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YOUR INVITATION FROM SPACE... Come aboard for a history-making educational opportunity to instruct using the ﬁrst lessons taught live from the Space Shut- tle. Teacher in Space, Christa McAulitle, will teach two lessons that will be broad- . cast live via satellite to the classrooms and homes of television viewers from the Shuttle Challenger. The materials in this publication have been designed to help ' teachers and other adults maximize the learning experiences which will grow from the lessons and other educational events scheduled on Mission 51-L’s his- . toric flight!

CONTENTS

Description ofLive Lessons 3 Teaching-related Events of Mission Sl-L 3 Key Mission-Related Terms 4 Pro-Viewing Activities 5 Teaching Activities: 6— 15 Living in Space The Shuttle's Size 6 Orbital Human Factors 7 Health and Survival 8 Space Stations 9 Working and Studying in Space Diversity of Jobs 10 Beneﬁts and Costs 11 -. Scientific Study 12 Recording the .Soace Wence

amaze. Creative Expression 13 Forms of Communication 14 Space laws and Decisions 15

-,.v,.,.._._ Resources 16 i.<.~ u PROJECT BACKGROUND

that‘sww'otar- ~ The ten finalists announced on July 1, 1985 traveled to NASA‘s John- - Plans to make a teacher the first private citizen to fly on the Space Shuttle began with President Ronald Reagan‘s announcement of the son Space Oenter in Houston, Texas and Marshall Space Flight Center in nv. program on August 27, I984. Christa McAuliffe will fulfill that decision Huntsville, Alabama for briefings and testing. A NASA Evaluation Com- «a.

.- on Shuttle Mission Sl-l. slated for launch in January 1986. McAuliffe’s mittee interviewed them in Washington, DC, and the final selection flight is a part of NASA‘s Space Flight Participant Program which is announcement was made by Vice President George Bush on July 19, designed to expand Shuttle opportunities to a wider segment of private 1985. Christa McAuliffe and Barbara Morgan began their training on citizens. Among her challenges will be communication of the experience September 9 at the Johnson Space Center. and flight activities to the public through educational and public infor- The remaining eight finalists are working with NASA on a one-year mation programs. assignment at Headquarters and NASA research centers. In August, they The selection of Christa McAuliffe as primary candidate and Barbara worked with McAuliffe and Morgan to design the lessons which the Morgan as backup culminated a search process coordinated for NASA by Teacher in Space will teach live during the mission. Their continued the Council of Chief State School Officers. Some [1,000 teachers applied input will create an abundance of new space-related materials for the for the opportunity to become the Teacher in Space. State, territorial, classroom. and agency review panels each selected two nominees for a nomination slate of [04. These nominees are continuing to serve as NASA’s educational Space Ambassadors in their areas. MISSION BACKGROUND

Payload:

.‘ ~ The Crew.- Conrmander—Francis R. (Dick) Scobee The T'DRS-B will join ’l'DRS-l in geosynchronous orbit to provide communication and data links with the Space Shuttle and satellites.

“’fbm. Pilot—Michael J. Smith TDRSZ (WEST) will be stationed over the Paciﬁc; TDRS-l (EAST) is '.<.-.~; Mission Specialist-Judith A Resnick, PhD. stationed over the Atlantic. Mission Specialist— Ellison S. 0niznka The Spartan (Shuttle Pointed Autonomous Research Tool for

Mission .Specialtst— Ronald E. McNair, PILD. Astronomy) mission is designed to observe the ultraviolet spectrum of 'asVim‘wo‘ - ~ Payload Specialist— Gregory Jarvis (Hughes Communications) Comet Halley. TWO ultraviolet spectrometers will be mounted on the Spartan carrier which will scan the tail of Bailey on each of its orbits.

a ch ﬂight Participant (Teacher-Observer) — S. Christa McAuliffe

The Spartan will be deployed and retrieved with the Remote Manipula- :-

v tor System (RMS) and stowed in the payload bay for the remainder of v- . The Flight, Payload, and Experiments.- the Shuttle ﬂight. Shuttle Mission Sl-L will be a sixday mission. launch is scheduled The Shuttle Student Involvement Program. a competition managed for January 22, I986 from the Kennedy Space Center, and landing is by the National Science Teachers Association with NASA to encourage

Wm scheduled forJanuary 28 at the same site. The mission carries two major student-designed experiments that can qualify to fly on missions, will ms.- payloads, the TDRSB (Tracking and Data Relay Satellite-B) and the be flying three experiments on this mission: Spartan-Halley carrier. 0n the first flight day, the crew will deploy A Chicken Embryo Development in Space by John C. Vellinger of TDRS-B; on the third flight day, the Spartan-Halley carrier, which will be lafayette, indiana. retrieved on the fifth flight day. In addition, the crew will be conducting B. The Effects of Weightlesness on Grain Far-mation and Strength and monitoring a series of scientific experiments during the Mission. in Metals by Lloyd C. Bruce of St. lotus, Missouri. McAuliffe may describe these activities during her live lessons from C. Utilizing a Semi-Permeable Membrane to Direct Crystal space. Growth by Richard S. Cavoli of Marlboro, New York. 2 r2'Winsome-onwarde“warn-v

PREFACE

mm ispleased topror-v'de this Butcher's Guide in extend the learning experi— encer ccolt-ingfrom the Thacher in Space Project. Thepublication is the product ofa team effort by M34, the National Science Backers Association mm), the Natiomzl Council for the Social Studies (NCSS'), and curriculum professionals. It is based 141ml ideas contributed by the hat-her in Spacefinalists, the Space Ambassadors, and otherpracticing teachers. We have sought to publish practical and mindstretchiug teaching ideas, plans, and resources for a variety of curriculum areas and grade let-eh —all growing from aspecar of Mission 5l-L The capsules and detailed activities are concept-based and are designed to strengthen critical thinking andproblemsolving skills. We hope this Guide will help a” ofyou, the people who teach line on Earth every day. MlSA wishes to thank thefollowing individual teachers who uncle activities for this Guide: Charles Roderick, .llarilm Kirschnei; Bewrly Sutton, and Howard White. We wish to acknowledge the contributions of thefollowing: William D. Nixon, Thacher in Space Hoject Manager: Dr Doris K Grtgsby and Muriel M. Theme ofNASA Headquarters Educational Affairs.- Dr Helenmarie Holman, MYTH,- ll'ances Haley, NCSS; and Dr: june Scobee, University of Houston -Clear Lake. We also thankjoan Baraloto Communications, Inc. for coordinating thepreparation, derelopment, andpublication of thisguide.

Thomas P. Beam/Associate Administrator/or Mental mum. M484 DESCRIPTION OF THE LIVE LESSONS

The Ultimate Field Trip Where We’ve Been, This lesson is based on a quotation by Teacher in Space Christa Where We’re Going, Why? McAuliffe who described her opportunity to go into space as “the ulti- Viewer Objectives: mate field trip." 1. To explain some advantages and disadvantages of manufacturing Viewer Obiectives: in a microgravity environment I. To observe the major areas of the Shuttle and describe their 2. To describe spinoffs and other benefits which have evolved from functions the span: program 2. To list and describe the major kinds of activities crewmembers 3. To list ways in which the modular Space Station would change perform aboard the Shuttle the lives of human beings 3. To compare and contrast daily activities in microgravity with Video Lesson Description: those on Earth As this lesson from space begins, Christa McAuliffe will refer to Video Lesson Description: models of the Wright Brothers’ plane and of a proposed NASA Space Sta- This lesson from space will begin in the flight deck area of the Chal- tion to help viewers recall that only 82 years separate that early flight lenger where Christa McAuliffe will introduce the commander and pilot and today's life in Space. and will point out the Shuttle controls, computers, and payload bay. McAuliffe will discuss the reasons we are living and working in When she arrives at the middeck, McAuliffe will show viewers the space, covering astronomy, Earth observations, experiments on—board kinds of equipment and processes which help human beings live comfor- the Shuttle, satellites on the mission, materials procesSing, and tech- tably and safely in the microgravity environment of the Shuttle. nological advances. TEACHING-RELATED EVENTS OF MISSION Sl-L

Live Lessons: antennas daily activities conducted aboard the 5H. Mission. This effort As part of the 51-1. Mission, the Teacher in Space, Christa McAuliffe, will be coordinated by Classroom Earth, an organization dedicated to will teach two live lessons from space. These lessons are currently sched- direct satellite transmission to elementary and secondary schools. Par- uled on the sixth day of the Mission at 11:40 am. and 1:40 pm. Eastern ticipating schools will receive in advance educational materials, telev Standard Time. vision schedule, orbital map, Shuttle Prediction and Recognition Kit (SPARK), and other information that will prepare teachers and students PBS Broadcast: to followall aspects of the SH. Mission. Barbara Morgan, backup modi- The Public Broadcasting Service (PBS) will carry both lessons via date, will act as moderator for these daily special broadcasts. Specific Westar IV. PBS will offer the programs to member stations .that will be information related to “Mission Watch" is available by writing to Class- requested to preempt regular classroom programming to carry the les- room Earth, Spring Valley, IL 61362 or by calling 815/664-4500. infor- sons live. Specific information about the PBS transmission maybe mation can also be accessed on the National Computer Bulletin Board obtained from local PBS stations or by writing to Elementary and (300 band) 817/ 5268686. Secondary Programs. PBS, 47S L'Enfant Plaza, SW, Washington, DC 20024 or calling 202/483-5080. Filmed Activities: in addition to live lessons, McAuliffe will conduct a number of dem- Mission Watch onstrations during the flight. These filmed activities will be used as part (Satellite Broadcast to Schools): of several educational packages to be prepared and distributed after the NASA will make available to schools equipped with satellite dish Mission.

KEY MlSSION-REIATED TERMS

Comet Halley -——comet whidr reappears near Earth approximately NASA —National Aeronautics and Space Administration every 76 years Orbiter —reusable manned component of Space Shuttle; there are Communication satellite —orbiting spacecmft which sends mes- four; Mission Sl-l, uses Challenger sages, connects computers, and tarries radio and television programs Payload —targo; equipment via microwaves Payload bay—large section of the Shuttle where the payloads are [MU (thravehiutlar Mobility Unit) — space suit with its own stored portable life-support system Payload specialist —sdentist named for flight by a company or 514. —number of the Mission carrying the Teacher in Space project country sponsoring a payload; specialist is certified for flight by NASA Flight deck —upper Shuttle deck housing the controls and com- Principal investigator (PI) —scientist who designs and directs a puters for the commander and pilot mission experiment Geosynchronous orbit —path 35,680 km from Earth in which a Simulator —training equipment which gives trainees opportunities satellite’s speed matches exactly Earth‘s rotation speed, so that the to experiente flight-like activities and sensation satellite stays over the same location on theground at all times Space Shuttle -four-part vehicle: a reusable orbiter, an expend- Microgt-avity— 1/10,000 of the gravity force on Earth able liquid propellant external tank, and two recoverable and re- Middeclt —living and work area of Shuttle loaned below flight deck usable solid rocket boosters Mission control —a room at the Johnson Space Center in Houston, Spartan-Haley—payload designed to make observations of the Texas from which the crew‘s activities are directed ulu'atiolet spectrum of Comet Halley Mission specialist —scientist on crew responsible for experiments Spinoflh —usefpl applications of spare technologies different from and deploying satellites their original aerospace function Mission Watch -—-daily satellite program transmission highlighting TDIIS (Tracking and Data Relay Satellite) —a communication Mission events satellite deployed by NASA for its communication system

SPACESHIP DECISION-MAKING MODEL (see page 15) BENEFITS VS COSTS

ALTERNATIVES GOALS 1 DECISION REASON PROBLEMS

2 3 H 4

g...—

PMS-VIEWING ACTIVITIES

. Provide enlargements of the illustration of One of the justifications for the space to predict when it can be seen from your the Space Shuttle from this Guide or other program has been the many benefits ofdirect community. sources. Explain that the teadier-observer is applications of ideas andproducts to life on part of a seven-person crew living in that Earth. Moduler will explore some of the . Discuss with students the special problems of meeting survival needs in space. Explain that Shuttle. Askstudents to focus on "The Ultimate nearest cancer-intents. Ask students to be Field Trip" lesson, to estimate the Shuttle‘s watching for ways these eupertmcnts might in addition to those described by McAuliffe size, and to describe as many details of the bulb human beings on Earth. during the live lessons, the students may want to read about Special needs and solutions for living space as possible. space. Assign students to research and report . Brainstorm with Students the titles and Use a globe and model orpicture of the collections of space-related music. Collect the on the areas of needs and how they are met. Shuttle to demonstrate the location of the albums or tapes and play them as background ,Sibuttle uboue Earth '5 surface. Have students music during the week of Mission Sl-L. Pos- Have students prepare a list of items they might like to take on the Shuttle to use relate the distance of the spaceship above sible titles: The Planets by Gustav Holst; Hips in their leisure time. Ask them to explain the Earth to ground dirtnncesfamillur to them, in space and Out of this World by John tumor-lance of each item selected. cg, the Shuttle ls orbiting at least tl5- I90 Williams and the Boston Pops; the soundtracks statute miles above Earth ’s surface —a dis from £71, Closo Encounters cf the Third O Encourage students to imagine that they lance betwoen your commutator and Kind, the Star Wars trilogy, 2001, and the PBS are on the crew of a future spaceﬂight. Have . Talk about bowEartb looksfrom television series of Spaceflight; Handel’s Royal them describe a problem that arises, how the that distance. Fireworks Music; and lamination by Varése. crew might rosolve it, and the role of the

O Tell students that they will be seeing the individual in the solution. Have them write Prepare a list of nuthom, stones, books, their composition in narrative style. teacher-observeras She Speaks from the Space andpoetry thatdeal with space. (See Resour- Shuttle. Theoriae with them about how that ces.) Read selections with students each day Set up a tent in the classroom and assign will be possible. introduce the idea of com- of the Mission. munication satellites and ask them to watch for van'ous activities that will help students information about satellites. eaperrbnce uorbr‘ng in a confined space. . Before reading the following passage to

Foous students’ thinking on the kinds of students, explain that it was read aloud from . Ask students to think about their home planning ll may take for a mission to be space by Astronaut Jeff Hoffman during his kitchens and meals. Ask them to talk with- succenp’nl. Dlscuss the roles of the ground April 1985 mission The prose was written by families about items that were not there before and Shuttle crews in perfonntng caper!- French writer, René Daumel, in his book, the students Were born. Make a class list of ments. Think about applications of the Mount Analog: NonEuclr’dean Adventures in these items and processes. Students may like to eapcrfnwnts after Sl-L Mountain Climbing. Discuss with students write a time warp story about a person from

what the surrealist Daumel may have meant the 19605 who shows up in a kitchen of the O The Teacher in Space is the first private when he flI‘Sl. wrote the Words in the 19205. 19805 or the year 2000. citizen in space. When President Reagan Then discuss possible applications of the words announced the NASA Space Flight Participant to spaceflight. Why would an astronaut choose Display several items such as a digital Program, be emphasized that the private citi- to tarry these thoughts with him into space? watch, calculator; microcomputer, plastic zen chosen to fly a mission would have the job “You cannot stay on the summit forever, you mealpouch, or Velcro fastener. Ask students of communicating the experience and flight have to come down again. So why bother in the to link the items to the space program. Clas- activities to the public. Discuss why the first first placei‘just this. What is above knows what sify them as benefits or technological spin- private citizen is a teacher. Discuss the duties is below, but what is below does not know what Offs of spam technology. Emphasize that and sense of responsibility placed upon her. is above. One climbs. One sees. One descends. when Congress established MSA in 1958, one Have students list some experiments they One sees no longer. But, one has seen. There's ofthe goals our to have thespace agencyseek would like to see her demonstrate in the an art of conducting oneself in the lower to transfer space technologies to everyday microgravity environment Have them provide regions by the memory of what one saw higher life. Today's benefits are accessible through the rationale for their choices. up. When one can no longer see, one can at W’s Technology Utilization Program.

Explain that the Teacher in .Soace ts beep- least still know.”

. Beneﬁts related to aerial photography via ing ajournal ofher eaperlences. Ask students satellite are also of interest to students. Some to describe the kinds of information they Obtain a SPARK KIT (Shuttle Prediction and Recognition Kit). See Resources. Step may want to explore detecting oil slicks at sea, think she should include in it. charting glaciers, forecasting spring runoffs for outside with your students togaze at thefirst . The commercial world anticipates many outer space classroom —the Space Shuttle, irrigation, inventorying standing timbers and bettefits from manufacturing in space. Ask stu- home to Teacher-Observer Christa McAulllfe. grasslands, evaluating ﬂood damage, checking dents to think about how microgravity could The cosy-tofollow booklet will let you and environmental impact of strip mining, analyz- actually help the manufacturing of certain yourstudents learn how to locate the Shuttle ing the gypsy moth, detecting potential earth- products. on any of its orbits around Earth and quake zones, and mapping land and water uses.

LIVING IN SPACE

Concept: The size of the middeck andpayload bay areas of the Shuttle helps determine the crew’s activities and thi payload.

. Ask students to imagine that they have been chosen for a space mission. Have them Objectives: tion below.) Measure and mark this height, list items they would take as mementoes. Then 1. To simulate the amount of space avail- 4.56 m (15.0 ft), at intervals along the inform them that their Personal Preference able to the crew on a Shuttle mission by entire length of the payload bay. ths must be limited to 20 separate items measuring and laying out the dimensions of d. Use some technique to outline the weighing a combined total of 680 grams (1.5 the middeck and payload bay length and height of the middeck and pay- pounds). Ask them to eliminate all overweight 2. To physically experience the amount of load bay. You now have the crew‘s working articles and list only the items they consider space available in the middeck and payload area (middeck) and the payload bay. most important. bay areas e. To show the trapezoidal-shaped floor

Have students suggest some familiar 1. Remind students of the Teacher in Space’s space available to the crew when the Shut- tle is on the ground, use the same 4.00 m large payload objects for the cargo bay to tour of the Shuttle. Explain that they will be middeck length and mark off these widths gain an idea of comparative size, i.e., a laying out the size and shape of the Shuttle for the floor plan: 2.? m (8.9 ft.) at the trailer truck (I8wheeler), a railroad boxcar, on a parking lot or blacktop area (chalk), front, expanding to 3.7 m (12 ft.) at the a tank car, ora bowling alley. playing field (lime or mowing), snowy field rear. 'Ibis floor plan area is filled with (dye). Middeck dimensions may be laid out . Obtain large discarded cardboard boxes in the classroom; payload bay, in the school hundreds of items precisely arranged to maximize efficiency and minimize discom— used to ship appliances to build a model of the hallway. fort for the crew. (See Illustration below.) middeck Let students measure, cut, tape, and 2. Assign groups to make specific measure- build a walk-in model of the middeck Invite ments of the following interior dimensions 1'. The payload bay‘s floor plan is the same as that laid out in 2.c. above because the other classes to see these examples of "card- of the Shuttle on the surface you have height of the bay, 4. 56 m (15.0 ft), is also board carpentry.” selected: its width. Many teachers are using a process 3. Overall length of the middeck, 4.00 m approach to writing with their students. In (13.1 ft.) plus the payload bay, 19.7 m 3. Have seven students stand on the floor plan one of its earliest stages studean prepare to (60.00 ft.) totals a continuous length of of the middeck and see how much area each write by charting words and relationships on these two working interiors of 23.7 m student has. How does this area compare paper. Given the topic “Everyday Life on (73.1 it). with rooms in a home? Tell students to Mission 51-L, " build a "word web” or idea b. At right angles to the length, beginning imagine this middeck floor plan area also chart on the chalkboard Assign students to at the front end, mark off the height of the holding large equipment. (See Illustration choose the best ideas to writea paragraph on middeck, 2.1m (6.89 ft). below.) Have students now estimate the the topic. c. At the terminal end of the middeck available space for crewmembers with (which has an airtight structural wall), equipment in place. Could microgravity measure the height of the payload bay 4. 56 during orbit increase their options? How? m (15.0 ft.). ’Ihe increase in height of the Have students calculate the volume of the payload hay should rise above the middeck middeck. Does the maneuverability of height since the commander/pilot flight weightlessness make the middeck quarters deck is on top ofthe middeck. (See Illustra- seem less confining?

3,7 m 1 Galley 7 Avionics bay 2 Floor hatches (12 "l 2 Hatch a Avionics bay 3 12 Lithium hydrox- 3 Toilet 9 Lockers roe changeout 4 Ladder to flight 10 Sleep station ‘3 tighéglagigdmx— 5 Airlockdeck 11 Wall of lockers 14 we! trash 310’ 8'99 6 Avionics bay 1 w _ MIDDECK

FL P I! 1 ....s" . , i an,

‘ I ‘ ... . 2.1 m . “ll'llllI l L (6.89m

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“a... ._. 19.7 m ‘-° N (13.1 n) (60.0 n)

MIDDECK PAYLOAD BAY

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LIVING IN SPACE

Concept: Planning for life on extended Shuttle missions or in Space Stations must consider the effects of Orbital Human Factors (0111”) onpeople’s behavior.

0 Have students work individually or in Have students design recreational activ- paragraph explaining their choices. Ask them small groups to study the following questions: ities which would be suitable for a micro. to listen to only that music during the 5I-L a. What are the physiological effects of gravity environment Mission. At the conclusion of theflight have them write their reactions to theirselections: microgravity? . Several of the seven crew members on b. Why is exercise so important in Would they make the same choices again? Mission Sl'L have a strong interest in the arts. Why or why not? microgravity? Commander Scobee enjoys oil painting and c. What is Space sickness? How might it woodworking; Pilot Smith does woodworking; . Arctic and Antarctic explorers have kept affect the crew’s performance? How is it Mission Specialist Resnick is a classical pianist; detailed records of the influences of an iso- being treated? Mission Specialist McNair is a performing jazz lated environment and cold on human behav— saxophonist; Space Flight Participant McAuliffe ior. Challenge students to research their Circadian rhythms are another consid- plays the guitar and piano and enjoys singing; writings and report to the class on parallels eration when planning space missions. Cir- and backup candidate Morgan plays the flute between their ideas and Orbital Human l-‘ac- cadian rhythm is the cycle of wakefulness and violin. Ask the students how the crew tors. Discuss whether similar parallels might and rest that each individual esperiences. might pursue their interests during flight. Dis- be drawn with explorers of other territories. Mostpeople operate on a 24» to 25-hour cycle cuss why it is important to have outside inter— with six to eight hours of sleep included in ests. Ask them to list some of theirs and to Ask students to interpret what Isaac the cycle. discuss the benefits they receive by being a Asimov meant when he said, "Throughout or. Have students locategeneral infanna- member of the team, club, or group. the history of humanity, we have been tion regarding the crew's schedule in extending our range until it is now planet space. [lane students describe theirfavorite at. wide, covering all parts of Earth’s surface 6. Direct students to chart their own cir- home andat-school activities. Could they be and reaching to the bottom of the ocean, to cadian rhythm for one or two weeks. Each able to enjoy them during a spaceflightPHaoe the top of the atmosphere, and beyond it to them consider a substitute leisure activity. the Moon. We will flourish only as long as we day, they should record their times of sleep, peat: activity, and relative inactiv- continue that range, andalthough thepoten. . Make a class mural that includes a self- tial range is not infinite, it is incredibly vast ity. Compare these charts with those portrait of each student doing his/her favorite schedules maintained hy flight crews. even by present standards. We will eventually leisure activity on the Shuttle. Allow students extend our range to cover the whole of the c. Have students compile information to include only those which would work in solar system, and then we will head outward about the effects of shift aorta on small spaces and in microgravity. to the stars. " — IsaacAsimov in "Our Future humans, the scientific explanation of “Monday morning blues, "andhow much Each member of a Shuttle crew has a in the Cosmos —Sbace, " NASA Conference sleep actually is required by mostpeople. portable stereo cassette un‘th earphones and Hat-we students write positioa papers invite apsychologist or medical doctor to may take six 60 or 90minute tapes of music based on this quotaton. Ask them to defend discuss sleep. on a flight. Have students select six albums orrefute the idea oflimiting our eaploration or tapes that they would take and write a to Earth. Ask how they define "our war . " . Ask the class to explain why it isnecessary for most pe0ple on Earth to recline in order to sleep well. Then compare this sleep behavior on Earth to sleep in microgravity. (See illustration right .) Emphasize the changes in sleeping arrangements in microgravity where there is no need to recline.

Discuss with students the kind ofpsycho- logical atmosphere among the crew that would be necessary to function for six to nine days in these small living/working quarters where every uniting and sleeping hour isprogrammed.

a. What kinds ofpreparation might be needed in preﬂight training to ensure a ’o‘aw smoothly working team? at! mu 4

h. imatotherhindr ofhighpeifoimance \\. Sleeping System on Shuttle teamwork might be as demanding on \\.. Earth?

LIVING IN SPACE

Concept: Space crews follow specsfic routines for meeting health and survival needs in space.

0 Describe and demonstrate the small space . Logos are symbolic representations of the the spaceship to help keep it functioning and to (4 m X 3.7 m X 2.7 111) of the middeck in major goals of a spaceflight mission. Ask stu- keep the crew alive. Discuss each of the six which the spaceflight crew lives. Have students dents to imagine that the class has been systems with the class: food supply, air, water, list the basic needs they think might have to be assigned to a spaceflight. Have them design waste disposal, power, and communications. met in order to survive aseven-day period in a and prepare a logo for use on their clothing to Assign a group to each of the six systems microgravity environment. Ask them to explain designate that mission. to begin a chart with the following headings: and defend their choice. a. Name of System, b. Need for the System, Exercise is needed on a spacecraft so that c. Possible Problems if System Does Not Func- Plan a day’s menu which meets the daily bones and muscles will not deteriorate on tion, e.g. spoiled food, loss of oxygen, fire, food requirements. Determine how to pre- long missions. In an apparent weightless d. Alternate Solutions. Have groups report pare thefoods for storage, how they will be state, bones and muscles do not experience their findings to the class. stored, andhow they will heprepared Plan a the same resistance as in gravity. Have stu- five-day menu which can be stored in a dents compare their exercise regimens with Have students investigate problems child’s backpack. Compare the space utiliza- the recommended 15 minutes per day tread- encountered and resolved in earlier space- tion (volume) and weight of dehydrated mill workout on the Shuttle. Discuss why flights. Consider, for example, Solar Max foods such as instant soup, orange drink, doctors have patients up and nothing as repair {SIS 41-6) and the Syncom satellite anddried apples with their rehydrated coun- soon after surgery/illness aspossible. repair (SIS 514)). Ask students to acute terparts. Make a graph showing the results. expository essays eaplaining the problem-

. Have teams of students take blood pres- solcing actiuities in space.

. “sit or read about a ship's galley. Com- sures and pulse rates before and after three pare and contrast it with the galley on the minutes of vigorous exercise, determine the Objective: To compare the Shuttle crew's Challenger. time needed to return to normal pulse rate, needs in space with those needs on Earth in and record all data. Invite a doctor/school terms of caloric intake, exercise, and sleep When people colonize space, it will be nurse/instructor to help students interpret the 1. Talk with students about how they maintain necessary for them toproduce some of their results. What variables might effect changes in own foods. Discuss the implications offood their health by eating, exercising, and pulse rate[blood pressure during and after a sleeping. , productiou in space. spaceflight? a. Develop an efficient record-keeping . All clothing for the crew, except under- Ask students toprepare a list ofexercises chart for each student to record the follow- wear, is the same for both sexes and includes they could not do in space and the reasons ing data: cotton pants, shorts, tee shirts, ﬂight jackets, I) name, day, date, and hours of sleep; short sleeved shirts, and slipper socks. Crew why they could not he done. 2) each meal‘s items and approximate members frequently move around their Shut- . Shuttle crew members are allocated as number ofcalories and total calories tle environment and they need to carry and use much as 2800 calories each day of the mission. for the day pens, ﬂashlights, scissors, fork, kneeboards Challenge students to decide whether they 3) type and amount of exercise all day (for'notes), and a checklist. Ask students to think the crew would need more or fewer h. Provide the following information on design clothing to accommodate mové‘ment calories in space than on Earth. Have them and accessories. Have them consider both daily needs of the Shuttle crew: explain and support their decision. 1) food/calories — (approximately vehicular and extravehicular needs. How will their clothing differ from that which is worn on 2,800 Calories) Explore thefolio wing thought questions 2) exercise — (15 minutes on treadmill Earth? as they relate to similar needs in space. or its equivalent)

Astronauts hate recorded evidence that a. How does the Shuttle crew’s health 3) sleep ~— (8 hours) they grow at least 2.54 to 3.81 an(1 to 11/5 maintenance routine compare with that 2. Review the kinds of foods used on a space in.) very soon after they are in a micrograv- of the crew of a submarine on active mission. Describe a typical daily menu. ity environment. Their space suits are patrol? Compare an alstronaut's menu with a stu- designed to accommodate this temporary b. What kind of balanced diet, exercise, dent's menu. If possible, compare and con- growth. DisCuss with students why the body and sleep routine do you need to doyour trast them as to precessed or natural foods. grows and how the spaces betueen the eerie best in your sports/academic life? Compare calories. hrae expand in space. Research body fluid 3. Compare students' records for exercise and . Show students a picture or model of the shifts in microgravity How does this affect sleep with crew’s requirements in space. Orbiter. Explain that there are systems aboard clothing requirements?

LIVING IN SPACE

Concept: A Space Station is designed to serve a variety of functions for technological study and development that will benefit all humankind.

C Ask students to recall different kinds of use'of the Space Station. Discuss this potential them about the kinds of activities and respon- Space stations from science fiction stories they international colony in Space. sibilities which will be required on a Space have read or movies they have seen (Battlestar Station. Ask them to pretend that they have an Reasonsfor establishing a space station Gallactica. the Star Wars Empire. the Star Trek opportunity to apply for a job on the Station. may include adventure, trade, freedom, Federation). Emphasize that these are fictional Have them write their letter of application to versions of something that has never existed, growth of new technology, commerce, trans- the space personnel office to apply for the job portatiou, and manufacturing. Have stu- but that the Space Station will soon be a reality. of their choice.

dents saggest other reasonsfor space coloni-

the Space Station will fulfill eight major zation. Challenge students to consider the fol» functions: living area, laboratory forscience lowing question: Will migrationsfrom Earth and technology, permanent observatory of . Challenge students to predict how people to Space Stations and other planen be simi. Earth, servicing for spacecraft, station for from Earth will get to the Space Station, how lar to the migrationsfrom Europe at the turn space vehicles and payloads, manufacturing long they will stay, and how they will return. of the centuryMsk students to compare our facility, storage depot, and staging base for Ask them to pretend that tickets will go on sale future space settlers andpioneers to the early future space activities. Divide the class into in the year 2000. Have them imagine what they settlers and pioneers of America. After a small groups to study each of the Space Sta- will be doing and whether they or anyone they brainstorming session, have students orga- tionfunctions. Ask thegroups to describe the know will go. Predict whether the Station will nize their ideas for a compasition based possible details oftheirfunction, to compare admit only workers or whether viSitors will be upon comparison/contrast. it to a place or activity we know on Earth, allowed.

. Hypothesize with students that they have and to describe how they think it will look Assign each student to write a first- been given the responsibility of planning a with words and illustrations. Have the SpaCe Station community. They may be like the groups report and combine all illustrations person account of a new inhabitant of the grace Station. Have the students describe planners of some of America's famous planned into a giant collage orflow chart entitled communities or towns. Ask them to list the “Our Future Home. " (See Illustration theirtrip, their neuI living quarters, andtheir work. Share the compasitions. institutions, services, jobs, activities, recrea- below.) tion, and other details their community would

. President Reagan’s plans include inter: O The Space Station concept will be reality have. Make a large ﬂow chart to show the national cooperation in the development and for your students in their lifetimes. Talk with relationship of the community's components.

A Space Station Concept

WORKING AND STUDYING IN SPACE

Concept: A diversity ofjobs is required to plan, build, operate, and maintain a spacecraft.

C Distribute pages of classified advertise-

ments to the class. Divide the class into small Objectives: tain it before and after launch. Note that .... A 1. To identify job opportunities in the groups will have to choose leaders and .. groups to write want ads for each of the jobs

... on the crew of Sl-L. Post the ads. Discuss space industry individuals to meet with other groups to whether they know of individuals who could 2. To apply decision-making skills in small keep the groups coordinated. Assign two meet the qualiﬁcations they set groups students to observe the activities of all four

3. To discuss the interdependence of per- groups and to comment on the following:

.-.-_m\..... Philip Mon-iron, Professor of ilhysics at sonnel in completing a project » How the students made decisions within the Massachusetts Institute of Technology, their own groups . Introduce the concept of jobs by displaying speaking ata M1514 symposium in 1976, said, - How the groups communicated with pictures of a Shuttle, Space Station, or “.. . it seems to me the imagination has not other groups satellite. Have students list the kinds of yet succeeded in conveying topeople in gen- - Whether the completed plans and work jobs it takes to design, build, operate, and eraluhathind ofrole one can have in today's reﬂected cooperation and organization maintain a Shuttle, Space Station. or satel- complex exploration. Ver many are the - Whether individuals performed the work lite. Discuss a misconception that the only indispensable porters, and only mfew are required by their assigned jobs space-related jobs are for astronauts. the intrepid moantainem." Have students Divide the students into small groups to list The groups should keep written records of apply this to Mission 5M and the space as many jobs as they can think of under their ideas and decisions, list assignments program. each category. Have each group appoint a on chart paper, and sketch plans and designs to be displayed and shared. recorder. . Ask students to think about their interests . Copy each job onto an index card. 0n the 5. Have each group present its work to the and to choose two jobs related to space that bottom of the card, identify the job accord- entire class. Ask the two student observers they think they would like to do; research the ing to one of the four categories and have to present their comments and to accept skills and training necessary to fulﬁll the jobs; each student select a card to research. explanations and rebuttals from the draw up job applications; apply for jobs in . Have students make oral, first-person groups. Have students prepare oral or writ- space; and go through a preliminary screening reports on the jobs, including the job quali- ten statements on the following tapics: and interviewing proce55 to Select two candi- fications and training. - The importance of any job in completing dates for each job. . Divide students into groups according to tasks

their job category on the spacecraft. Give - How decisions are made in completing a Interpersonal cooperation is a critical each group an assignment that will require task element in a successful mission. Discuss the Cooperation and interdependence. The - How individual workers perform their kinds ofpersonal qualities that individuals assignment could be to design, to build, to jobs with others as they try to complete a chosen for a mission must have and the launch and operate the craft, and to main- task qualities which might cause problems.

Tracking and Data Relay Satellite (TDRS) «o (see page 11) 10 WORKING AND STUDYING IN SPACE

Concept: The spaceprogram has had both benefits and costs for Earth’s inhabitants.

. Give some examples of recent spinoffs of weather satellites, and the potential issue of items used aboard the Shuttle and indicatt the space program, including microminiaturi— controlling the weather. Students could pre- whether they are reusable or disposable. Dist ration of electronics, lightweight materials, pare video news reports or “white papers" on cuss the difference between the terms “reusa‘ solar panels, computerized scanning medical controversial aspects of the topic. ble“ and “recyclable.” Have students deter- devices, portable x—ray machines, automatic mine whether any disposable items could be utility meter reading devices, compact water Present a hypothetical situation in recycled and discuss the feasibility of such an filters, automatic inventory cash registers, high which you are M484 and want to hire a idea. intensity lights, water-cooled headbands, contractor -—foar students —to manufac- fabrics made of strong chemical bonds, and ture certain partsfor theSpace Shuttle. Give Discuss advantages and disadvantages microcomputer software. Have students thefour students a sum ofplay money and a of robotics in space and on Earth. research their own list. Have teams of students period oftime to “manufacture” some meat packsfor the Shuttle. Then have them dispose O The TDRSS (Tracking and Data Relay Satel- report on an item, whether the work it does lite System) is an example of the potential was possible before its Space application, and of their money in the economic community -—the rest of the class. Use this activity benefits of the current ﬂight. Mission 514. will how the work it does changes lifestyles on deploy TDRSB, the second of three communi- Earth. Have the students illustrate their to lead into the concept of circular flow of goods andservices. Have students generalize cation satellites that will allow almost full-time reports. coverage of the Shuttle and up to 26 other about the impact of NASA spending. Have students pursue spinoff technolo- satellites. Present several scenarios that gies in more detail. Teachers can locate . Many of the economic impacts of NASA are involve communications satellites such as an materials through NAM Teacher Resource first felt on a local level. The areas surrounding important news story breaking in Europe, a Centers. the Johnson Space Center in Texas and the long-lost relative calling from latvia, orworld- Kennedy Space Center in Florida are obvious wide viewing of the Olympic games. Discuss a. Assign agroup ofstudents todevelop a examples. Students may want to generalize how communications satellites are involved in catalog of spinoffproducts. about the potential impact ofa NASA facility on each example and how the quality, speed, and h. Have students locate information on a community, discussing increased retail sales, reliability of the communications would be specific products and reporthow they are employment, increased per capita income, and affected without the use of satellites. linked to the space program, e.g., fabric accelerated road and building construction. Have students address the questions that used for the Pontiac (Detroit) Silver. Have students speculate about the dome, heat absorbing clothesfor athletes, follow in small groups, debates, written future economic impact of space travel and essays, or discussions. W computer structural analysis colonization. They may want to use a program, andplastic welding. decision-making modelto decide a hypothet- it. Why were previous spacecraft not c. Challenge students to create a “Tech- ical issue, such as whether a space colony designed to be reusable? (technological nological/Economic lmpac ” statement should be established. The key concept would limitations, changes in budgetary poli highlighting andanalyzing the impact of be the economic impact ofthe colony. cies, and cost increases) spinoffs. This could be reported in tradi— b. What advantages are provided by this tional oral or written formats or as a 0 Offer the following research opportunity: In past decades, “urban renewal" has been a Space Shuttle design? (more economical video news report format. Challenge a in terms of dollars perpayload, resource second group of students to create the highly controversial t0pic. The current trend of “revitalization,” a mix of refurbished and new conservation, ability to repair inoperable opposite scenario, “What 9‘ We Had Not satellites, two-way transportation} Pursued the Space ﬂagrant" and to construction, is a parallel. Direct students to report it in a "Point-Counterpoint" locate information on the impacts of this trend c. What considerations in termsof reuse and to compare it with renewal. Discuss the format are involved with the Space Station or implications for life in space. other 'permanent"spacefacilittes?(sim-

Although the spinoffs seem to have improved ilar economic considerations) life on Earth, some individuals and groups Challenge students to investigate the believe that the technology has also brought regulation of communications satellites d. Consider products and packaging increased costs. Do a cost-benefit analysis (orbits and relay frequencies). They may involved in your everyday life that could and debate the issue approach it in an international economic or and should be recycled

legal context at thepresent time or at some . Weather satellites are another beneﬁt of future age. 0 Have a group of students prepare a collage

space technology. Students may wish to of magazine pictures ora mural showing space research and report the following areas: fore- . Although the Shuttle itself is reusable, the technology at work in their community. Com- casting, television reporting, the meteorologi- equipment and items for crew life aboard the munities may allow these murals to be painted cal satellite system, economic impacts of Shuttle may be disposable. Have students list on or displayed in shop windows.

ID¢DUO=A a-ld

factories

12 Asimoo’s crystals.

ing space. tunities the use WORKING tion outer . why

a Concept: 4. Objectives.- 2. 1. 3. a of Space Provide Ask of compare electromagnetic 4. 2. pressure 3. 1. Ask and by human ployed Explain spectrometers of the Spartan day in chalkboard. class returned record the radiation vaCuum only Have that gathered flashlight use Comet's Comet us Use crystal the Have a variety crystals space ” the reference good understand the 'lb "lb 'lb "lb for Discuss ulmto of sublimation students the the Comet. students of tail it idea: dry compared couldn’t when students members. program students draw describe Comet scientists produces explain place Comet sighting students chart Halley in eye. from to Comet is Shuttle astronomical structure its cleaner's proportion of by in to ice to a pressure factories. students ‘linottrer the a communications. the microgravity The wave Earth, Spacelabs represent Show Comet to comet to the Halley ultraviolet to to who to the discuss be potential the draw that the has Comet locate on the radiation to Spartan AND list some to defend describe on can represent spectrum lengths placed payload a greatest. and the blower-end Universe. materials have that study from The Sun—Earth structure other of extended the chart and light kind Halley. pertinent and Flight there be why the data background and the of orbit. instrument is on benefits Spartan label unit recently discharged environment. the or to and label in radiation or close our their Sun's radiation of Comet‘s ultraviolet invisible the satellites bay Flight STUDYING scientific will The is that diagram refute the Day correctly orbit. from Sun structure Have At was and grow Explain space its the tail no orbit industrial the facts sightings to be attached to light, ultraviolet this of Day of parts Comet, will retrieved will observed 5. behavior analyzed is reason students examine oppor- the the on position was parts useful grow- Potlu- light Isaac to in on to visible onthe exerts into When of 3, that make and time, the head help data tape Sun. and in the the de~ the the the to to of a a program . . . More IN clouds, omers of and Show Darken Exhibit Sun's They trometers not shorter electromagnetic light. appears beam ultraviolet property meteors close stration students streamingaway the student sure ally and changes light tons. the Observe the look tion). Explain barn the from fflng fields. processing and d. crystal a. in c. fr. light as tray dark" sublimating disintegrate the particles. flashlight is-called ceramic SPACE directty How want WARNING: to of What How Why tire where UV of Light ledirt 'lhe short others a tbefottowing growing our have metals is wavelengths circle particles that the different the of the in are light. to on “dirty eye’s of as that of due materials. do sensitive our dry is does (UV) maid to gas can Milky Halley's Sun. to as UV ultraviolet similar UV room germanium in the the do of at containers some close used becomes to The to compare the retina. which ice easier? ways. upper Darken snowball" source without exist radiation materials the not? gas crystals the Do the light Explain from to in solar advantage tiny spectrum way, represent under while microgravity generates gaseous pressure and the dust. to to maten'alsfornr vacuum dust. not away bath. to than process space-orbiting thought Clap in atm05phere. parts particles source Explain to Comet wind and the light the the the rocky UV the melting fact the UV demonstrate allow of see that on is with visible We erasers over from or the "Sun" dust other than of sugar Sun. room. located the to blower chart. in of tail effect by as Earth? of if of core questions: on see the Haliey’s silicon of that the space. a students container-fess called study eraser treating tight both solar shining of the space, our rock in (sublima make is light, growing galaxies. pressure Question “glow carrying near or them demon- the eventu‘ astron- normal Have of directs on It always coma. crystals could salt? spec- Sun's core. wave pho. pres- dust dust differ tail, one our trip but has the puri- the ice them an as to in a a

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I“ is tc RECORDING THE SPACE EXPERIENCE

Concept: The space environment is a catalyst for creative expression in art, music, and literature.

0 Review with students the music that sketches to detailed drawings to finished paint- Astronaut fey] Hoffman is an astrono- throughout history has resulted from explora- ings or prints. mer. Ask students to listen to his description tion, migration, and conquest: the sea chanty, of space and to discuss his word choice and Appalachian folk songs, Negro Spirituals, West- Have students depict a Space Station in sequence of details which enrich his narra- ern ballads. Trace the development of each different pictorial styles (e.g., realism, tion. “The sight ofthe iceparticles infront of expressionism, abstract). Have them paint from their sources to 20thcentury interpreta- the Shuttle is like...fireflies. .. They‘re dif- tions. “then challenge students to create a com- two views: (I) the Space Station seen from ferent colors. Some of those sparkles out parable musical form and expression for space. the Shuttle and (2) the view from the Space there are red. .. most of them are white Station. Then have them select one of the Have them write a paragraph about their rea- ...some really bright ones out there. . ..And compositions to explore a variety of sons for choosing the style, instrumentation, as the Sun sets on the orbiter, the ice crystals techniques - water color, oil, tempera, and and lyrics. go out. The last few of them turn red. Then collage. they 're red. Then they 're gone. " later he says, Challenge music students to imagine "When you look outside and see the black of that they have been named to compose the . Have teams of five to eight (the numbers space and the ice crystals following us theme music for a spaca mission. Ask them of the Shuttle crew) students draw cross sec- around and the sunrise and sunset every to identify their musical style. Then ask them tions of the interior of the middeck area of the hour and a half, look out and see the light- to identify the moment their composition Space Shuttle. Challenge each team to choose a ning stormsflashing, the cities making their would begin -—launch, orbit, sleep, space color and decorating motif to use in their light patterns beneath the clouds, the pat- walk. Next, ask them to identify the mood or drawing. The interior of the Shuttle orbiter is terns in the ocean, flying over the Himalayas feeling ofapiece that bestshouts the kind of white. Discuss color likes/dislikes of individu- as we do the last two orbits tonight, then I work they would compose. Ask them to com- als, and how various colors affect moods and know I’m really in space. " pose a given number of measures. sense of space. Have the students compare the colors of their classroom, the cafeteria, gymv C To commemorate the 50th anniversary of nasium, and a room at home and discuss the the National Society of Professional Engineers. reasons why specific colors are selected. Have Richard Bales composed The Spirit of Engi- each student describe his/her personal prefer— neering for orchestra. Have students consider ence for the interior design of the orbiter and what kind of music would capture the Spirit of then, what modifications might have to be Exploration, of Science, of learning, or of made to accommodate the tastes of other crew Mission Sl-L (chamber music, a march, a members.

Chorale).

Have students research and report on Discuss how artists interpret their awareness of the world: some paint directly "What effect has space eaploration had on from nature, some from experience and music." including a discussion of improved recording techniques as a function of memory, somefrom sketches of nature, and advanced electronic technology and the use somefrom imagination. Have students think of electronics in music composition and about how an artist would work during a spaceﬂight. performance.

. Read the story of Gian Carlo Menotti's C Read poems that mention heavenly opera, Help, Help, The Globolinksl to stu- bodies, aerospace personalities, and space dents and discuss with them the qualities that objects—from nursery rhymes to modern make it a space-age opera. High school stu- poets—and compare fanciful literature with dents might consult with a local opera associa- fact. tion about producing it.

Read Gore Vidal‘s Visit to a Small Planet Challenge students to agree or disagree and discuss how the alien visitor is like/un- with novelist james Michener’s comments at like Earthlings. Read Edmond Rostand‘s a N484 symposium on “Why Man Explores. " (Mano de Bergerac —are any of the means “Thane always believed that an evenlhas not ofspaceflight devised by Cyrano plausible? happened until it has passed through the mind of a creative artist able to captain its 0 Talk with students about science ﬁction significance. " Have themput their ideas into authors—Isaac Asimov, CS. lends, Jules a piece ofpersuasive composition. Verne, H.G. Wells, Arthur C. Clarke. Read pas-

sages from some of their works and assign C After discussing the modules of a space their books for reports. Discuss with students station, have students draw their own concepts whether any of the ideas predicted by the and develop their ideas from preliminary authors already may have come to pass. RECORDING THE SPACE EXPERIENCE

7.)...m Concept: The spaceprogram engenders diverse reports,

“1.

..,.,.. stories, and other forms ofcommunication.

.....-'..

. Have students role-play a news corre- . Ask each student to choose a favorite part spondent assigned to cover the ﬂight of the of the mission which was shown on the live Objectives: Teacher in Space. Ask them to write the news lesson. Allow the student tochoose his/her 1. To write articles that can be submitted story and a feature story based upon one phase best way of communicating information about to a student newspaper of the event. that part: oral report, written paragraph, news 2. To publish a student newspaper about report, dramatization, role playing, etc. space and the Teacher in Space

Astronaut Jeff Hoffman kept an audio 1. Technological improvements in satellite diary ofhis April 1985 mission. Discuss how Identify key events in the history of this is an example of oral history. Talk with spaccflight and express them in a workable communication have enabled publishers to print newspapers with national appeal. students about the function of oral history chronology. Speculate about future events in Television and radio news receive and Order a copy of his tape from the National space. send their messages via satellite and Public Radio Catalog. (See Resources. )After microwaves, enabling us to follow news- listening to it, discuss ifit is more moving to . Use Comet Halley as a springboard for historical investigation. The reference dates making events. The Teacher in Space proj- hear rather than to read his winds. for its returns are 1652, 1758, 1835-1836, ect will be no exception. While the com

. Oral communication is a vital function of 1910, 1986, and 2062. Key question: What has mercial media carry the event. students the space effort. Have your students help you life been like during past returns of Comet can track the mission from their own make a flow chart of the kinds of roles and Halley? What do you think life might be like perspective, in their own newspaper. functions of oral communications during the during the next appearance in 2062? 2. Distribute current newspapers to groups of launch, orbiting, and reentry of the Shuttle. students. Discuss the functions of different Help them to understand that for each speak- Passible prqiects: a. Time capsule approach. Have stu- kinds ofstories and help the students iden- ing role, there is also a listening role. dents create a time capsule that depicts tify the parts of the newspaper: news arti-

Brainstorm the ways in which cammu- life in the United States in 1986. Have cles, features, editorials, comics, and nication skills of reading, writing, listening, them compare the contents of their cap- advertisements, etc. How might newspapers be similar or different in the future? and speaking are used in training for and sule with the expected contents of other during a mission. reference years using inventory lists of a. identify information about Mission Sl-I.

facsimile artifacts. which would make a good news or feature . McAuliffe is keeping a journal ofherexperi- story. Divide the class into small groups to ences. list individuals in history who have kept b. Time frame approach. Have students imagine that a video is being made write news stories. diaries. Discuss why diaries have been impor‘ 1). Discuss Mission Sl-L. list the kinds of entitled "History of the World, Part I. " It tant to later generations. products which could be the subject of will include everything from the begin- advertisements. Ask students to divide into ning until now. Their task is to The second space ﬂight Participant will groups. Have each group select a product prepare —either visually, orally, in be a journalist. Have students consider the to advertise in the newspaper, e.g., a Space reasons why one of the writing professions writing, in skits, or in video-vignettes — suit, a space meal, or a trip. Challenge each theframes or scenesfrom those reference was selected and what other writers might group to design an advertisement for the like to make a Shuttle flight (poets, science years in which Comet Halley was present. Themes in their timeframes can include newspaper, complete with illustration, fiction authors). Ask students what other prices, and details likely to attract sales. styles, housing, technology, food and communications professions will probably c. Divide the class into three groups to be represented in the space ﬂight Participant agriculture, currency, manufacturing, important people and events, types of express their opinions on the Teacher in Program and list them in order of Space project. One group will write edi- governments, medical science, social and importance. torials, one the letters to the editor, and economic conditions, music, dance, and the third the cartoon. 0 “the Mission launch and its ongoing cover- entertainment. age expose students to the jargon of space. 3. Using the students' articles, publish a class With your students, begin to make a list of all C Discuss the relationship of the following or school newspaper which records events terms which have been "coined" by the Space events to historical themes: about Mission 51-1. and space in general. a. Do you think there is a space race? Why program. Place each term or acronym with its 4. To complement the student-produced definition on a file card. Begin to post them and how did it develop? newspaper on the present mission, chal- around the room, adding new ones in alphabet- b. What other themes and events paral- leled the Space race? lenge students to prepare editions on past ical order. and future Space missions. ' c. What social themes are linked to space history? As Mission 5” progresses, have students

collect all news articles, pictures, and any d. “that evidence is there that intema- other graphic details which they find. At the tional competition was replaced by conclusion ofthe Mission make a class col- cooperation? lage, emphasizing the details which the class e. How have economic themes affected the votes most significant. space activities? 14

ﬁr”

RECORDING THE SPACE EXPERIENCE

Concept: As humanity’s presence in space grows, so does thefuture needfor laws and decision making.

. List potential problems of law and gov- priate treaty provision. For example, “A coun- . Use the Spaceship Decision»Making Model ernance in space: rights of space travelers, try cannot claim territory in space." "Acountry (See Illustration p. 4.) to “walk through" the repatriation of downed astronauts, liability should regulate the space activities of its citi- Space Station decision with the class. Apply the problems, ownership or control of heavenly zens." (See Illustration below.) Model to a variety of space-oriented problems. bodies or areas. investigate the current status Historical decisions may be researched and of law in space. To introduce the topic, present Encourage students to create editorial evaluated in terms of "accuracy." Present deci- the following problem: cartoons or vignettes involving the special sions may be followed closely, while future problems of space law. decisions may be considered. These may be Geosynchronous satellites orbit above . Have students design an outer space done individually, in small groups, or as a Earth. Who determines right of way for whole class. these orbits and who assigns transmission regime as they believe it should function. The frequencies? (The United Nations. The Star Trek Federation is a good hypothetical a. Historical Decisions lntemational Telegraph Union, 111], has a example. Some issues surrounding the creation I) Creation of NASA special arm, the World Administrative of the regime may be one nation—one vote 2) Kennedy’s goal of reaching the Moon Radio Conference, WARC, to make such alloca- versus votes based on contribution, enforce- before 1970 tions.) ment, jurisdiction, and courts. 3) Participation of other countries in early space efforts Assign students to research the network of U.N. "Tonight Iam directing NASA to decetop a 4) Continuation of Apollo after 1967 deaths and intergovernmental space agencies which permanently manned space station — 5) Inclusion of women as astronauts establish and enforce space laws. and to do it within a decade. " 6) Apollo/Soyuz joint mission

Have students research existing guide. — Ronald Reagan, State of the 1). Current Decisions lines and principles for space government Union Address, january 25, 1984 1) Sharing scientific data with other Provide copies of theprovisions ofthe Treaty Ask students why the President made that nations on Principles Governing the Activities of States decision, committing vast amounts of 2) Use of Earth observation satellite data in the Exploration of Outer Space, Including national resources at a time when budget by governments the Moon and Other Celestial Bodies opened deficits were rising. 3) Cost factors forsignature by the U. N. GeneratAssemhly in 4) Manned vs unmanned spaCe missions I967. Discuss with students why it is called Introduce the concept of a deciston-making c. Future Decisions the Magna Chartaforspace. (See Illustration modelorprocess. Lise examples of other piv- 1) Space colonization below.) otal space decisions, such as the/u narlariding, 2) Space manufacturing or mining or ask students fortheir ideas ofother histori- facilities 0 Give specific examples of circumstances cal decisions. Reinforce the concepts of 3) International space ventures that the students could classify by the appro- goals, alternatites, and respected outcomes. 4) landing on other planets

A Treaty ol Principles Governing the Activities at States in the Exploration and Use at Outer Space, Including the Moon and Other Celestial Bodies. The Treaty was opened for signature on January 27. 1967. This “Outer Space Treaty" or “Space Charter" has been characterized by some as a Magna Charla lor space. Treaty provisions declare that:

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

15 «lb-Al NASA Thacher Resource Centers

Teacher Resource Centers at major NASA installations provide easy access to NASA- NASA Regional Teacher Resource Rooms have been established at the following related materials that can be incorporated into the classroom at all levels. The mate- institutions:

. rials reﬁect NASA research, technology and development in a variety of curriculum Mr. Richard P. MacLeod Dr. Richard Mitchell

- and subject areas. Resources available include NASA videotapes, 16mm ﬁlms, 35mm Executive Director Curriculum and Instruction slides, NASA publications, audio cassettes, computer software, laser discs, teacher's LES. Space Foundation Box 52 guides. and classroom activities. Educators can review the material and request PO. Box 1838 Mankato State University -‘-.‘-'.~ll copies for use in their classrooms. The only charge is the cost of reproduction and Colorado Springs, CO 80901 Mankato, MN 56001 mailing. Visitor contact the Teacher Resource Center nearest you for information .115,“ (303) 550-1000 (507) 3891516 about services and materials: Mr. Barry Van Deman Professor Doreen Keahle ALABAMA SPACE AND ROCKET CENTER NASAJOHN F. KENNEDY SPACE CENTER Hanna.) Museum of Science 8: industry Center for lnfonnation Media .4 Attn: NASA Teacher Resource Room Attn: Educators Resource library 57th Street and lakeshore Drive St. Cloud State University Tranquility Base Mail Stop ERL Chicago, 1L 60637 St. Cloud, MN 56301 Huntsville, AL 35807 Kennedy Space Center, FL 32899 (312) 684-1414, Ext. 432 (612) 255-2062 (205) 837-3400, Ext, 36 (305) 867-4090 or 9333 agavmuu Dr. Kenneth Pool Dr. Martin Marin NASA AMES RESEARCH CENTER NASA LANGLEY RESEARCH CENTER School of Education The City College Attn: Teacher Resource Center Attn: langley Teacher Resource Center University of Evansville SAC 5/203 Mr. Mail Stop 204-7 Mail Stop 146 A 1800 Lincoln Avenue Convent Avenue at 138111 Street

.1 Moffett Field, CA 94035 Hampton, VA 23665-5225 Evansville, IN 47714 New ibrk, NY 10031

ran. (415) 694-6077 (804) 865-4468 (812) 4792766 (212) 6906678

J... NASA GODDARD SPACE FLIGHT CENTER NASA LEWIS RESEARCH CENTER Mr. Scott Seaman Dr. Paul A McWilliams

rt.

r. Attn: Teacher Resource laboratory Attn: Teacher Resource Room

,. Director, Learning Resources Division Executive Director Mail Stop 130-3 Mail Stop 841 Northern Michigan University NASA lndustﬁﬂApplications Center Greenbelt, MD 20771 Cleveland, OH 44135 Marquette, MI 49855 23 William Piti Union (301) 344-8981 (216) 267-1187 (906) 227-1300 Lhiversity of Pittsburgh

Wyn-wan- NASAJET PROPULSION LABORATORY NASA NATIONAL SPACE TECHNOLOGY Pittsburgh, PA 15260 .« Ms. Carolyn Cooper

tow Attn: Gil i'an0w LABORATORIES Olson Library Media Center (412) 624-5211 Science and Mathematics Teaching Arm: Teacher Resource Center Northern Michigan University Mr. Gregory L Vogt Resonrce Center Building 1200 Marquette, MI 49855 Executive Director Mail Stop 180205 National Space Technology laboratories, (for materials only) Science, Economics 8: Technology Pasadena, CA 91 109 MS 3952‘) (906) 227-211? Center (818) 354-6916 (601) 68843338 Professor David House] 818 W Wisconsin Avenue NASA LYNDON B. jOHNSON SPACE O'Doud Hall, Room 115 Milwau , WI 53253 CENTER Oakland University (414) 76 :9966 Attn: Teacher Resource Room Rochester, Ml 48063 Dr Ruby Koch Mail Stop AP-i (313)370-3019 College of Education Houston, TX 77058 213 Morris Hall (713) 485-3455 Or «14.5.5 University of Wisconsin at laCrosse

.L-.-.- IaCrosse. WI 54601

.l. (608) 785-8128

RESOURCES

-.-. An Astronauts journal by jeff Hoffman. National Public Radio, 1985. (Orders to . Shuttle Prediction and Recognition Kit (SPARK) and SH Mission Chart.

12‘“;

s National Public Radio, P.D. Box 55417, Madison, WI 53705. [300-253-0808 except (Lyndon B. Johnson Space Center, SPARK APé, Houston, TX 77058.) Kit can be

. Wisconsin and Alaska. $12.95 including postage. Free Catalog) reused pith new mission charts. at Bales, Richard. The Spirit of Engineering. Alexandria, lit: National Society of Profes- . Social Setbrtces and Space Ecotorati'orr, Washington, D.C.: US sional Pngineers (1420 King Street, Alexandria 22314; "103/684- 2852) Govemment Printing Office, 1984,

xu‘.€M.-.vr.

r» Branley, Franklyn M Space Colony: Hontier ofthe 21st Century. New York: [ode- . Spine}? 1985. Washington, D.C.: US. Government Printing Ofﬁce, 1985.

- star Books, 1983. National Space Institute. Dt‘ata‘Sbuttte. Washington, D.C.: National Space Institute,

user.- Chapman, RD. and 80ndurant, R.L. Comet Halley Returns:A Teacher's Guide, [800-410-6272. as.» 1985—1986. Washington, D.C,: [5.5, Government Printing Ofﬁce, PIP-197. I: ‘ OMle Screen ﬂights/Screen fantasies. Garden City, NY: Doubleday and Company,

9M. Dean, leigh. Gian Carlo Manatti‘s Help, H940, The GtobolinlzslNew York: McGraw— Inc, 1984. Hill Book Company, 1970. Pogue, William R How Do You 60 Th 77M Bathroom in Space? New Ibrk: Tom Jacobs, leland B. Pbetryfor space Enthusiasts. Champaign, IL: Garrard Publishing Doherty Associates, 1935. Company, 1971. Radlauer, Ruth and Ed; and Mather, Jean and Bob. Satellite Ecb M. Chicago:

«xx-.VALWAPhl-v National Aeronautics and Space Administration. Foodfor Space ﬂight. Washington, Children's Press, 1984. D.C.: US. Government Printing Ofﬁce, NF-133/6~82. Student Sbuttte Involvement Program (55le. National Science Teachers Associa-

navel-3: . lithograw'ty. . .A new Tootfor Basic and Applied Research in Sauce. tion, 1742 Connecticut Avenue, Washington, DC. 20009.

n... u. Washington, D.C.: US. Government Printing Office. EP-212. “hiss, Malcolm E. Far Out Factories: Manufacturing in Space. NY: lodestar Books,

A‘

I . NASA Facts. Washington, D.C.: US. Government Printing Ofﬁce, 1983. a (assorted educational publications)

r? NASA grants permission for reprinting this Teacher’s Guide. 16 a GPO : 1985 0 - 496-021 : QL 3 humanly-Jun