National Aeronautics and Space Administration
Educational Product Educators and Students Grades 5-8 www.nasa.gov EG-2011-08-00005-SSC food for thought Food for Thought: Eating in Space
Table of Contents
Acknowledgements i
Alignment to National Standards ii
Mars Needs Food! 1
Extension - Burning Question: 10 Which Foods to Take To Mars?
Always Wash Your End Effectors! 15
Now That’s a Cup of Coffee! 21
If You Give an Astronaut a Cookie 30
Appendix A: International Space Station 39 Standard Menu Nutritional Data
Appendix B: Cooking Conversion Table 47 Acknowledgements
Authors NASA Johnson Space Center • Gregory L. Vogt, Ed.D. Space Food Systems Laboratory • Deborah A. Shearer, M.S. • Vickie Kloeris • Jennifer Brogran Editor • Shannon Simpson Louisiana State University • Brenda Nixon, Ph.D. Food for Thought Logo / Poster Design • Ian Binns, Ph.D. • Angela Lane • Pamela Blanchard, Ph.D.
Food for Thought Web Design The University of Southern Mississippi • Ken Christian • Sherry Herron, Ph. D.
Special Thanks To: NASA Stennis Space Center Office of Education NASA Headquarters • John Boffenmyer • Leland Melvin • Ken Christian • James Stofan • Christopher Copelan • Shelley Canright, Ph.D. • Steve Culivan • Alotta Taylor • Joshua Finch • Cheryl Guilbeau, Ed.D. NASA Johnson Space Center • Randall Hicks Teaching From Space Office • Barbara Murphy • Cynthia McArthur • Emma Seiler • Becky Kamas • Sherrill Reynolds • Matthew Keil • Katie Veal Wallace • Kelly McCormick • Kelly Witherspoon, Ph.D.
i National Curriculum Standards For Grade Levels 5-8
1 MATHEMATICS STANDARDS
Operations and Algebraic Thinking • Write and interpret numerical expressions
• Analyze patterns and relationships
Number and Operations in Base Ten • Understand the place value system
• Perform operations with multidigit whole numbers and with decimals to
hundredths
Measurement and Data • Convert like measurement units within a given measurement system
• Represent and interpret data
SCIENCE STANDARDS2
Science as Inquiry • Understanding of scientific concepts
• Understanding of the nature of science
• The dispositions to use the skills, abilities, and attitudes associated with
science
Earth and Space Science Standards • Earth in the solar system
Science and Technology Standards • Abilities of technological design
• Understanding about science and technology
ii
SCIENCE STANDARDS2
Life Science Standards • Structure and function of living organisms
• Regulation and behavior
Science in Personal and Social Perspectives • Personal health
• Populations, resources, and environments
• Risks and benefits
• Science and technology in society
3 TECHNOLOGY STANDARDS
Creativity and Innovation • Apply existing knowledge to generate new ideas, products, or processes
• Create original works as a means of personal or group expression
Communication and Collaboration • Contribute to project teams to produce original works or solve problems
Research and Information Fluency • Plan strategies to guide inquiry
• Process data and report results
Critical Thinking, Problem Solving, and Decision Making
• Identify and define authentic problems and significant questions for investigation • Plan and manage activities to develop a solution or complete a project • Collect and analyze data to identify solutions and/or make informed decisions
1 Common Core State Standards for Mathematics (Common Core State Standards Initiative, 2010)
2 National Science Education Standards (The National Academies Press, 1996)
3 The ISTE NETS and Performance Indicators for Students (International Society for Technology in Education, 2007)
iii Mars Needs Food!
Quick Look Among the thousands of questions that need to be answered before astronauts travel to distant planets and asteroids are questions related to Timing is Everything the astronauts themselves. How much food will Because Mars and Earth travel on independent orbits, they need and what foods can they take? We are a typical round-trip mission will take about two years. fortunate on Earth to have an amazing variety of About half of that time will be spent traveling to and from foods to eat. Mars. Depending upon the speed of the spacecraft, a one-way interplanetary flight will take between three and When astronauts do go to Mars and other six months provided the flights begin when Earth and destinations, mission crews will be international. Mars are near each other. If Mars and Earth are on op- Carrying food the entire crew likes will be a real posite sides of the Sun, the flights themselves could take challenge. In this two-part activity, student a year or more each way. teams will learn how to determine calorie requirements of astronauts and plan a one-day different orbits of Earth and Mars, Mars is usually menu for an American astronaut and one for an much farther away - sometimes on the far side international astronaut. In an optional extension of the Sun. The total round-trip mission will to this activity, teams can learn how the calorie probably take two years. content (energy contained) in different foods While on the mission, what will the crew is determined. They will measure the energy in do about food, water, and oxygen? One idea several foods using a calorimeter they construct is to send robotic factories to Mars ahead of from simple materials. the crew. The factories could process oxygen from the Mars atmosphere, collect water from Objectives subsurface deposits, and robot gardeners could • Student teams will research the caloric content grow and store food. and nutritional value of space foods. With this plan, the food and oxygen for • Student teams will construct one-day the stay on Mars will be taken care of, but what space food menus for an American and an about travel to and from the planet? Only so international crew member. many supplies can be carried. Otherwise a For the extension huge, very expensive spacecraft and an even • Students will construct and use calorimeters to larger, extremely expensive rocket will be needed measure the kilocalories (energy) contained in for the round trip. several food samples. Fortunately, both water and air can be • Students will learn and practice safety recycled. Astronauts are already doing this on procedures during their testing. the International Space Station (ISS). (Yes, they are processing urine back into safe drinking Background water!) Food is another matter. Every bit of Some day, humans will travel to the planet food needed will have to be packed onboard. Mars. Their journey will be the most ambitious No matter how desperate the crews become in space mission ever. Most likely, the mission will transit, they can’t send out for a pizza delivery. combine efforts of NASA and its many partner space agencies around the world. What foods will they take? Going to Mars will be far more challenging than going to the Moon. First, there is the Food is Energy distance problem. Traveling to the Moon took Every moment of your life, whether awake three days. At best, when Earth and Mars are or asleep, you are using energy for muscles, closest, Mars is still a three- to six-month trip breathing, powering internal body processes, in a high-speed rocket. But because of the and even for thinking. Where do you get that 1 the temperature of 1 milliliter of water 1 degree Celsius. A detailed explanation of calories and kcal is found in the background of the extension. Once the BMR is determined for an individual, another calculation is made to determine actual energy needs based on daily activity level. On a day of heavy exercise, the body requires more energy than on a day of rest.
Investigation Part One: How much energy does an astronaut need?
Materials per student team: Mars Mission Astronaut Energy Needs Astronaut C. Michael Foale burning up kilocalories work sheets on a treadmill on the International Space Station. In Calculators microgravity, a harness with elastic cords is needed to keep Foale’s feet on the treadmill surface. Procedures: 1. Hold a discussion about human energy energy? The answer is simple: food. needs. Why do we need food? When are you Food contains energy. That is the main hungriest? What happens to people who have reason why we eat food - to replenish our energy too little food to eat? What happens to people supplies. Therefore, people planning the Mars who have too much food to eat? Since it may trip have to consider which foods will provide the take up to two years for a round-trip visit to most energy in relation to its mass and volume. Mars, what ideas do you have to provide For example, which would make more sense for food, clean drinking water, and oxygen for the a Mars mission, a fluffy doughnut or the same travelers? mass of walnuts? While the doughnut might be 2. Explain that a space mission to Mars will the fun choice, walnuts will take less space and require a lot of food for the astronauts. How pack more energy (and keep longer). much food to pack for the mission will be Deciding which foods to take and how determined by how many astronauts are going much also depends upon who is on the crew. A and how much food each of them needs. 6-foot-tall, 200-pound male astronaut will need 3. Organize your students into small teams of more food than a 5-foot-2-inch-tall, 120-pound three or four (use the same teams for each female astronaut. Each crew member has part of this activity). different energy needs. Individual energy needs 4. Distribute the Mars Mission Astronaut Energy have to be estimated before even thinking about Needs worksheets. Teams will determine the what foods to take. energy needs for two typical astronauts (one The key to estimating individual energy male and one female). needs is a measurement called basal metabolic 5. Tell students that all measurements of mass rate or BMR. BMR means the rate at which and height are in metric units (kilograms and a body uses energy for life processes. It is centimeters). Review the relationship of determined by knowing a person’s sex, height, metric units to standard units. (1 kilogram = mass, and age. These factors impact body 2.2 pounds, 2.54 centimeters = 1 inch) energy needs. 6. Discuss the mathematical operations needed BMR is based on metric measurements to determine BMR. Remind them that they and is equal to the amount of kilocalories of should first have to multiply the factors within heat energy a body generates in one day. A the three parentheses before adding all the kilocalorie or kcal is equal to 1,000 calories. A numbers together. calorie is the amount of heat needed to raise 7. The answers for the two examples will be in 2 kcal or kilocalories. Discuss what a kcal is. 8. Have teams calculate Daily Energy Needs Based on Activity by multiplying the BMR for the two astronauts by the exercise factor. This operation will determine the approximate actual number of calories needed for a day based on the level of activity.
Tip: Have teams round off the BMR numbers before calculating daily energy needs.
Note: The calculated BMRs and Daily Energy Needs for each astronaut will be used in a later activity.
Assessment: • Have teams report their results. All teams should arrive at the same answers. Identify teams that are having problems with the calculations and assist them to become proficient in their calculations. BMR for male astronaut = 2538.17 kcal BMR for female astronaut = 1668.09 kcal • Have students discuss and explain why the “exercise factor” is necessary to determine daily energy needs.
Extensions: • Suggest students calculate their own BMR and kilocalorie needs at home using the equations on the worksheets.
3 Mars Mission Astronaut Energy Needs Student Names:
Part One Instructions: Working as a team, determine the energy needs of a male and a female astronaut on a mission to Mars. • Determine each astronaut’s basal metabolic rate or BMR. (This is an estimate of how much heat energy is produced by their bodies. The energy comes from the food they eat; the action of their muscles and other body organs releases the energy as heat.) • Determine the number of kilocalories (kcal) of food energy the two astronauts need each day to maintain their mass and fitness. (You will need the results of these calculations later when you will plan day menus for a Mars mission.)
BMR for a Male Astronaut
Age: 45 Height: 183 cm Mass: 91 kilograms
Male Astronaut Equation : BMR = 66.5 + (13.75 x mass) + (5.003 x height) + (6.775 x age)
To solve this equation, first calculate the values inside the three sets of parentheses. For example, the first set of parentheses is the product of 13.75 times the mass. The astronaut’s mass is 91 kilo- grams. Multiply 13.75 times 91
Do the same for the parentheses for height and age. Then, the answer for BMR is easy. Just add up the four numbers.
BMR = 66.5 + (13.75 x 91) + (5.003 x 183) + (6.775 x 45)
Calculations:
13.75 x 91 = ______
5.003 x 183 = ______Place these answers in the equation below.
6.775 x 45 = ______
BMR = 66.5 +______+ ______+ ______
BMR = ______kcal
4 Instructions: The BMR provides an energy baseline for an individual but there is one more thing to consider. How active is the person? A person who is sedentary (watches lots of TV, plays computer games, and gets little exercise) needs much less energy than someone who does lots of exercise (jogging, weight lifting, sports, heavy labor).
• Calculate the kcal needs of the male astronaut on a day when he does little exercise compared to active days. Multiply the BMR by the numbers below.
Daily Energy Needs Based on Activity BMR x exercise factor = actual kcal needs
No exercise (TV, computer games, sitting) ______x 1.2 = ______kcal
Moderate exercise (workouts, sports ______x 1.55 = ______kcal 3-5 days a week)
Very active (hard exercise, heavy work) ______x 1.9 = ______kcal
• Eating more food than needed means excess calories will be stored in the body as fat, and body health will begin to deteriorate if this continues.
Instructions: Repeat the calculations for a female astronaut.
BMR for a Female Astronaut
Age: 42 Height: 157 cm Mass: 55 kilograms
Female Astronaut Equation: BMR = 655.1 + (9.5663 x mass) + (1.85 x height) + 4.676 x age) (The numbers are different for females.)
BMR = 655.1 +______+ ______+ ______
BMR = ______kcal
Daily Energy Needs Based on Activity
No exercise (TV, computer games, sitting) ______x 1.2 = ______kcal
Moderate exercise (workouts, sports ______x 1.55 = ______kcal 3-5 days a week)
Very active (hard exercise, heavy work) ______x 1.9 = ______kcal 5 More Background calories and nutrients. For a time, astronaut Shannon W. Lucid held the Astronauts have lots to say about what American space record for continuous number the meals include but dieticians have to approve of days in orbit. Partly on the space shuttle and the selections. Special items, such as foreign, then on the Russian space station Mir, Shannon regional, and ethnic items are sometimes spent a total of 188 days in space before coming included for astronauts and cosmonauts of other home. It was an amazing time for her, but also countries. Of course, once in space, astronauts a lonely time. She missed her family and friends can swap out items from different meals to fulfill back on Earth. Periodically, robot spacecraft docked with Mir and brought fresh supplies including packages for Shannon. She eagerly awaited delivery of M&Ms and potato chips and one really special item - Jello in small serving cups. Shannon introduced her fellow Mir crew members to the taste of Jello. They were soon hooked. Sharing the treat helped bond the crew together. Shannon’s crew members wanted the Jello so often that she finally had to ration the Jello cups and only serve them on Sunday nights. Astronauts and cosmonauts in space are like everyone else. They miss their homes on long space missions. One way to keep their spirits up is to have good food at meal times. U.S. Astronaut Edward Tsang Lu enjoys eating a meal on Space meals have to be good tasting the International Space Station with chopsticks. and provide enough energy and nutrients to maintain good health. NASA has an extensive their cravings. list of tested foods that meet the requirements The crew for a future mission to Mars for space flight. Three-meals-a-day menus could include American, Canadian, Chinese, are picked from this list along with snacks and French, German, Japanese, and Russian crew extra beverages. The meals are decided upon members. Keeping everybody happy on a two- before launching into space. NASA astronauts year mission will provide great challenges for spend time taste testing foods and planning their space meal planners. In the next activity, you menus; NASA food scientists double-check the will be able create your own space food menu menus to make sure they provide the needed for a U.S. and an international astronaut or cosmonaut.
Russian cosmonaut Yuri V. Usachev is surrounded by U.S. Astronaut Shannon W. Lucid inside the crowded various canned Russian space foods on the International Russian Mir Space Station. Space Station. 6 Investigation Part Two: Guess Who’s Coming to international crew member. Have them pick Dinner a male or female (using the same numbers as in step 3 and decide which nation the Materials per student team: crew member is from. Have students choose International Space Station Standard from the following list and write the name of Menu Nutritional Data table country on the menu: Menu Planning Sheets Canada China Internet/school library access France Germany Materials for the class: Japan Russia International cookbooks 6. When constructing the menu for the chosen crew member, teams should become Procedures: familiar with foods and customs of the crew 1. Review the first part of the investigation member’s country. While the Standard Menu with your students. Make sure students Nutritional Data table will still be used for understand BMR, daily energy needs, and menu construction, teams will have to look kilocalories. for items on the list that might appeal to the 2. Distribute the Standard Menu Nutritional international crew member. Data tables (Appendix A) to the teams. Go 7. Review the team menus using the process over what the table lists for each food item. described in step 4. The second column from the left provides abbreviations that describe the type of the Assessment: food. A legend on the last page of the table • Collect and review the menus of the teams. explains the abbreviations. For convenience, • Shuffle the menus between the teams and they are: have the teams write a review of the menu NF - Natural Form (e.g., almonds) from another team and comment on its variety, B - Beverage balance, energy, etc. T - Thermostabilized (“canned”) R - Rehydratable (e.g., freeze-dried) Extensions: I - Irradiated (e.g., meats exposed to radiation • The United States Department of Agriculture to kill bacteria) (USDA) provides many classroom resources IM - Intermediate Moisture (e.g., dried for diet and menu planning. Interactive apricots) resources permit students to research foods FF - Fresh Food (e.g., bananas) and evaluate menus appropriate for their ages. 3. Challenge student teams to create a one-day Have student teams evaluate their proposed menu (breakfast, lunch, snack, and dinner) menus by using the online interactive “My for one of the two astronauts they used as Plate” site from the USDA. Have students examples when learning how to calculate explore more about the history and processing BMR and daily energy needs. They should of U.S. space food at the NASA website prepare the menu for the male or the female below. astronaut using the numbers they calculated. 4. Upon completion of team menus, have each Resources: team present their menus to the class in the form of a poster, spreadsheet, or PowerPoint USDA “My Plate” display. Check to see if the menus provide http://www.choosemyplate.gov/ the required number of kilocalories for the http://www.choosemyplate.gov/tipsresources/ astronaut. Compare the menus to see which printmaterials.html ones have the lowest launch mass. Discuss Food for Space Flight: Space Food History why this is important. http://www.nasa.gov/audience/forstudents/ 5. Challenge the teams to create a new one- postsecondary/features/F_Food_for_Space_ day menu, using the same table, for an Flight.html 7 Mars Mission Menu Planner Student Names:
Instructions: Plan a one-day Mars mission menu for one of the two astronauts you used for calculating BMR and Daily Energy Needs. • Select the male or female astronaut and begin filling out the menu on the next page. • Using the International Space Station (ISS) Standard Menu Nutritional Data table (Appendix A), plan three meals and a snack for your astronaut for one day. • When your menu is completed, analyze the menu you created using the questions below.
Menu Analysis
1. How many kilocalories does the total menu provide (add together the “kcal” for all items)?
2. How much protein in grams does the total menu provide (add together the “Pro” for all items)?
3. How many carbohydrates in grams does your menu provide (add together all the “CHO” for all items)?
4. How much fat in grams does your total menu provide (add together the “Fat” for all items)?
5. What is the mass of your total menu in grams (important to keep launch mass low)?
6. Write a paragraph describing the good points about your menu and explain why an astronaut should eat all the foods it includes. Include information about whether your menu meets the kilo- calorie needs of your astronaut.
8 One-Day Menu - First Mission to Mars
Crew Member: Male Female Nationality: ______
BMR: ______Kcal Daily Energy Need: ______Kcal
Breakfast Food Item Kcal Pro (g) CHO (g) Fat (g) Mass (g)
Lunch
Snack
Dinner
9 Extension - Burning Question: Which Foods to Take To Mars? Background How do we determine how much energy a food will provide? We burn it. More than 100 years ago, Wilbur O. Atwater, a nutritional chemist, invented a device that could be used for measuring the relationship between energy input (food) and heat output of a person doing exercise. His work inspired the development of the basal metabolism rate (BMR) measurements students explored in the first activity. Incidentally, Atwater concluded that Americans consumed too much fat and too many sweets. (Where have we heard that before?) The determination of the energy content in food is determined by a device called a calorimeter. It measures the amount of heat given off by foods when they are burned. The Professional laboratory “bomb” calorimeter. food is placed inside the calorimeter and ignited. Source: http://en.wikipedia.org/wiki/Calorimeter Heat is produced in units called calories.
Calorie - the amount of heat needed to raise 1 Figuring things out gets harder. Every food type milliliter of water 1 degree Celsius. (In the metric provides different amounts of energy and has system, a calorie is equal to 4.2 joules.) different mass and takes up different amounts of space. Then, the dietary nutrients need to When you read the nutritional label on a be considered. Food provides more than just package of food, you will find a listing for the energy - fats, sugars, proteins, minerals, etc. number of calories the food provides per serving. (You can’t take only chocolate bars even if they The labeling is in part based on Atwater’s work. have nuts!) The last part gets really tough. Food However, not mentioned on the food label is choices have to be those that each astronaut will the fact that the units are kilocalories (1,000 actually like and eat! calories), but labeled as “Calories.” Presumably, In this extension, students construct a this is done to make things look less scary. A simple calorimeter and use it to determine the 1/2 cup serving of ice cream might provide energy content (calories) of several small bits of 160 calories. That’s actually 160 kilocalories food. or 160,000 calories! (You don’t want to know what’s in the whole pint.) Safety Note - Flames: Back to Mars. Mission planners will This activity involves flames and should determine the kilocalorie needs of the crew only be conducted in a well-ventilated area, (about 3,000 for males per day and 2,400 for preferably a science laboratory. Be sure females per day). Then, they calculate the to follow basic fire safety precautions and mission needs. The equation will be something discuss these with the students beforehand. like this. • All students should wear safety goggles and avoid breathing any smoke produced. (The M = number of males calorimeter design confines the flame in a F = number of females small chamber.) D = days in flight • When teams have completed their setup for a run, ignite the food item for them. [(M x 3,000) + (F x 2,400)] x D = number kilocalories 10 Investigation: Burning Question - Which Foods of the same pot pie tin. See diagram on Page to Take to Mars? 12. 4. Have students bend the wire into a stand for Materials: per student team holding the food item. See diagram. Wrapping Two pot pie tins the wire around an object such as a small Copper or aluminum wire (non- funnel or large marker will help form the stand. coated) approximately 45 cm long 5. Have students weigh their three food items Two small metal binder clips using the beam balance so that all three Soft drink can (top removed by using are the same. If an item is heavier than the a can opener – teacher prepared) others, teams should break off a small amount Beam balance (teams can take turns of the item. Tip: Use half peanuts rather than using it) whole to reduce the burning time and still give Thermometer - Celsius scale excellent data. Graduated cylinder 6. Before igniting the food, students should Water 50 ml per test secure the food item to the top of the wire by Ruler simply pressing the wire around the item. Scissors 7. Be sure to explain to the students the Safety goggles importance of having each item the same distance from the can when burning. This can Teacher - Butane lighter (long nozzle) be accomplished by measuring the height of the coil before each test. Food items: three food items from the 8. The students will place the stand and food categories below per student team item in the middle of the lower pot pie tin. Categories Gently place the cut tin on top. Clamp the top Peanuts - dry roasted, cocktail, and and bottom together with the binder clips. See raw diagram on page 12. Other Nuts - pecan and walnut 9. Have students measure 50 ml of water and Dried Beans - navy, pinto, lima pour it into the can. Have them measure and Misc. Foods - Cheerios®, stale record the initial temperature before starting miniature marshmallows the next part of the experiment. This step is repeated for each item burnt. Allergy Alert: 10. Students will gently place the cola can with The food item categories include peanuts the thermometer inside on top of the pot pie and other nuts. If you have students with nut tin, covering the hole. allergies, use the other suggested items such 11. Once the apparatus is ready, ignite the food as beans, cereal, etc. items for each team. Students should observe the burning. When the flame goes out, they measure and record the water temperature. Procedures: 12. The water should be replaced and steps 6-11 1. Divide students into teams of three. should be repeated for the next two items. 2. Before beginning the activity, discuss safety The bottom of the can gets covered in soot, procedures with the student teams. While so have students avoid touching the bottom students will not be lighting the food items, if possible to avoid getting soot on their there will be small flames and a small amount hands and clothes. Also have students wait 5 of smoke. All students must wear eye minutes because the top part of the wire stand protection and avoid breathing the smoke. will be hot. 3. Have teams cut a hole in the top of one pot pie tin. The hole should be smaller than the soft drink can bottom. Teams will cut a circular or rectangular viewing window from the side 11 Assessment: • Review the data and the answers to the questions on the student pages. • Have students discuss the importance of sending energy-packed foods on a Mars mission. • Ask students to define calorie and kilocalorie. • Have students write about the challenges of providing food for extended space missions and propose ideas for meeting those challenges.
Calorimeter setup. The round hole in the top tin is smaller than the diameter of the soft drink can bottom. The Extensions: window cut through the top tin allows for lighting the food • Show the nutritional labels of several food and for observation. Binder clips hold the calorimeter products and explain how to read the labels. together. Discuss the relationship between serving size and calories. Discuss the other numbers on the label and what they mean (e.g., fat calories, sodium, sugar, etc.). Information on reading food labels can be found at the following sites:
http://www.fda.gov/Food/LabelingNutrition/ ConsumerInformation/ucm078889.htm
• In addition to selecting high-energy foods for Bend the wire to form a conical spring. Wrapping around space missions, discuss other space food something circular will help form the shape. Foods to be tested are held by bending the wire at the top around issues. How long will the food keep? (Raisins them. and nuts keep a long time but bananas start spoiling in a few days and the peel will Temperature release odors. However, dried banana slices o o F C will keep a long time.) How will the food be packaged? How much storage space will the food packages take and how much waste will be generated? (Demonstrate the volume of a cereal box versus the actual volume of cereal.) • Have students experience the challenge of selecting food for a space mission by asking them to determine how much food they could fit into a standard-sized shoebox. Ask them to determine the combined nutritional value of the foods and estimate how many people it would feed for how many days.
Fully assembled and ready.
12 Burning Question: Which Foods to Take To Mars?
Directions: Constructing your calorimeter. Refer to the diagrams at right on how to construct and set up your calorimeter. Cut flame hole here. 1. Cut a 4-cm diameter hole through the bottom Smaller than the can of one pot pie tin. bottom! 2. Cut an observation window in the side of the same pot pie tin. Do not cut the lower tin. 3. Coil the wire to make a food stand.
Directions: Using your calorimeter 1. Measure the mass of your three food items. Cut window for Pinch or cut off small pieces until all three igniting food and for have the same mass. Record the mass on the observation here. data table. Coiled wire food stand 2. Attach the first food item to the top of your inside center. stand by pressing the wire around the food to hold it securely. 3. Measure and record the height of the stand and food item. Adjust the stand so that the height is the same for each test. 4. Place the coil in the center of the lower tin and
cover with the top tin. about 4 cm 5. Carefully clip the tins together as shown. 6. Measure 50 ml of water and pour it into the can. Measure and record its temperature. about 4 cm 7. Gently place the can with the thermometer over the center hole. 8. Raise your hand to let your teacher know you Temperature
o o are ready to light the food. F C 9. Observe the burn. (Safety Goggles.) When the flame goes out, measure and record the water temperature again. 10. Pour out the water and repeat steps 2-9 for WEAR YOUR 50 ml water the next two food items. Be sure your coil SAFETY GOGGLES inside. remains the same height.
Calorimeter ready for first test.
13 Burning Question: Which Foods to Take To Mars? Student Names:
Calorie - The amount of heat energy needed to raise 1 milliliter of water 1 degree Celsius.
Kilocalorie = 1,000 calories
Determining how many calories each food item contains.
1. Calculate the difference between the initial and final water temperature for each food item.
2. Multiply the temperature difference for each item by 50. This gives the number of calories each item contains.
Mass of Initial Final Temperature Number of Food Item Water Water Difference Calories Temperature Temperature
Food Item #1
Food Item #2
Food Item #3
Which food item will be the best choice for packing energy for a mission to Mars?
Why is it important that the food items be supported at the same distance from the can?
Explain why you had to multiply your answer by 50.
14 and recycle dead animal and plant matter. Always Wash Your Microbes are a powerful force on Earth. But then, there is the dark side of the force. End Effectors! There are nasty microbes responsible for diseases like malaria, cholera, influenza, colds, and so on. That’s where we get back to washing Quick Look end effectors. Robots are used in a big way to Student teams will construct robots to perform a process the food we eat. For example, you don’t simulated food handling task on a future mission think a bunch of people are lined up with funnels to the planet Mars. After demonstrating their putting ketchup into bottles! Robots do the job. designs, teams will be presented with a surprise They squirt the ketchup in the bottles, attach the challenge. They will check their robots for safety seal, screw on the cap, stick on the label, microbes using sterile culture plates. and load the bottles in the cartons. Those robots have to be super clean, or the ketchup could be Objectives infected with bad microbes. • Design and assemble a robot to perform a When it comes to space food, being super specific task using commercial robot kits or clean is important. If an astronaut on the way to construct a simulated robot using various Mars gets sick from a spoiled can of tuna, a trip scrap materials. to the emergency room is out of the question. • Demonstrate the robot in a simulated food There is another reason for being super handling activity. clean when exploring space. NASA has sent • Sample and analyze the surfaces of the robot many robot spacecraft to the surface of Mars for possible microbe contamination using to try to answer the question, “Is there life on sterile cultures. Mars?” There have been lots of discoveries that hint that life on Mars is possible but no actual Background life has been found yet. Wouldn’t it be terrible if You’ve heard about the importance of washing life is discovered on Mars and it turns out to be your hands, but washing your end effectors? microbes that hitched a ride from Earth? What’s that about? Actually, it’s pretty much the To prevent infecting Mars with Earth same thing. An end effector is the robot term for microbes, technicians at NASA go to great hand. Why is it important to keep the end effector clean? The answer is microbes. A microbe is an organism consisting of a single cell or of a small cluster of cells. Microbes are usually too small to be seen with the naked eye. Microbes include bacteria, fungi, protists (protozoa, algae), and viruses. There are far more microbes on planet Earth than all the other life forms put together. Take you, for example. There are more microbes living inside your body and on your skin than you have cells in your body. These microbes help digest our food, protect us from disease, and a whole bunch of other necessary processes that Technicians preparing the Mars Opportunity Rover in a keep our bodies functioning and healthy. We clean room. Every care is taken to avoid contaminating use microbes to make cheese and yogurt, and the robot with stray objects or microbes. microbes cause bread to rise. On a planet scale, microbes produce most of the oxygen we need
15 lengths to sterilize robots and encase them in a Using sterile procedures (described later) protective shell to keep hitchhikers out! students will swab the surfaces of their creations We learned about one possible strategy and transfer some of the microbes to a growth for future Mars missions in the “Mars Needs medium. The growth medium will either be agar, Food!” activity: Send robots to Mars to grow a seaweed product, or slices of potato. If using and store oodles of food in preparation for the agar, ready-to-use plates are available from arrival of the astronauts. Making sure the food school science suppliers. If desired, bottled agar is not contaminated by harmful microbes is also and petri dishes can be purchased separately. If essential. doing so, follow the instructions for preparing the plates. Materials A low-cost alternative to agar plates is • Robot kits for each team (LEGO® 1/4- to 3/8-inch-thick slices of potatoes that MINDSTORMS®, VEX® Robotic Design System, have been boiled until nearly cooked. Boiling LEGO® Education TETRIX®, LEGO® WeDo™ sterilizes the potatoes. Using a sterile knife, slice etc.) the potatoes. Ideally, the slices can be placed •Various scrap materials (if robotic kits are not in petri dishes instead of agar. The dishes have available) such as lids that make them very convenient to use. • Cardboard tubes Otherwise, the slices are placed in zip locking • Empty water bottles sandwich bags after being inoculated. • Dowels It is essential not to touch the slices (or • PVC pipe parts the surface of agar) or breathe on them. Have • Plastic food containers the petri dishes or potatoes ready on the day • Aluminum foil the robots are completed. It is not necessary to • Binder clips have an incubator. The culture plates will do just • Rubber bands fine at room temperature. • Prepared “culture plates” - petri dishes with agar or baking potato slices and zip locking Special Note: Careful handling of the culture sandwich bags. See note about preparing plates is important. The object is to capture culture plates. microbes that have taken up residence on the • Cotton swabs (place two in a plastic bag outside of the robots student teams construct. to make distribution easier and reduce the Once enclosed, the agar or potato slices chance of contaminating them) or packaged should not be opened to avoid adding new sterile swabs. microbes. When the activity is completed, the • Distilled water cultures should be disposed of. Traditionally, • Bleach solution (about 10% bleach, 90% laboratories will use a disinfecting agent to water) destroy the cultures. If you wish to follow proper • Latex, latex-free or vinyl exam gloves lab procedures, pour a bleach solution into each • Disposable face masks petri dish or sandwich bag, reseal, and dispose in a tied plastic garbage bag. Preparing culture plates The second part of this activity involves the Procedure - Building robots search for microbes. As students assemble and 1. Hold a class discussion on how a future program their robots or create model robots, human mission to Mars might be preceded by they will naturally handle, breathe, cough, robots that set up greenhouses, grow food, and sneeze on them. In doing so, they will and prepare for the arrival of astronauts. deposit microbes on their surfaces. It is for a • A human mission to Mars could take two similar reason that many stores place wipes for years. customers to clean the handles of shopping • How much food and water will a crew of carts. six or more need? (See discussion in the
16 “Mars Needs Food!” activity.) • Discuss the care NASA takes to prevent sending microbes to Mars and other worlds, and the diligence that it takes to ensure astronaut food is safe. Explain what microbes are and ask, “Are your robots carrying microbes?” 2. Challenge teams of students to design a robot to perform a food-growing or food- preparation task that could be done on Mars.
Possible Robot Challenges A factory robot puts bread onto pallets. Image © 2011 by Have student teams determine what KUKA Robotics Corporation. Used with permission. particular food production task their robot is designed to perform. The following are just Teams should begin by selecting a particular a few ideas to spark the imagination: task for the robot. See the list of Possible • Seed planting robot Robot Challenges for ideas. The robot should • Irrigation robot do one task well. • Harvesting robot 3. If students are already familiar with the robot • Crop transport (to storage) robot kits you have available, turn them loose. • Cooking pot stirring robot Otherwise, have the teams work with the • Water glass filling robot robots for a class period or two to learn their capabilities. Then, turn them loose. Or, have It is not necessary to work with actual food students construct a model robot from the when teams demonstrate their robots. For scrap materials available and other materials example, a CD can be used as a simulated students might bring from home. While their pancake for a pancake flipping robot. robots will be unpowered, parts such as arms and end effectors (grippers) should be Check these sites for additional ideas: movable. http://robotics.nasa.gov/archive/robot_ 4. When all robots or robot models are ready, news.php hold an exposition for the class and have each team explain the purpose of their robot and http://www-robotics.jpl.nasa.gov demonstrate how well it completes its task.
Procedure - Checking for microbes 1. Discuss the care NASA takes to prevent sending microbes to Mars and other worlds. Explain what microbes are and ask, “Are your robots carrying microbes?” 2. Have student teams swab the surface of their robots in several places with cotton swabs and use the swabs to inoculate the culture plates. 3. Observe the culture plates daily for a week or two. 4. When plates begin showing colonies of microbes, hold a class discussion on possible strategies to keep Mars robots sterile. • Hand washing 17 • Plastic gloves Extensions • Face masks • Learn about microbes on Earth. How do • Wiping robot with disinfectant microbes help us? What diseases are caused by microbes? 5. While testing for microbes, prepare additional • Investigate how we learn about microbes. plates that will not be inoculated to use as What kind of microscopes are used to learn experiment controls. about bacteria and viruses? • Discuss other applications for sterile procedures (food production, hospitals, Assessment dentists, etc.). • Review student team presentations about their • Learn about NASA food labs and clean rooms robots and how successful the robots are at at the following sites: performing their tasks. http://www.nasa.gov/centers/johnson/slsd/ • Have students write a step-by-step procedure about/divisions/hefd/facilities/space-food.html for ensuring robots destined to Mars and other worlds are sterile. Have them take http://www.nasa.gov/mission_pages/msl/ apart and reassemble their robot using sterile building_curiosity.html procedures. First, have teams sterilize the components with disinfectant wipes. Teams should wear disposable gloves and paper face masks. When the robots have been reassembled, have students repeat the swab and culture plate test. Are the results the same or different?
Sample Microbial Cultures
Keyboards - bacteria and fungus
Kitchen sink - bacteria and fungus
Skin swab
18 Design and Build a Mars Food Production Robot Student Names:
Task your robot will perform:
Name your robot:
Preliminary Sketch of Your Robot
Describe how your robot will work:
What ways can you change your robot to improve it?
19 Sampling Your Robot for Microbes
Steps 5. Rub the tip over the areas you chose for 1. Carefully read and follow all directions in order sampling. to swab and culture microorganisms from the 6. Immediately rub the same tip in a zigzag surface of your robot. Be sure to review the pattern over the agar or potato surface. diagram below before inoculating your culture 7. Cover the agar or potato and mark the plate or potato. cultured plate to identify it and the places 2. Pick several areas on your robot for sample sampled on your robot. taking that you and your team touched during 8. Set the plate in the designated place assembly. and examine it every day for a week or 3. Carefully remove one swab from the plastic two.* Create a log book for your written bag. Only handle one end of the swab. If you observations and sketches (see example). At accidentally touch both ends, dispose of the the end, write a summary of what happened. swab and use another. 4. Lightly moisten the sample tip of the swab * Note about using petri dishes: To avoid with distilled water. condensation dripping on to the agar surface, turn the plates upside down. Use a rubber band to secure the lid.
Innoculating a Culture Plate Log Book After collecting samples from Example Log Page your robot, lightly rub the sample tip in a zig zag pattern on surface of Sketch or the agar or potato. You will not see Day photo of a line as shown here. culture plate Description: surface
Sample Tip
Do not touch or breathe on the swab sample tip or on the culture plate!
20 Now That’s a Cup of “What if crumbs go up astronaut noses?” Coffee! “What if food starts rotting?” There were lots of “what ifs.” It became Quick Look obvious that “food safety” in space meant more Just like people on Earth, astronauts in space than just keeping astronauts healthy. It was also need food to keep up their energy and get the about keeping the spacecraft healthy. It was up job done. In this collection of demonstrations to dieticians and engineers to create safe space and activities, students will learn about some food systems. Here are some of their more of the properties of liquids (a main component memorable inventions: of many foods) and how technology helps astronauts get food and beverages to their Astronaut Hall of Fame of mouths and not all over themselves, in their Space Food Inventions noses and ears, or on space station walls. Gelatin-coated sandwich and cookie cubes Objectives Telescoping drink bottles • Students will investigate adhesion, cohesion, Liquid salt and pepper contact angle, and capillary action in liquids. Compressed bacon squares • Students will design and test a new and Dried green pea and improved microgravity coffee cup for making spinach bars mealtime in space easier and more enjoyable Freeze dried ice cream for astronauts.
Background In 1962, John H. Glenn Jr. became the first American to orbit Earth. During his nearly 5-hour-long space mission, Glenn sampled a bit of food. Food wasn’t necessary for such a Use Glenn image from Website with ar- short flight but it gave him a chance to test food row pointing to applesauce technology that would be needed later. Glenn sucked on some applesauce from a small roll- up toothpaste-like tube. In spite of worries that astronauts in microgravity might have trouble swallowing, Glenn easily downed his snack. It tasted fine, just like applesauce was supposed to taste, but the roll-up tube dispenser was awkward and unpleasant to use. As space missions stretched into days The applesauce tube (upper left) drifts by John Glenn dur- and weeks, food and beverages became ing his Mercury mission. essential. The applesauce toothpaste tube was just the start of many space food inventions. While swallowing was no longer considered a Actually, none of these great inventions problem, getting the food to astronaut mouths were popular with the astronauts. Some, like the was a terrifying thought to spacecraft engineers. astronaut ice cream, flew in space only once. Big changes in space food technology “What if liquids get loose and short out came when food engineers realized that moist electrical equipment?” food is sticky! Dip a spoon into a pudding pack and out comes a spoonful of pudding. Turn the “What if food particles clog air filters?” spoon upside down and the pudding clings to 21 the bowl of the spoon. (Important tip: Don’t do this with chocolate pudding while wearing white AND DON’T SHAKE THE SPOON!) In microgravity, pudding sticks to the spoon better than on Earth. In other words, knives, forks, and spoons work in space. You can have mac and cheese, soup, stew, and a whole bunch of other foods in space. And, for the crumbly stuff like bread, no more gelatin coating (yuck). Substitute tortillas. Tortilla peanut butter and jelly roll ups are delicious!
Astronaut Donald Pettit sips a microgravity cup of coffee with his invention.
of the cup to the cup’s lip and Pettit sucked in the coffee. “Ahhh! That’s a cup of coffee.” How did the cup work? The answer is contact angle. Liquids always meet clean, smooth solid surfaces in a definite angle that scientists call the contact angle. Pinching the V-shape of the cup increased the contact angle so that the coffee traveled from the bottom of the cup to the lip. The best way to understand why this happens is to do the following demonstrations.
Early space food packages - “tubes and cubes.” Demonstrations: Using The Properties of Liquids to Defy Gravity Today’s astronauts are pretty happy with space foods. But don’t get the idea that Together, the following demonstrations explain everything has been invented that could be how Donald Pettit was able to drink coffee invented. For example, beverage containers from his cup while in space. They will also need some work. Your typical space beverage prepare students for inventing new space food container is a flat foil-coated plastic bag. The technology devices. First, a few terms need to dry flavoring crystals are already inside. Add be defined. some cold or hot water, mush it up with your fingers to dissolve the crystals, and drink through Adhesion - A force (IM) between molecules a straw. While the bags work, having a cup of of water and a surface, like glass. For hot coffee, cocoa, or tea through a straw is not example, adhesion causes tiny water drops all that good. Wouldn’t a steaming mug of coffee to cling to the outside of a window during a be great? light rain. Astronaut Donald Pettit thought so when he was on the International Space Station. Capillary Action - Rising of water in very He invented a microgravity coffee cup. He cut thin tubes and closely spaced surfaces due a plastic sheet, like those used for overhead to cohesion and adhesion. Capillary action projectors, and taped it together to form a cup. opposes gravity. At some point, the weight of From the top, the cup looked like a teardrop. the rising water is too great to go further. Pettit added coffee to the cup and then pinched the V-shaped edge. Coffee rose from the bottom Cohesion - A force between the molecules of 22 water (intermolecular force or IM) that make them stay close together. Check out the water molecule diagram for more information. Dry
Contact Angle - The angle at which water (and other liquids) meet clean, smooth, and solid surfaces.
Wet
H H O
1. Place two clean glass microscope slides together at a 90-degree angle. Pull them apart (straight up and down) and feel the force necessary to separate them. 2. Repeat, but this time place a drop of water between the slides. Again, pull them apart and feel the force necessary to separate them. Is there a difference? A Bit About Water What’s Happening? Water consists of two atoms of hydrogen There is a significant difference between pulling bonded with one atom of oxygen. Their apart two dry glass slides and two slides with a arrangement resembles the head of Mickey drop of water between them. The intermolecular Mouse. The oxygen atom has a net negative force (IM) or adhesion of the water makes it electric charge and the hydrogen atoms have harder to pull apart the two glass slides it is net positive electric charges. Because of this, clinging to. water is a polar molecule that attracts other water molecules. The oxygen or negative side of the molecule attracts one of the positive Cohesion Demonstration hydrogen atoms of another water molecule. Materials: Wax paper The polar nature of water enhances its Water drops cohesive properties, pulling molecules toward 1. Flatten a piece of wax paper on a tabletop. each other, creating the form of the water drop. 2. Sprinkle water drops on the paper. In microgravity, where gravity forces are greatly 3. Look at the shapes of the drops. How do reduced by free fall, water forms beautiful large large and small drops compare to each other? spheres. For videos of water in microgravity, go to the What’s Happening? following site: The IM force draws water molecules together to http://spaceflightsystems.grc.nasa.gov/ form drops. Certain materials, like wax in wax WaterBalloon/#ISS paper, reduce the ability of the water to adhere to the paper. Instead, the drops take on a spherical shape. Big drops have more weight and gravity Adhesion Demonstration causes them to flatten somewhat. Materials: 2 clean microscope slides, student- grade, 1.0-1.2 mm Note: All demonstrations may also be set up as learning centers or hands-on activities.
23 Capillary Action Demonstration A Bit About Capillary Materials: Paper towel Action Scissors Adhesion and cohesion Glass of water work together to raise Food coloring water up a capillary 1. Cut a 1-inch-wide strip of paper towel. (narrow tube). Adhesion 2. Hold the strip vertically and dip its lower edge attracts the water into a glass of water that has food coloring molecules to the glass added. tube, causing them to 3. Watch what happens to the water. cling to the sides of the tube, while cohesion What’s Happening? pulls more water The water climbs into the towel in the spaces molecules from below. between and inside the fibers. Both cohesion and adhesion are at work here. Adhesion causes 5. Have students examine the contact angle the water molecules to climb into the fibers and of the water to the slides (the way the water cohesion pulls more water molecules from below rises up between the slides). To do so, the (kind of like a chain of molecules). Eventually, students must observe the water from the side the water reaches a level where its weight is too at tabletop level. great and gravity stops further climbing. 6. Have students change the wedge angle of the slides and observe how the contact angles change. (Spread them farther apart and bring Investigation: The Best “Antigravity” them closer together.) Wedge Angle 7. Discuss student observations and ask for Materials: Shallow dish of water (e.g., petri thoughts on the relationship of the angular dish) separation of the slides and the contact angle Food coloring of the water. 2 clean glass slides Tape What’s Happening Paper protractor The water molecules are attracted to the glass (Note: The following two pages are to be given to slides because of the IM forces (adhesion). student teams; you may laminate the protractors Molecules move up between the slides and and reuse if desired.) pull more water behind (cohesion). The climb of the water between the slides is called capillary Procedure: action. The closer the slides are to each other, 1. Have small teams of students affix a piece the higher the water can climb. The contact of tape along the upper half of the long side angle becomes steeper and steeper. Eventually, of two clean glass slides to make hinges. the weight of the water prevents it from climbing Caution them to be careful handling the slides any higher. However, in microgravity, water can as they break easily. continue climbing. This is why Donald Pettit’s 2. If using petri dishes, have teams place one coffee cup worked on the International Space paper protractor beneath each dish to serve Station. as a guide on determining the angle of the slides. Microgravity Coffee Cup Video 3. Add food coloring to the water in the dish to To see a video of the space coffee cup in make it easier to see. action and hear Donald Pettit’s description, go 4. Show students how to stand the slides upright to the following site: in the water (tape upwards) and spread the http://spaceflight.nasa.gov/gallery/video/ slides apart to form a V-shape (see page 26). shuttle/sts-126/html/fd10.html
24 Discovering the Best “Antigravity” Wedge Angle Name:
Of course, “antigravity” isn’t real, but there are many ways to go against the force of gravity. For ex- ample, the muscles in your body work against gravity, enabling you to stand. In this activity, you will investigate how water can rise against gravity.
What do Do: 1. Work in teams and gather the following materials. Petri dish or other shallow dish Water Food coloring 2 glass microscope slides (handle carefully, they break!) Short piece of tape 2 paper protractors Scissors 2. Place a piece of tape along the sides of the two slides to act as a hinge. 3. Cut out and place one paper protractor on the tabletop and the petri dish on top of it. 4. Add a small amount of colored water to the Water dish (about a quarter inch if enough). 5. Stand the two slides up as shown. Spreading Wedge Contact the slides forms a wedge shape. Darken the Angle Angle water with food coloring to make it easier to see. 6. Observe how the water climbs up between the wedge shape. 7. Use the protractor underneath the dish to measure the angle of the wedge. 8. Use the second protractor to estimate the angle the water rises up from the surface into the wedge. This is called the contact angle. 9. Change the wedge angle and measure how the contact angle changes. Do this enough times until you discover the best angle for water to rise up in the wedge between the two slides. 10. Fill in the table to the right with your data. 11. On another sheet of paper, create a graph that illustrates this data.
The Question:
How did Astronaut Donald Pettit’s microgravity coffee cup work?
(Use your data to answer this question. Write your answer on the back of this page.) 25 Paper Protractors
Cut out these protractors on the dashed lines - one for underneath the dish and the other for measuring the contact angles.
90 85 90 85 80 80 75 75 70 70 65 65 60 60 55 55 50 50 45 45 40 40 35 35 30 30 25 25 20 20 15 15 10 10
5 90 85 80 5 75 70 65 0 0 60 55 50 45 40 35 30 25 20 15 10 5 0 How to Measure Wedge and Contact Angles 25o Wedge Angle Measurement Measure from where water starts angling (top view) upward to the highest point reached. Hold protractor behind petri dish.
Contact Angle 90 85 80 75 70 65 Measurement 60 55 (side view) 50 45 90 85 80 40 75 70 65 35 60 30 55 50 25 45 20 40 15 35 30 10 25 5 20 0 o 15 25 10 5 0 20o
26
90 85 80 75 70 65 60 55 50 45 40 35 30 25 20 15 10 5 0 20o Design Challenge: Create a New and Extensions: Improved Microgravity Coffee Cup • Compare drink bags currently in use on the International Space Station to commercial foil/ Materials: Paper plastic drink pouches (e.g., Capri Sun). Similar Tape materials are used but the bags are launched Scissors empty to save space and weight. Water (hot Overhead projector transparencies or cold) is added to dissolve the dry mix inside. (new or used) or plastic cut from Crew members drink the coffee, juice, tea, etc., water or soda bottles or other through straws. like materials • Challenge students to invent other space food Water devices such as a single “spoonforkknife” to Towels to clean up spills cut down on utensils. Student pages • Demonstrate the power of capillary action by Other materials as thought of by placing freshly cut celery stalks (with leaves) in students a glass of water dyed with food coloring. Xylem (capillaries) in the stalk transport water and Procedure: the food color to the leaves through capillary 1. Give student teams copies of the background action. page that follows or read it to them. 2. Organize students into R&D (research and development) teams. 3. Show the microgravity coffee cup video and discuss both advantages and disadvantages of the cup. 4. Challenge the teams to design a better cup for microgravity. Refer to the student pages for specific instructions. Teams should first sketch their designs, make paper prototypes and evaluate, and redesign (if necessary) before constructing their demonstration coffee cup from plastic. 5. Have teams test the ability of the cups to hold water (do so over a sink, if possible) and test how well the cup’s design transports water upward when the cup is squeezed (adhesion, cohesion, contact angle, capillary action!). 6. Upon completion, have teams give short presentations on the merits of their microgravity coffee cups. Encourage other student teams to ask questions.
Assessment: • Review team presentations, team designs, prototypes, and the ability of their cups to hold water and transport water. • Ask students to explain the terms adhesion, cohesion, contact angle, and capillary action. • Ask students to explain how changing the wedge angle enabled Astronaut Pettit to sip his coffee. 27 New and Improved Microgravity Coffee Cup Design Challenge
During Space Shuttle flight STS-126, Astronaut Donald Pettit designed and constructed a new kind of drinking cup for coffee. In microgravity (Earth orbit), liquids like coffee are tricky to handle. Liquids will form large spheres that drift around the space craft and make a big mess if permitted to get loose. Consequently, liquids like coffee, tea, juice, and water are contained in foil-coated plastic pouches to keep them under control.
Except for flavorings, the pouches are launched empty to save space and weight. To fill a pouch, a large needle from the galley is inserted through a valve built into the pouch. Water, hot or cold, is squirted in and flavoring crystals like instant coffee dissolve. When ready, the astronaut inserts a straw and sips. Astronaut Donald Pettit’s Astronaut Pettit thought it would be nice to have a different kind of drink Microgravity Coffee Cup container for drinking hot liquids. He constructed the container from plastic sheets and tape. It looked like a teardrop or the cross section of an airplane wing. By squeezing the narrow edge, coffee moved up from the bottom of the cup to his mouth.
While the cup worked great, it did have a few problems:
1. Pettit had to cut and tape the cup together. (A premade cup would save lots of time.) 2. Pettit had to “brew” his coffee in a regular drink bag and then transfer the coffee to the new cup and throw away the drink bag. (A way to fill the cup directly with coffee without the intermediary drink bag would save waste and International Space Station crew members holding plastic/foil drink bags. time.) 3. The shape of the cup makes removing the last drops of coffee and cleaning the cup difficult. (An easy-to-clean cup would keep it sanitary and save time.)
Building Upon Astronaut Donald Pettit’s Invention, NASA Would Like Proposals For a New and Improved Microgravity Coffee Cup
28 New and Improved Microgravity Coffee Cup Design Challenge
Company Name:
Corporate Design Team Member Names:
Design Challenge: • Design and construct a paper model of a coffee cup for use in microgravity. See NASA Design Requirements. • Construct a working model of your cup and test it. • Draw a diagram of your cup, with notes, in the space below. • Create and give a sales presentation for your NASA Design Requirements: company’s product, describing how it works, A. Compact for easy prelaunch packing what are its good points, and why NASA B. Lightweight to keep launch costs low should buy it. C. Directly fillable with liquids D. Easy to clean and reuse
29 If You Give An Astronaut A Cookie
Quick Look Students will create and test a cookie recipe for future space flights. They will write out the recipe for others to try and estimate the calories and nutritional value of their creation. Students will also create rubrics that can be used to evaluate different cookie recipes.
Objectives • Students working individually or in small teams will create a space cookie recipe and bake it for taste testing. • Students will create nutritional labels for their cookies. Freshly made Skylab Butter Cookies • Students will perform taste tests on all the cookies developed and tabulate the data to Skylab Butter Cookies determine which cookie recipe is the favorite. 6 TBSP unsalted butter 8 1/2 TBSP sugar Background 1 1/4 TSP vanilla Whether orbiting 300 miles above Earth or 1 cup plus 2 TBSP cake flour rocketing towards the Moon or Mars, astronauts still long for a touch of home. There’s no 1. Allow the butter to come to room better way to cheer up a homesick astronaut temperature. than COOKIES! Cookies are the ultimate 2. Use a mixer to combine the butter with the space comfort food. Astronauts love them for sugar. snacks and with meals. After the early Mercury 3. Add the flour and vanilla and mix. missions, premade cookies became a regular on 4. Roll the dough into small balls about space flights. 3/4 inches in diameter. Place them on a One cookie recipe favored by many baking sheet and flatten them. astronauts is the Skylab Butter Cookie. Skylab 5. Bake 15 minutes at 325 degrees. Let cool was the United States’ first space station. In the on a wire rack. early 1970s, three different crews of astronauts spent 28, 59, and 84 days on Skylab. Skylab butter cookies were packed in small aluminum just your very basic, very tasty cookie. tins with a metal lid that could be pulled back. The recipe is very simple and only four From then on, whenever the space food kitchen or five ingredients are needed. One of the at the Johnson Space Center was baking fresh ingredients NASA uses is maltodextrin, a batches of the cookies, astronauts and engineers complex carbohydrate powder. NASA would always found an excuse to be nearby. After all, purchase 100 pound bags of the stuff (not very someone had to test the cookies to make sure practical for home kitchens unless you are a they were fit for space flight. cookie fanatic). If you don’t have maltodextrin, Skylab butter cookies are thin and not the sugar quantity in the recipe can be increased too sweet. They don’t have sprinkles or sugar and the results are great. crystals on top because sprinkles and crystals Of course, there is more to sending could come off in microgravity and end up in cookies up into space than just baking and eyes, noses, and everywhere else. They were packing them in tins. NASA dieticians have to 30 know how many calories and other nutrients the The quantities called for in the Skylab cookies provide so that balanced menus can be butter cookie recipe are different from those in developed. You have to eat more than cookies the table. Therefore the nutrient numbers for to stay healthy. each ingredient must be recalculated. Dieticians determine the nutritional value of foods by checking with standard tables that Butter: “6 TBSP” provide nutrient information. The table on the There are 16 tablespoons in a cup. Six next page gives information for typical cookie tablespoons equals 6/16th of a cup or 0.375 ingredients. The numbers were provided by the cups of butter. (Divide 16 into 6 to get 0.375.) USDA. Multiply the numbers for butter in the Nutrition Using the table, the nutritional values of Table by 0.375. the Skylab Butter Cookies are shown below. Also below is an explanation of how the values were derived from the table on page 32.
Skylab Butter Cookies Nutritional Values Energy KCal Fat (g) Protein (g) Total Carbohydrate (g) Total Sugar (g) Fiber (g) Sodium (mg) Ingredients Quantity
8.5 Sugar - granular 410.2 0 0 0 1.1 106 106 TBSP
Butter, unsalted 610 69.1 0.7 0.05 0.05 0 0 6 TBSP 1 Cup + Flour 512 1.4 14.5 107.3 0.4 3.8 2.25 2 TBSP
Vanilla Extract 1 1/4 15.4 0.004 0.004 0.68 0.68 0 0.42 TSP Column Totals 1547.6 214 3.77 (whole batch) 70.5 15.2 107.1 3.8 Serving Size - 1 cookie 86 3.9 0.84 11.9 6 0.2 0.2
Numbers have been rounded off when appropriate.
How the Nutrient Numbers were Estimated Sugar: “8 1/2 TBSP” for Skylab Butter Cookies Eight and a half tablespoons equals 8.5/16ths The Nutrition Table on the next page provides of a cup or 0.53 cups. Multiply the numbers for nutrient numbers for a range of typical cookie sugar in the Nutrition Table by 0.53. ingredients. The numbers for each ingredient are based on a specific quantities such as a cup Flour: “1 cup plus 2 TBSP” or a tablespoon (TBSP). When the ingredient Flour equals 18 tablespoons (18/16ths) or 1.125 quantities in a recipe are the same as those in cups. Multiply the numbers for all purpose flour the table, the nutrient numbers in the table are in the Nutrition Table by 1.125. used just as they are. However, if the recipe calls for different amounts, the nutrient numbers must Vanilla: “1 1/4 TSP” be recalculated. For example, if the recipe calls There are 3 teaspoons in a tablespoon. Vanilla for 1/2 cup of flour instead of the 1 cup shown in equals 1.25/3 teaspoons or 0.42. Multiply the the table on page 32, all the nutrient numbers for numbers for vanilla extract in the Nutrition Table flour are multiplied by 0.5. If the recipe calls for 2 by 0.42. cups of flour, all the nutrient numbers for flour are multiplied by 2. 31 Nutrition Table for Typical Cookie Ingredients
The nutritional values for Quantity Food Groups Food Item Energy KCal Fat (g) (g) Protein Total Carbohydrate (g) Total Sugar (g) Fiber (g) Sodium (mg) each listed ingredient Wheat Flour - All Purpose 455 1.23 12.91 95.39 0.34 3.4 2 cup were determined by the Cereal Grains Nutrient Data Laboratory, Oats 607 10.76 26.35 103.38 0 16.5 3 cup Agricultural Research Milk - Whole 149 7.93 7.69 11.71 12.32 0 105 cup Service of the US Dairy 9.64 41.16 0 620 cup Department of Agriculture. and Eggs Buttermilk - Dried 464 58.8 58.8
Their website can be Egg 300 4.75 6.28 0.36 0.18 0 71 Large found at the following cup address. Butter 1628 184.2 1.93 0.14 0.14 0 1621 Fats Margarine 803 90.4 0.18 0.78 0 0 732 cup and Oils http://www.nal.usda.gov/ Shortening 110 12 0 0 0 0 0 1 TBSP fnic/foodcomp/search/ Dates 66 0.04 0.43 17.99 0.13 1.6 0 1
How to use the table: Fruits Cranberries - Dried Sweetened 123 0.55 0.03 32.94 26 2.3 1 cup The nutritional Raisins (not packed) 434 0.67 4.45 114.81 85.83 5.4 16 cup values for each food Leavening Agents Baking Soda 0 0 0 0 0 0 150 ? item listed in the second Almonds 822 70.67 30.34 30.99 5.56 17.4 1 cup column from the left are based on specific Nuts Peanut Butter 1517 130.1 64.73 50.46 23.79 15.5 1184 cup quantities. For example, Pecans 684 71.25 9.08 13.72 3.93 9.5 0 cup butter is given for 1 cup. Shortening is given Walnuts 765 76.3 17.80 16.04 3.05 7.8 2 cup for 1 tablespoon. The Allspice 16 0.52 0.37 4.33 0 0 5 1 TBSP units for the nutritional measurements are given Cinnamon 19 0.1 0.31 6.29 0.17 4.1 1 1 TBSP Spices along the top. Energy and Flavors Ginger 17 0.22 0.47 3.72 0.18 0 1 1 TBSP is in kcal or kilocalories. Almond Extract (oil) 1 TBSP Sodium is given in mg or 120 13.6 0 0 0 0 0 milligrams. All the rest of Lemon Juice 54 0.59 0.85 16.84 6.15 0.7 2 cup the numbers are given in Vanilla Extract 37 0.01 0.01 1.64 1.64 0 1 1 TBSP grams. What does the Honey 1031 0 1.02 279.34 278.39 0.7 14 Cup
Skylab butter cookie Molasses 977 0.34 0 251.84 187 0 125 Cup look like when it comes Splenda or 0 0 0 0 0 0 0 Cup to nutrition? Using the Other Sugar - Brown recipe and the values in (packed) 836 0 0.26 215.36 208.03 0 62 Cup the table, a “nutritional Sugar - Powdered, Sweets 467 0 0 119.72 117.37 2 Cup label” can be made for the Confectioners’ 0 cookies. Sugar - Granular 774 0 0 199.96 199.6 0 2 Cup
Chocolate - 70 4 1 9 4 0 4 1 TBSP Semisweet Chips 1 Chocolate - Squares, 145 15.17 3.74 8.65 0.26 4.8 7 Unsweetened Square White Chocolate 70 4 1 9 4 0 4 Chips 1 TBSP 32 to become involved in a school project. For some students, this may not be possible. The following are some strategies for involving all students.
• Send a letter home with all the students requesting parent volunteers to bake one (or more) batch of the cookies. • Seek volunteers from the school parent and teacher support group to bake the recipes Small aluminum food tin with pull-back lid. Tins like this designed by student teams. were used on the Skylab mission for small items like • Ask the school cafeteria staff to assist teams in puddings and Skylab Butter Cookies. designing and baking their cookies.
Determining the nutrition numbers for the student-designed cookie recipes may Since the Skylab Butter Cookie recipe be challenging for your students, especially makes 18 cookies, determining the nutritional matching the quantities of ingredients called numbers for a single serving of one cookie for in the recipes with the quantities used in requires one more mathematical operation. the standard table. Refer to the table for the Each column total has to be divided by 18. Skylab Butter Cookies and its explanation for Thus, a single Skylab Butter Cookie has about details on the process. Consider having teams 86 calories and so on. Of course, it’s hard to make spreadsheets for calculating nutritional eat just one. You might think you can eat all information. the cookies you want in microgravity and not put on a pound. That’s sort of true because bathroom scales don’t work on the International Procedure Space Station and your weight would register 0. 1. Hold a class discussion on the importance of However, remember: someday you have to come tasty meals for people who are traveling. Ask home! students to imagine what it would be like to be an astronaut in space on a long mission. What As good as the Skylab Butter Cookies are, foods would they like to eat? astronauts will get tired of them on long 2. Have students bring in a few store food missions. Other kinds of cookies will be needed product packages and examine the nutrition to give variety. The cookies must be firm and labels. Ask students to review the information not crumbly, provide some nutritional value to on the labels in small groups and ensure they astronauts eating them, and pass taste tests. know how to read and interpret them (e.g., Before a space mission, the entire crew sits why it is important to look at the number down to a tasting meal. All the different food of servings in the package). For more choices available are tried. As far as the cookies information, go to the following U.S. Food and go, if the astronauts don’t like them, the cookies Drug Administration site: don’t get sent to space! http://www.fda.gov/Food/LabelingNutrition/ ConsumerInformation/ucm078889.htm The Great Space Cookie Bake-Off 3. Explain the purpose of the Great Space Bake the best space cookie ever! Cookie Bake-off. 4. Organize students into cookie development Management Issues: teams. Challenge them to examine various The Great Space Cookie Bake-Off is an popular cookie recipes and create their own opportunity for students and their families cookie from the ingredients in the Standard 33 Nutrition Table. Assessment 5. While teams are developing their recipe, • Collect and review team recipes and nutritional list their ideas for how the cookies will be tables. evaluated - taste, texture, color, amount of • Ask students to explain why cookies are an calories, etc. Ask them what NASA would important space food. want for space cookies. Talk about why • Exhibit the nutritional labels of several store crumbly cookies and those with toppings that cookies. The nutritional information for can come off are not good in microgravity. popular cookie brands are usually available 6. Arrange for cookies to be baked (see online. Discuss what makes one cookie management notes) and designate a testing healthier to eat than another. Based just on day. the information in the labels, ask students to 7. Prior to testing, have each team develop a pick the healthiest cookie. rubric with at least five elements (e.g., taste, nutritional value, texture, etc.). As a class, Extensions review each rubric and select the most • Following the selection of the best space important criteria for judging space cookies. cookie, request that the school cafeteria Create a rubric sheet by which all cookies will bake the cookie one day for the school lunch be judged. dessert. Tip: During testing, student judges should be • Have students design a recipe card that can be only allowed to try small pieces of the cookies distributed by students to family and friends. rather than whole cookies. Bottled water will • Have student teams develop a marketing help clean the pallet between cookies. strategy for their cookie. If the cookies are 8. Have students tabulate the taste test results great for space flight, they should also be great and pick the best space cookie for taste and for commercial sales. Design an attractive for nutritional value. store package for the cookies and a pitch that can be given (to the whole class) to promote sales. Have teams determine the suggested retail price based on the cost of the ingredients and the effort in making them (don’t forget adding in profit).
34 The Great Space Cookie Bake-Off Team Name:
Things to Plan For
• Cookie should resist crumbling • Keep it simple - fewer ingredients, easy to make • Avoid ingredients that spoil easily • No sprinkles on cookie
Space Cookie Challenge: Create a space cookie that is nutritious and yummy! After you have tasted and perfected your cookie, write your recipe below. Create a nutritional label for your cookie.
Name Your Cookie:
Ingredients: (List items and quantity)
• •
• •
• •
• •
• •
Instructions: (Be complete)
Use other side if you need more space. 35 The Great Space Cookie Bake-Off Team Name:
Cookie Name: Instructions: 1. List each item used in your recipe and the quantity used. 2. Refer to the Nutritional Table for Typical Cookie Ingredients. The nutrient numbers are listed.
Important! If you are using the same quantity as listed in the table, the numbers are correct for your recipe. But, if you use a different quantity, you will have to calculate the correct numbers. For example: You use 2 cups of flour. The table provides the numbers for only 1 cup. Therefore, you must double those numbers. One cup of flour has 455 kilocalories. Your recipe has 2 cups or 1,010 kilocalories. If you use half as much for a particular item, divide its numbers by 2. Use the Cook- ing Conversion Table (Appendix B) if needed to ensure that you calculate the correct quantities.
3. Add up the numbers for each column and place the answers in the Column Totals row. 4. How many cookies does your recipe make? Take that number and divide it into the column totals for each nutrient. Place your answers in the bottom row for Serving Size - 1 Cookie.
Nutritional Label Energy KCal Fat (g) (g) Protein Total Carbohydrate (g) Total Sugar (g) Fiber (g) Sodium (mg) Ingredients Quantity
Column Totals (whole batch) Serving Size - 1 cookie 36 Nutrition Table for Typical Cookie Ingredients Quantity Food Groups Food Item Energy KCal Fat (g) (g) Protein Total Carbohydrate (g) Total Sugar (g) Fiber (g) Sodium (mg) Wheat Flour - All Purpose 455 1.23 12.91 95.39 0.34 3.4 2 cup Instructions: Cereal Grains Use this table to create a Oats 607 10.76 26.35 103.38 0 16.5 3 cup nutritional label for your cookie recipe. Milk - Whole 149 7.93 7.69 11.71 12.32 0 105 cup Dairy and Eggs Buttermilk - Dried 464 9.64 41.16 58.8 58.8 0 620 cup If an item is not on the list, Egg 300 4.75 6.28 0.36 0.18 0 71 Large you can find the numbers at the following U.S. Butter 1628 184.2 1.93 0.14 0.14 0 1621 cup Department of Agriculture Fats Margarine 803 90.4 0.18 0.78 0 0 732 cup site: and Oils Shortening 110 12 0 0 0 0 0 1 TBSP http://www.nal.usda.gov/ Dates 66 0.04 0.43 17.99 0.13 1.6 0 1 fnic/foodcomp/search/ Fruits Cranberries - Dried Sweetened 123 0.55 0.03 32.94 26 2.3 1 cup If you include water in Raisins (not packed) 434 0.67 4.45 114.81 85.83 5.4 16 cup your recipe, all of the Leavening Baking Soda 0 0 0 0 0 0 150 ? numbers for water except Agents “Quantity” are 0. Almonds 822 70.67 30.34 30.99 5.56 17.4 1 cup Nuts Peanut Butter 1517 130.1 64.73 50.46 23.79 15.5 1184 cup
Pecans 684 71.25 9.08 13.72 3.93 9.5 0 cup
Walnuts 765 76.3 17.80 16.04 3.05 7.8 2 cup
Allspice 16 0.52 0.37 4.33 0 0 5 1 TBSP
Cinnamon 19 0.1 0.31 6.29 0.17 4.1 1 1 TBSP Spices and Flavors Ginger 17 0.22 0.47 3.72 0.18 0 1 1 TBSP
Almond Extract (oil) 120 13.6 0 0 0 0 0 1 TBSP
Lemon Juice 54 0.59 0.85 16.84 6.15 0.7 2 cup
Vanilla Extract 37 0.01 0.01 1.64 1.64 0 1 1 TBSP
Honey 1031 0 1.02 279.34 278.39 0.7 14 Cup
Molasses 977 0.34 0 251.84 187 0 125 Cup
Splenda or 0 0 0 0 0 0 0 Cup Other Sugar - Brown (packed) 836 0 0.26 215.36 208.03 0 62 Cup
Sweets Sugar - Powdered, Confectioners’ 467 0 0 119.72 117.37 0 2 Cup
Sugar - Granular 774 0 0 199.96 199.6 0 2 Cup
Chocolate - 70 4 1 9 4 0 4 1 TBSP Semisweet Chips 1 Chocolate - Squares, 145 15.17 3.74 8.65 0.26 4.8 7 Unsweetened Square White Chocolate 70 4 1 9 4 0 4 Chips 1 TBSP
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Cooking Conversion Table
Unit: Equals: Also equals: Also equals:
1 tsp. 1/6 fl. oz. 1/3 Tbsp. 1/48 Cup
1 Tbsp. 1/2 fl. oz. 3 tsp. 1/16 Cup
1/8 cup 1 fl. oz. 2 Tbsp. 6 tsp.
1/4 cup 2 fl. oz. 4 Tbsp. 12 tsp.
1/3 cup 2¾ fl. oz. 5 Tbsp. plus 1 tsp. 16 tsp.
1/2 cup 4 fl. oz. 8 Tbsp. 24 tsp.
1 cup 8 fl. oz. 1/2 pint 16 Tbsp. 48 tsp.
1 pint 16 fl. oz. 2 cups 32 Tbsp. 96 tsp.
1 quart 32 fl. oz. 2 pints 64 Tbsp. 192 tsp.
1 gallon 128 fl. oz. 4 quarts 256 Tbsp. 768 tsp.
www.nasa.gov EG-2011-08-00005-SSC 47