneerplastics.com. 5. Place the habitat in an area where it will not be dis- • Clear or white 7-day medicine organizer, 6” x 1.25” x 1” turbed. It may occasionally be necessary to move or (available at most pharmacies) open the box, so it should not be fixed permanently to • Drill (or nail and pair of pliers, see Item 3 below) a shelf or counter top. • Prepared larvae food and nectar (see “Maintaining Cultures,” p. 11) HUMIDITY • Red permanent marker If the air in your classroom is dry during the experiment, add an additional portion cup with a moistened cotton ball PROCEDURE to the habitat. Remoisten the cotton ball as it dries out. 1. No modification of the box is necessary. 2. Cut off the Monday–Friday lids of the medicine SPACE HABITAT organizer. Providing food twice will more closely duplicate the flight 3. Drill 1/8-inch holes through the Sunday and Saturday habitat conditions. One dispenser will suffice and can be slots of the organizer (to hold nectar). OR, hold the removed and refilled with larvae food or nectar, if necessary nail with a pair of pliers and heat the nail with a candle (see “STS-129 Protocol for Painted Lady Butterflies,” flame. Push the heated nail through the center of the p. 13). Sunday and Saturday lids. The plastic will melt around the nail and cool to form a hole. Using the marker, draw a red circle around each hole.

Snap Snap MATERIALS FOR ONE HABITAT latch latch • Clear, hinged “clamshell” take- out food container, 8” x 8” x 3” (approximate), available from most grocery stores with salad bars or bakeries. If you wish to make more than one habitat, clamshell food containers are available to purchase in larger quantities (such as Reynolds Easy- Lock Hingeware, item number REY2647) from online vendors. • 4 clean individual portion cups (such as those used to hold ketch- up in restaurants) and 2 lids • Distilled water Larvae Larvae • Prepared larvae food and nectar Nectar Nectar (see “Maintaining Cultures,” food food p. 11) • Hot glue gun and glue • Pair of scissors • Plastic report cover • Red permanent marker • Sheet of cardboard (see Item 2, below) Plastic hinge

PROCEDURE Cardboard stand 1. No modification of the box is necessary. the holes using the red marker. (Adult butterflies will be 2. Make a simple base out of cardboard to hold the box attracted to the red color for feeding.) Place the lids on upright on its hinged side. OR, allow students to invent the two “end” portion cups after each is filled with a support for the habitat using cardboard, wood blocks, nectar (see “Maintaining Cultures,” p. 11). clay, etc., held together with hot glue or tape, as appropriate. HUMIDITY 3. Cut a 1” x 6.5” strip of plastic from the report cover. If the air in your classroom is dry during the experiment, It will serve as the base for the portion cups. add an additional portion cup with a moistened cotton 4. Use a hot glue gun at a low temperature to attach the ball to the habitat. portion cups to the base. 5. Punch small holes (about 1/8-inch diameter) in the center of the two portion cup lids. Draw a ring around

© 2012 Baylor College of Medicine 5. Butterfly Habitats Bioed Online | K8 Science Butterflies in Space 15 Photo of Vanessa cardui courtesy of John R. Desjarlais. Wikimedia Creative Commons Share Alike 3.0.

6. Designing the Investigations

t is important for students to design observations and measurements on the Itheir experiments before your but- organisms both in space and in their terfly larvae arrive. The principle experi- classrooms. For example, students may mental variable will be gravity. Unlike choose to observe specific behaviors or butterflies in the microgravity environ- developments of their “Earth butterflies” ment of the International Space Station at a certain time each day, and then col- (ISS), butterflies in your classroom will lect data from a single photograph of experience gravity and have a distinct the “space butterflies” taken at the same sense of up and down. However, all time. Photographs will be archived by other conditions within the “space date on BioEd Online and K8 Science, butterfly” habitat (air composition, so students will be able to access earlier atmospheric pressure, 12-hour cycles of photographs as needed. light and darkness, temperature, etc.) Once students have prepared their will match those experienced by the research questions and identified the Earth butterflies as closely as possible. observations they will be making, they The “Potential Investigations” table can immediately begin collecting data on page 17 provides ideas for student on their classroom organisms. They investigations. will be able to study their Earth-based Several days after the Space Shuttle is butterflies through all stages. However, launched, the butterfly habitat will be remind students that the space-based transferred to the Commercial Generic larvae will be at least seven days old Bioprocessing Apparatus on the ISS. when they arrive on ISS. Therefore, the Shortly thereafter, photographs of classroom organisms may be “behind” the interior of the butterfly habitat, or “ahead” of the development of the taken at 30-minute intervals, will be space butterflies in real time. Students made available on the BioEd Online will have to calibrate data collected from (www.biodeonline.org) and K8 Science their classroom butterflies with data (www.sk8science.org) websites. (Check gathered on the “butterflynauts,” based one of these sites periodically for on the number of days each specimen updates on the Shuttle launch and has advanced into the life cycle. approximate dates for the transfer of the butterfly habitat to ISS.) Students PROCEDURE should base their research questions 1. Divide your class into research on behaviors or physical features that teams of three or four students each. can be observed and recorded via time- 2. Provide opportunities for the teams sequenced photographs. Ideally, stu- to learn as much as possible about dent investigations will call for similar the Painted Lady butterflies before 6. Designing the Investigations © 2012 Baylor College of Medicine 16 Butterflies in Space Bioed Online | K8 Science POTENTIAL INVESTIGATIONS

Behavior/Variable Data/Categories Notes

Average temperature Temperature Temperature can affect an animal’s behavior. If the temperature is too high or too low, an animal may act unnaturally, and even perish.

Relative humidity Humidity Humidity can affect animals. If the humidity is too low, larvae food may dry out, larvae may not be able to molt, and butterflies may not be able to exit their pupae. If humidity is too high, food may mold.

Activity levels Activity Compare the types and frequency of activities carried out by animals on Earth with those of animals in microgravity.

Growth of larvae Size Measure the initial size and growth rate of the larvae.

Larval feeding Feeding Are the animals feeding? Do animals on Earth feed more or less frequently, or at different times than the animals in space?

Larval survival Success What percentage of the larvae survived to pupate?

Pupating Ability to pupate Are the animals in microgravity molting and pupating correctly?

Emergence Ability to emerge Do the butterflies in microgravity emerge from their pupae? What is the success rate?

Locomotion Flight ability/ Do the butterflies in microgravity fly, or do they only walk? If they fly, walking behavior how does their flight compare to the flight of butterflies on Earth?

Adult feeding Feeding Are the adults able to find and eat their food?

Mating Ability to mate Do the adults exhibit mating behavior? (This question applies only if a male and female are present.)

Egg laying Ability to lay eggs Did the butterflies lay eggs? If so, how many? Where did they lay their eggs?

Larval emergence Eggs hatching Was fertilization of the eggs successful? (In other words, how many eggs hatched?)

the investigation begins. The back- • Use the student sheet, “Naturalist inquiry activities on gravity or ground information and references Journal Practice Sheet,” (p. 23) microgravity. NASA Lesson Plans in this guide can serve as a starting to teach students how to make for Microgravity (http://quest. point. The student sheets on pages detailed observations of butter- nasa.gov/projects/space/lessons/ 20 through 22 will introduce stu- flies. microgravity.html) provide a dents to the life cycle and anatomy • Have teams write and present variety of approaches for covering of Painted Lady butterflies. research reports or essays, com- this topic. 3. Depending on the ages and prior puter presentations, or posters 4. Based on their background studies, knowledge of your students, and that summarize what they have ask each team to develop a research the time available, carry out one learned about butterfly anatomy, question to guide its investigation. or more of the following steps to feeding, growth, reproduction, It is not certain that the larvae in further prepare your class for the behavior, etc. space will progress completely to the project ahead. • Discuss or conduct one or more butterfly stage, so students may © 2012 Baylor College of Medicine 6. Designing the Investigations Bioed Online | K8 Science Butterflies in Space 17 want to plan their questions and ADDITIONAL CONSIDERATIONS Data from Space investigations with that in mind. Naturalist Journals Images and relevant data for the space- 5. Provide each team a copy of the One of the oldest methods of record- based specimens will be archived on “Research Proposal” sheet (p. 24) ing observations of the natural world the websites listed below. This archive to guide the development of their is the naturalist’s journal. Scientists will allow student teams to coordinate experimental designs. Review team and explorers throughout history have the “space data” with data collected proposals and offer advice, if need- kept journals of their explorations and from their Earth-based investigations. ed, on how to improve each team’s experiences. Leonardo DaVinci, John (See “STS-129 Butterfly Protocol for central question and proposed Audubon, Lewis and Clark, Charles Painted Lady Butterflies” on page measurements or observations. Darwin, and many others recorded their 13.) Depending upon communication 6. During the investigation, students discoveries in notes and illustrations. schedules for the ISS crew and Mission will track the behavior of the Both techniques are still valid, and in Control in Houston, Texas, data will be classroom animals and compare some ways, sketching is more beneficial routinely downloaded. their data to observations of the to the observer than is photography or Still and video images of the butter- flight animals. Basic information digital imaging. To sketch a butterfly, flies will be downloaded from the ISS. (about the length of the larvae for instance, students must study the Average temperatures and humidity stages, for example) can be main- subject very closely. They must look for within the habitat also will be down- tained in tabular form. Of course, shapes and structures, both small and loaded to the BioEd Online and K8 additional useful data also will be large, as well as textures and colors. A Science websites. Students will have available. Not all of the data will photograph or digital image contains to use known dimensions within the be conducive to reporting in tables. far more detail, but these media often habitats to compare the sizes of their Students should devise their own encourage the observer to see the whole Earth-based specimens at various stages strategies for collecting and report- instead of the details. Sketching and to those of the “space specimens” at the ing data. These strategies might recording observations force students to same stages, as seen in photographs. include taking digital photos and see both the parts of a subject and the Use the size of the feeding slots to make making measurements from these relationship of these parts to the whole. accurate measurements. The centermost images (the larvae are very fragile, Further, comparative observations of feeding slot is 3.3 cm by 1.0 cm. so students should devise strategies similar species will lead to student To save time, you may want to book- that do not involve removing the insights on how living things adapt to mark the website you will be using larvae from the chamber); making their environments. to retrieve flight data. You also may sketches; observing and document- To help your students sharpen their want to create and display in the class- ing behaviors, etc. observation skills before the investiga- room a table or chart on which you 7. At the conclusion of the butterfly tion, provide them with copies of record humidity and temperature data. investigation, student teams should the “Naturalist Journal Practice Sheet,” Although your students will be able to wrap up their work. Have teams (p. 23) featuring two photographs of download images, video, and data at any review their data, decide if their data butterflies. Or download the “Butterflies time, including from home, it is sug- support their hypotheses (predicted in Space” slide set from the BioEd gested that you save the images in dated answers to research questions), and Online website or provide a live files on a classroom computer for all to discuss what they learned from their specimen for the students to observe. share. This will eliminate the need to research. Each team should submit Students will sketch one butterfly and spend class time repeatedly downloading a final investigation report for record their observations about it. large image files for individual teams. assessment. Possible reporting strat- They will need pencils of varying hard- egies include a classroom scientific ness, and erasers. Colored pencils are Web Sites journal that combines the reports beneficial but not essential, since stu- BioEd Online (www.biodeonline.org) and illustration from all teams; or dents can add captions to their illustra- K8 Science (www.k8science.org) individual team posters/presentations to identify different colors. tions (in PowerPoint® or hard copy) During the actual investigation, stu- Data Analysis that summarize their findings. dents will write their observations on It is appropriate for students to calculate Consider sharing students’ projects the borders of their sketches, describing means (averages) of daily measurements and conclusions in the Discussion the behaviors they observed. Many new for the Earth- and space-based but- Forums on BioEd Online and questions may arise from their careful terflies. Line graphs can be helpful for K8 Science. observations. interpreting changes in measured 6. Designing the Investigations © 2012 Baylor College of Medicine 18 Butterflies in Space Bioed Online | K8 Science variables over time. For a detailed over- be cleaned before daily imaging. BUTTERFLY RESOURCES view of how to represent and interpret It also is imperative for sufficient light • The Family Butterfly Book, by Rick students’ data, see “Science of Research to expose the inside of the habitats. Mikula. Projects, activities and a field and the Process of Science” from Intel Room light or small flashlights, pointed guide to 40 North American butterfly Science Talent Search (http://www. through the sides or top of the enclo- species. societyforscience.org/isef/primer/scien- sures, will brighten the subjects. It is • Meet the Arthropods, by Ellen Doris. tific_method.asp). far better to have a light that seems too This book introduces the six classes bright than to have insufficient lighting. of arthropods, and provides numerous Collecting Images Do not illuminate from the front of the facts and 200 color photos for students In space, digital images will be taken habitat or use the flash on the camera, as in grades 4 -7. daily after the animal enclosures are this will cause a strong reflection. transferred to the ISS, and will be made The background in each habitat can • Painted Lady Butterflies, by Donna available online as soon as possible. If impact the quality of photos. A plain, Schaffer. Picture book for younger your students plan to sketch their Earth- light gray-colored background in the readers. based animals, they should make sketch- butterfly habitat will permit sharp • Practical Entomologist, by Rick Imes. es from the space images as well. It will images, and help the butterflies to stand This book is a valuable reference for be easier and more accurate for them out. Be sure to focus directly on the but- beginners looking for more information to compare space- and ground-based terflies, and set the camera for “spot” or about insects and their life cycles. data if they use the same techniques to “center-weighted” metering. Otherwise, • Waiting for Wings, by Lois Ehlert. A collect data from both specimens. If the brighter background may cause the rhyming picture book for younger stu- photographs are to be taken of the butterflies to appear dark. dents that focuses on butterfly meta- Earth-based animals, have students Even if photos will be the main source morphosis. practice and become familiar with the of data, have students take notes and • Butterflies Through Binoculars: camera(s) to be used prior to the experi- make sketches to help them analyze the A Field Guide to the Butterflies of ment. Also, address the following impor- images. Be sure to have students label Eastern (Western) North America, by tant imaging considerations. photos and sketches, so they can match Jeffrey Glassberg. Published by Oxford Because the boxes are clear plastic, them later. Periodic videos will be taken University Press, these two field guides reflections may cause a problem for of the space animals, and students will provide comparison pictures and infor- cameras, so care should be taken when be able to view these videos on their mation for butterfly watchers. composing photos. Also, it will be neces- computers. With video controls, they • Butterflies of North America, by Kenn sary to get very close to your subjects will be able to stop action. Students then Kaufman. A vinyl-bound pocket guide to make good photos, so be sure to use can sketch and plot the location of the containing more than 2,000 images of a camera with macro focus. Begin by butterflies (both space- and Earth-based) North American butterflies. determining the optimal distance for the over time, and can create diagrams camera you will be using. Take several illustrating the animals’ movement (like practice photos of each habitat, framing footprints in snow). Students then can the entire interior space. Place objects compare behaviors of the space- and TEACHER RESOURCES inside the enclosures and focus on them Earth-based specimens. Encourage stu- Downloadable activities in PDF format, instead of the surface of the enclosures. dents to use computer drawing software annotated slide sets for classroom Adjust the angle of the enclosure or for their diagrams. use, and other resources are available camera slightly to eliminate as much free at http://www.bioedonline.org or reflection as possible. Black poster board http://www.k8science.org. can help to block stray reflections. Another technique for reducing reflections is to cut a camera lens-sized hole in the middle of a sheet of black poster board. Shoot pictures through the hole in the poster board. Avoid touching the front or back surfaces of the boxes. When possible, han- dle the boxes by the sides. Fingerprints and dust collected on the surfaces should © 2012 Baylor College of Medicine 6. Designing the Investigations Bioed Online | K8 Science Butterflies in Space 19 Life Cycle of Vanessa cardui Illustrations by G.L. Vogt and M.S. Young and M.S. Young Illustrations by G.L. Vogt

Adult Butterfly

Larva (caterpillar) Illustrations by G.L. Vogt and M.S. Young and M.S. Young Illustrations by G.L. Vogt

ne egg of a Painted Lady butterfly is itself with a strand of silk to the bottom Oabout the size of a pin head. When a side of a leaf or twig. It hangs upside down caterpillar hatches, it eats continuously for from the tip of its abdomen and sheds its about five to seven days. As it grows, the final skin, revealing the pupa, or chrysalis. caterpillar’s skin becomes tight, splits open The skin of its pupa hardens to protect the and sheds off of its body. This shedding, or butterfly during its most remarkable growth molting process, enables the caterpillar to stage: metamorphosis. continue growing. The phases between skin While emerging, a butterfly hangs upside sheddings (molts) are called “instar stages.” down. Gravity helps it to unfurl its wings, After a caterpillar has molted once, it is and fluid pumps into the veins to straighten referred to as a “second instar caterpillar,” the wings. The butterfly remains hanging and so on. for several hours until the wings dry out and A caterpillar will have a slightly different become rigid. The butterfly’s wingspan ranges color—ranging from purple to black, crossed from about five to six centimeters. Finally, the with yellow-green stripes—at each instar stage adult Painted Lady takes flight and begins to (see images, enlarged for detail, above). search for nectar-producing flowers on which When a fifth instar caterpillar reaches about to feed. three to four centimeters in length, it attaches Vanessa cardui caterpillars courtesy of Harald Süpfle. Wikimedia Creative Commons Share Alike 3.0. Photos of Vanessa

Name:

Materials Needed • Pencils of varying heaviness (colored preferred) • Eraser • Metric ruler

Procedure This practice activity will help you to prepare to collect data for your Butterflies in Space investigation. Pretend that you have come across a butterfly while on a nature walk. Make a detailed sketch of the butterfly. Write down all of your observations, including measurements.

Your Sketch

Observations Would you be able to recognize this butterfly species if you came across it again? What makes it distinctive? Vanessa cardui on flowers courtesy of John R. Desjarlais. Wikimedia Creative Commons Share Alike 3.0. Vanessa Vanessa cardui on rocks courtesy of Michael Hanselmann. Photo Photo of Vanessa

Team Member Names:

1. What is your research question?

2. Why did you select this question?

Research Plan 1. What variable or variables will you investigate?

2. What data or observations will you collect?

3. How often will you collect data or observations?

4. How will you record your data or observations?

5. What do you predict might happen? (hypothesis)