WORKING AND STUDYING IN SPACE Concept: The space program has had bothbenefits and costs for Earth's inhabitants.

Give some examples of recent spinoffs of weather , and the potential issue of items used aboard the Shuttle and indicate the space program, including microminiaturi- controlling the weather. Students could pre- whether they are reusable or disposable. Dis- zation of electronics, lightweight materials, pare video news reports or "white papers" on cuss the difference between the terms "reusa- solar panels, computerized scanning medical controversial aspects of the topic. ble" and "recyclable." Have students deter- devices, portable x-ray machines, automatic mine whether any disposable items could be utility meter reading devices, compact water Present a hypothetical situationin recycled and discuss the feasibility of such an filters, automatic Inventory cash registers, high which you are NASA and want to hire a idea. headbands, contractor four students to manufac- intensitylights,water-cooled Discuss advantages and disadvantages fabrics made of strong chemical bonds, and ture certain parts for the Space Shuttle. Give the fourstudents a sum of play me ley and a of robotics in space and on Earth. microcomputersoftware. Havestudents period of time to "manufacture" senile meal research their own list. Have teams of students The TD1ISS (Tracking and Data Relay Satel- packs, "or the Shuttle. Then have them dispose 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 lb, economic commu- nitythe rest of the class. Use this activity benefits of the current flight. Mission 51-L will how the work it does changes lifestyles on deploy TDRS-B, the second of three communi- to lead into the concept of circular flow of Earth.Havethe studentsillustratetheir cation satellites that will allow almost full-time goods and services. Have students generalize repoas. coverage of the Shuttle and up to 26 other about the impact of NASA spending. severalscenariosthat Have students pursue spinoff technolo satellites.Present involve communications satellites such as an gies in more detail. Teachers can locate Many of the economic Impacts of NASA are important news story breaking in Europe, a materials through NASA Teacher Resource first felt on a local level. The areas surrounding the Johnson Space Center in Texas and the long-lost relative calling from Latvia, oi world- Centers. Kennedy Space Center in Florida are obvious wide viewing of the Olympic games. Discuss a. Assign a group G.,* students to develop a examples. Students may want to generalize how communications satellites are involved in catalog of spinoff products. about the potential impact of a NASA flinty on each example and how the quality, speed, and b. Have students locate information on a community, discussing increased retail sales, reliability of the communications would be specific products and report bow 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 clothes for athletes, follow in small groups, debates, written future economic impact of space trael and essays, or discussions. NASTRAN computer structural analysis colonization. They may want tous..i a program, and plastic welding. derision- making model to decide a bypoo.bei- a. Why were previous spacecraft not designed to be reusable? (technological c.Challenge students to create a 'Tech. ical issue, such as whether a space colony nological/Economic Impact" statement should be established. The key concept would limitations, changes in budgetary poll, highlighting and analyzing the impact of be the economic impact of the colony. ties, 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 Offer the following research opportunity: In past decades, "urban renewal" has been a Space Shuttle design? (more economical video news report format. Challenge a highly controversial topic. The current trend of in terms of dollars per payload, resource second group of students to create the conservation, ability to repair inoperable "revitalization," a mix of refurbished and new opposite scenario, "What If We Had Not satellites, twoway transportation) Pursued the Space Program" and to construction, is a parallel. Direct students to locate information on the Impacts of this trend c. What considerations in terms of reuse report itin a"Point-Counterpoint" format and to compare it with renewal. Discuss the are involved with the Space Station or implications for life in space. other "permanent" spacefacilities?(sim- Although the spinoffs seem to have improved ilar economic considerations) life on Earth, some individuals and groups Challenge students to investigate the t. Consider products and packaging believe that the technology has also brought regulation of communications satellites involved in your everyday life that could increased costs. Do a cost-benefit analysis (orbits and relay frequencies). They may and should be recycled. and debate the issue. approach it in an international economic or legal context at the present time or at some Weather satellites are another benefit of future age. Have a group of students prepare a collage spacetechnology.Students may wish to of magazine pictures or a 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 calsatellitesystem, economic impacts of Shuttle may be disposable. Have students list on or displayed in shop windows.

12 11 WORMING AND STUDYING IN SPACE Concept: The spaceprogram generates experimentationin a variety of scientific fields.

Provide students some background on the Explore the following thought questions: use of crystals in communications. Explain that Ask students to prepare two advertise- ments that would convince manufacturers to the space program has extended theoppor- a. How does the process of growing a conduct experiments aboard the Shuttle. One tunities for scientists to study and grow useful crystal of germanium or silicon differ group could do a magazine advertisement; the crystals. Discuss the potential benefits of grow- from growing crystals of sugar or salt? ing a crystal in a microgravity environment. second, a radio or television advertisement. b. How would microgravity make puri- Generate ideas in a brainstorming session. Ask students to defend or refute Isaac fying metals easier? Asimov's idea: "Another kind of structure in outer spaa is factories. There is no reason c. What is the advantage of containerless why a good proportion of our Industrial processing of materials over beating thim factories couldn't be placed in orbit. Pollu- in ceramic containers on Earth? Parts of a Comet tion that it produces can be discharged into d. Irby do some materials form crystals space." and others do not? TAIL

Objedives: NUCLEUS 1. lb describe the structure and behavior the flashlight to represent the solarpres- of the Comet Halley sure of light. Darken the room. Have a 2. lb draw a comet and label its parts student circle close to the "Sun" carrying COMA 3. lb explain that light radiationexerts the tray of dry ice while the blower directs pressure the sublimating gas away from thecoma. MOVEMENT OF COMET HALLEY 4. lb place ultraviolet radiation in the Observe that the gaseous tall is always electromagnetic spectrum correctly and streaming away from the Sun. Qt:*stion compare its wave lengths to that of light students as to which parts of the demon- \. stration are similar to Comet Halley's trip 1. Explain to students that on Flight Day 3, the close to the Sun. Explain that the Spartan astronomical instrument was de- pressure ,/\ of light is due to tiny particles called pho- AA ployed from the payload bay to examine \ sjGOTAIWS tons. Light can exist in fact as both wave CA"'"*".);Ail the tail of Comet Halley. At this time, iSCO\ and particles. The pressure of LIAR radiation pressure from the Sun will make our Sun's light is called the solar wind in APR S-;;;:. the sublimation of materials from the head space. 5. of the Comet the greatest. The ultraviolet Exhibit a "dirty snowball" with a rockcore. spectrometers on the Spartan will tape Explain that in the vacuum ofspace, ice changes to gas without melting (sublima- Late Jan. toComet at Its brightest but can- record Comet radiation invisible to the Feb., '86 not be seen from Earth as it human eye. The Spartan unit tion). The dirt becomes the dust of thetall, circles the Sun. was retrieved Fab. 24, '86 by the Shui!e on Flight Day 5. When and the particles in the rocky core eventu- Comet reappears in early ally disintegrate to dust We morning sky, just before sun- returned to Earth, the data will be analyzed see them as rise, a few degrees above the and compared to other ultraviolet data meteors in our upper atmosphere. eastern horizon. 6.Darken the room and demonstrateone Mar. 6,'88Comet visible, perhaps with a gathered by Spacelabs and satellites to help small tail, 5 degrees above the us understand the Universe. property of ultraviolet light by shining an eastern horizon during dawn 2. Ask students who have recently observed ultraviolet (UV) light sourceon "glow in twilight. the dark" materials. Clap erasers Mar. 26, '66Comet 10 degrees above south- Comet Halley to describe their sightings to near the east horizon in pre-dawn morn- beam of the UV source to see if eraser dust class members. List pertinent factson the ing. Its tall may reach up to 20 appears different under UV than in normal degrees or more. chalkboard. Show a chart or diagram of the April 16,'&6 light. WARNING: Do not allow students to Comet 10 degrees above Comet's structure and orbit. Have students southern horizon at the crack use the chart to locate the Comet's position look directly at the bulb. The light could of dawn. Comet should be at its brightest. in reference to the SunEarth orbit burn the eye's retina. on the7. Apr1111, '86Comet begins its journey day of sighting. Show where UV radiation is locatedon the outbound. electromagnetic spectrum chart. Apr1112, '86Comet visible before dawn in 3. Have students draw and label the parts of It has shorter wavelengths than visible light, but the southwest and after miset the Comet. in the southeast. not as short as x-rays. Explain that astron- April 17, '86Comet 7 degrees above the 4. Have students discuss why the tailis visible omers have used space-orbiting spec- horizon after sunset In the only when the Comet is closeto the Sun. trometers sensitive to UV to study dust southern sky. Use dry ice to represent the Comet, Late a clouds, our Milky Way, and other galaxies. April, '86 Comet fades from unaided flashlight to represent the Sun's light, anda They want to compare the effect ofour vision. vacuum cleaner's blower-end attachedto Sun's UV on Halley's dust.

12 13 RECORDING THE SPACE EXPERIENCE Concept: The space environment is a catalyst for creative expression in art, musk, and literature.

Review with students the music that sketches to detailed drawings to finished paint- Astronaut Jeff 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 natra- em ba!!.?4s. Trace the development of each dt§erent pictorial styles(e.g.,realism, Con. "The sight of the ice particles in front of from their sources to 20th-century interpreta- expressionism, abstract). Have them paint the Shuttle is like ...fireflies...They're dif- two vietm: (1) the Space Station seen from tions. Then challenge students to create a com- ferent colors. Some of those sparkles out parable musical form and ekression for space. the Shuttle and (2) the view from the Space there are red... most of them are white Have them write a paragraph about their rea- Station. Men have them select one of the ...some really bright ones out there . ...And sons for choosing the style, instrumentation, compositionstoexplore avarietyof as the Sun sets on the orbiter, the ice crystals techniques and lyrics. water color, oil, tempera, and go out. 7be last few of them turn red. Then collage. they're red. Then they're gone." later be 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 space mission. Ask them of the Shuttle crew) students draw cross sec- around and the sunrise and sunset every to identify their musical styk. 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 storms flashing 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 (Le Himalayas feeling of a piece that best shows the kind of white. Discuss color likes/dislikes of individu- as we do the last two orbits tonight, then I work they would compose. Ask them to com- als, and how various colors affect moods and know I'm really in space." pose a given number of measures. sense of space. Have the students compare the colors of their classroom, the cafeteria, gym- 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 Engl. 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 51-L (chamber music, a march, a members. chorale). Have students research and report on Discuss how artistsinterprettheir "What effect has space exploration bad on awareness of the world: some paint directly musk?" including a discussion of improved from nature, some from experience and recording techniques as a function of memory, some from sketches of nature, and advanced electronic technology and the use somefrom imagination. Have students think of electronics in music composition and about bow an artist would work during a performance. . Read the story of Gian Carlo Menotti's Read poemsthatmention 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 modem make It a space-age opera. High schot; stu- poets and compare fanciful literature with dents might consult with a local opera 14f ci a- 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 novelistJames Michener's comments at like Earthlings. Read Edmond Rostand's a NAS9 symposium on "Why Man Explores." Cyrano de Bergerac are any of the means !have always believed that an event has not of spaceflight devised by Cyrano plausible? happened until it has passed through the mind of a creative artist able to explain its Talk with students about science fiction significance." Have them put their ideas into authors Isaac Asimov,C.S.Lewis, Jules a piece of persuasive composition. Verne, H.G. Wells, Arthur C. Clarke. Read pas- sages from some of their works and assign After discussing the modules of I 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. 14 13 RECORDING THE SPACE EXPERIENCE Concept: The space program engendersdiverse reports, 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 he student to choose his/her 1.To write articles that can be submitted story and a feature story based upon one phase best way of communicating information about to a student newspaper of the event. that part: oral report, written paragraph, news 2. To publish a student newspaper about space and the Teacher in Space Astronaut Jeff Hoffman kept an audio report, dramatization, role playing, etc. diary of his April 1985 mission Discuss how Identify key events in the history of 1. Technological improvements in this is an example of oral history. Talk with spaceflight and express them in a workable communication have enabled publishers students about the function of oral history. chronology. Speculate about future events in to print newspapers with national appeal. Order a copy of his tape from the National space. Television and radio news receive and Public Radio Catalog. (See Resources.) After send their messages via satellite and listening to it, discuss if it is more moving to Use Comet Halley as a springboard for microwaves, enabling us to follow news- hear rather than to read his words. historical investigation. The reference dates making events. The Teacher in Space proj- 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 efort. 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? launch, orbiting, and reentry of the Shuttle. 2. Distribute current newspapers to groups of Help them to understand that for each speak- Possible projects: students. Discuss the functions of different ing role, there is also a listening role. a. Time capsule approach. Have stu- kinds of stories and help the students iden- dents create a time capsule that depicts tify the parts of the newspaper: news arti- Brainstorm the ways in which commu- life in the in 1986. Have des,features,editorials,comics, and nication skills of reading, writing, listening, them compare the contents of their cap- advertisements, etc. How might news- and speaking are used in training for and sule with the expected contents of other papers be similar or different in the future? during a mission. reference years using inventory lists of a. Identify information about Mission 51-L facsimile artifacts. McAuliffe is keeping a journal of her experi- which would make a good news or feature ences. List ind!viduals in history who have kept b.Time frame approach. Have students story. Divide the class into small groups to diaries. Discuss why diaries have been impor- imagine that a video is being made write news stories. tant to later generations. entitled "History of the World, Part I." It b. Discuss Mission 51-L. List the kinds of will include everything from the begin- products which could be the subject of The second Space Flight Participant will ninguntilnow.Theirtaskisto advertisements. Ask students to divide into be a journalist. Have students consider the prepare either visually,orally,in groups. Have each group select a product reasons why one of the writing professions writing, in skits, or in video-vignettes to advertise in the newspaper, e.g., a space was selected and what other writers might the frames or scenes from those reference suit, a space meal, or a trip. Challenge each like to make a Shuttle flight (poets, science years in which Comet Halley was present. group to design an advertisement for the fiction authors). Ask students what other Themes in their time frames can include newspaper, complete withillustration, communications professions will probably styles,housing, technology, food and prices, and details likely to attract sales. be represented in the Space Flight Participant agriculture,currency,manufacturing, c. Divide the class into three groups to Program andlisttheminorderof important people and events, types of express their opinions on the Teacher in importance. governments, medical science, social and Space project. One group will write edi- economic conditions, music, dance, and torials, one the letters to the editor, and The Mission launch and its ongoing cover- entertainment. the third the cartoon. age expose students to the jargon of space. 3. Using the students' articles, publish a class With your students, begin to make a list of all Discuss the relationship of the following or school newspaper which records events terms which have been "coined" by the space events to historical themes: about Mission 51-L and space in general. program. Place each term or acronym with its a. Do you think there is a ? Why definition on a file card. Begin to post them and how did It develop? 4. Tocomplementthe student-produced around the room, adding new ones in alphabet- b. What other themes and events paral- newspaper on the present mission, chal- ical order. leled the space race? lenge students to prepare editions on past c. What social themes are linked to space and future space missions. As Mission 51 progresses, have students history? collect all news articles, pictures, and any d. What evidence is there that interna- other graphic details which they find. At the tionalcompetitionwasreplacedby conclusion of the 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 15 RECORDING THE SPACE EXPERIENCE Concept: As humaniOes presence in space grows, so does the future need for 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." "A country (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- cartoons or vignettes involving the special the following problem: sions may be followed closely, while future problems of . decisions may be considered. These may be Geosynchronoussatellitesorbitabove done individually, in small groups, or as a Earth. Who determines right of way for Have students design an outer space 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 International Telegraph Union, ITU, has a example. Some issues surrounding the creation 1) Creation of NASA special arm, the World Administrative of the regime may be one nationone vote 2) Kennedy's goal of reachiag 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 lam directing NASA to develop a 4) Continuation of Apollo after 1967 deaths and intergovernmental space agencies which permanently manned space station 5) Inclusion of women as astronauts establish and enforce space laws. and to do it within a decade." 6) Apollo/ joint mission Have students research existing guide. Ronald Reagan, State of the b. Current Decisions lines and principles for space government. Union Add,;SS,January 25, 1984 1) Sharingscientificdatawithother Provide copies of the provisions of the Reaty 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 for signature by the U.N. General Assembly in 4) Manned vs unmanned space missions 1967. Discuss with students why it is called Introduce the concept of a decisionmaking c. Future Decisions the Magna Charta forspace. (See Illustration model orprocess. Use examples of other piv- 1) Space colonization below.) otal space dectsions,such as thelunar landing, 2) or mining or ask students fortheir ideas ofother histori facilities Give specific examples of circumstances cal decisions. Reinforce the concepts of 3) International space ventures that the students could classify by the appro- goals, alternatives, and expected outcomes. 4) Landing on other planets

A Treaty of Principles Governing the Activities of States In the Exploration and Use of Outer Space, Including the Moon and Other Celestial Bodies. The Treaty was opened fur signature on January 27, 1967. This "" or "Space Charter" has been characterized by some as a Magna Charta for 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 (2) Outer space and celestial bodies are the province of man- authorize and exercise continuing supervision over their activities. kind and shall be used only for peaceful purposes and for the benefit Signatory nations (seventy-eight at last count, including the United of all mankind. States and the Soviet Union) are therefore under a duty to oversee the activities of their citizens and commercial ventures in space. (3) Nuclear weapons, weapons of mass destruction, military bases, and military maneuvers are banned from space. (8) Governments ara liable for damage caused on Earth by their (4) Outer space shall be free for exploration, use, and scientific space objects. investigation. (9) Astronauts are "Envoys of Mankind" and are entitled to non- (5) There can be no claims of sovereignty or territory by nations interference and all necessary assistance in distress. over locations in space, "by means of use or occupation or by any other means." (10) The natural environments of celestial bodies should not be (6) Jurisdiction overspace objects launched from Earth shall be seriously disrupted, and Earth must not be contaminated by extra- retained by the launching state. terrestrial organisms.

16 15 INASA 'kacher Resource Centers

Teacher Resource Centers at major NASA Installations provide easy access to NASA- NASA Regional Teacher Resource Roomshave been established at the following related materials that can be incorporated into the dasrroomat all levels. The mate- institutions: rials reflect NASA research, technology and development ina variety of curriculum Mr. Richard P. MacLeod and subject areas. Resources available include NASA videotapes, 16mmfilms, 35mm Dr. Richard Mitchell Executive Director slides, NASA publications, audio cassettes, computer software,laser discs, teacher's Curriculum and Instruction U.S guides, and classroom activities. Educatorscan review the material and request Box 52 P.O. Box 1838 copies for use in their classrooms. The only charge Is thecost of reproduction and Mankato State University Colorado Springs, CO 80901 mailing. Visit or contact the Teacher Resource Centernearest you for information Mankato, MN 56001 about services and materials: (303) 550.1000 Mr. Barry Wit Deman AIABANIA SPACE AND ROCKET CENTER NASA JOHN F. KENNEDY SPACE CENTER Professor(11 s3o8r9re16DoreenKeable Museum of Science & Industry Attn: NASA Teacher Resource Room Attn: Educators Resource library Center for Information Media 57th Street and Lakeshore Drive Tranquility Base Mail Stop ERL St. Cloud State University Chicago, IL 60637 Huntsville, AL 35807 Kennedy Space Center, FL 32899 St. Cloud, MN 56301 (312) 684.1414, Ext. 432 (205) 837.3400, Ext. 36 (305) 867-4090 or 9383 (612) 255-2062 Dr. Kenneth Pool Dr. Martin Marin NASA AMES RES::ARCH CENTER NASA IANGLEY RESEARCH CENTER School of Edacation Attn. Teacher Resource Center Attn: Langley Teacher Resource Center The City College University of Evansville Mail Stop 204-7 Mall Stop 146 NAC 5/208 1800 Uncoln Avenue Moffett Field, CA 94035 Hampton, VA 23665.5225 Convent Avenue at 138th Street Evansville, IN 47714 (415) 694-6077 (804) 865.4468 New lb rk, NY 10031 (812) 479-2766 (212) 690-6678 NASA GODDARD SPACE FLIGHT CENTER NASA LEWIS RESEARCH CENTER Mr. Scott Seaman Attn: Teacher Resource Laboratory Attn: Teacher Resource Room Dr. Paul A. M :Williams Director, Learning Resources Division Mail Stop 130.3 Mail Stop 8-1 Executive Director Northern Michigan University Greenbelt, MD 20771 Cleveland, OH 44135 NASA Industrial Applications Center Marquette, MI 49855 (301) 344-8981 (216) 267.1187 23 William Pitt Union (906) 227.1300 University of Pittsburgh NASA JET PROPULSION LABORATORY NASA NATIONAL Ms. Carolyn Cooper Pittsburgh, PA 15260 Attn: Gil Yanow LABORATORIES Olson library Media Center (412) 624.5211 science and Mathematics Teaching Attn: Teacher Resource Center Resource Center Northern Michigan University Building 1200 Mr. Gregory L Vogt Mail Stop 180.205 Marquette, Ml 49855 National Space Technology Laboratories, Executive Director Pasadena, CA 91109 (for materials only) MS 39529 Science, Economics & Technology (818) 354.6916 (906) 227-2117 (601) 688-3338 Center NASA LYNDON B. JOHNSON SPACE Professor David Housel 818 West Wisconsin Avenue CENTER O'Dowd Hall, Room 115 Milwaukee, WI 53233 Attn Teacher Resource Room Oakland University (414) 765.9966 Mail Stop AP4 Rochester, MI 48063 Dr. Ruby Koch Houston, TX 77058 (313) 370-3079 College of Education (713) 483.3455 or 4433 213 Morris Hall University of Wisconsin at LaCrosse LaCrosse, WI 54601 (608) 785.8128

RESOURCES

An Astronaut's Journal byJeff Hoffman. National Public Radio, 1985. (Orders to Shuttle rtediction and Recognition Kit (SPARK) and 51-L Mission Chart. National Public Radio, P.0 Box 55417, Madison, WI 53705. 1.600-253-0808 except (Lyndon B Johnson Space Center, SPARK AP4, Houston, TX 77058.)Kit can be Wisconsin and Alaska. $12.95 including postage. Free Catalog.) reused with new mission charts. Bales, Richard.The Spirit of Engineering.Alexandria, VA: National Society of Profes- Social Sciences and Space Exploration.Washington, D.C: U.S sional Engineers. (1420 tang Street, Alexandria 22314; 703/684.2852) Government Printing Office, 1984. Brinley, Franklyn M.Space Colony: Hontier ofthe 21st Century.New York: Lode- Spinoff 1985. star Books, 1983. Washington, D.C.: U.S. Government Printing Office, 1985. National Space Institute.Dial-a-Shuttle. Chapman, P.D. and Bondurant, R.L Washington, D.C.: National Space Institute, Comet Halley Returns: A Teacher's Guide, 1-800-410-6272. 1985-1986. Washington, D.C.: U.S. Government Printing Office,EP-197. OMN1's Screen flights/Screen fantasies. Dean, Leigh. Garden City, NY: Doubleday and Company, Glen Carlo Manotti's Help, Help, 7be Globolinks!NewYork: McGraw- Inc., 1984. Hill Book Company, 1970. Pogue, William R.How Do You Go 7b The Bathroom in Space? Jacobs, Leland B. New lOrk: ibm Poehyfor Vote Enthusiasts.Champaign, IL: Garrard Publishing Doherty Associates, 1985. Company, 1971. Radlauer, Ruth and Ed; and Mather, Jean and Bob.Satellite Tech DM. National Aeronautics and Space Administration. Chicago: Food for Space Flight.Washington, Children's Press, 1984. D.C.: U.S. Government Printing Office, NF-133/6-82. Student Shuttle Involvement Program (SSIP). Microgratd0... National Science Teachers Associa- A New Tool for Basic and Applied Research in Space. tion, 1742 Connecticut Avenue, Washington, D.C. 20009. Washington, D.C.: U.S. Government Printing Office, EP-212, Weiss, Malcolm E.Far Out Factories: Manufacturing in Space.NY: Lodestar Books, NASA Facts. Washington, D.C.: U.S. Government Printing Office. 1983. (assorted educational publications)

NASA grants permission for reprinting tbis Teacher's Guide. 16 it GPO 1985 0 - 496-021: QL 3