Spiders in Space Teacher's Guide

Spiders

An Experiment Aboard the International Space Station

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

For a PDF version of this document, related resources and professional development, visit www.bioedonline.org or www.k8science.org. © 2012 by Baylor College of Medicine All rights reserved. Printed in the United States of America.

ISBN-13: 978-1-888997-78-1

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

The activities described in this book are intended for school-age children under direct supervision of adults. The authors, Baylor College of Medicine (BCM), BioServe Space Technologies (University of Colorado), National Aeronautics and Space Administration (NASA), and program funders cannot be responsible for any accidents or injuries that may result from conduct of the activities, from not specifically following directions, or from ignoring cautions contained in the text. The opinions, findings and conclusions expressed in this publication are solely those of the authors and do not necessarily reflect the views of any partnering institution. Authors: Gregory L. Vogt, Ed.D., Nancy P. Moreno, Ph.D., and Stefanie Countryman M.B.A. Editor: James P. Denk, M.A. Creative Director: Martha S. Young, B.F.A.

Cover photo of Naphila clavipes © Josh Hillman, www.floridanature.org. Illustrations by M.S. Young © Baylor College of Medicine; spider web illustration by G.L. Vogt after Zsohokke, S., Nomenclature of the Orb Web, Journal of Archnology, v27, No. 2 (1999).

ACKNOWLEDGMENTS The authors gratefully acknowledge the support of Bobby R. Alford, M.D., and William A. Thomson, Ph.D. We especially acknowledge the valuable contributions of Louis Stodieck, Ph.D., of BioServe Space Technologies, and Paula Cushing, Ph.D., of the Denver Museum of Nature and Science.

Spiders in Space is supported by BioServe Space Technologies, Howard Hughes Medical Institute, Houston Endowment Inc., National Space Biomedical Research Institute and NASA. No part of this book may be reproduced by any mechanical, photographic or electronic process, or in the form of an audio recording; nor may it be stored in a retrieval system, transmitted, or otherwise copied for public or private use without prior written permission of the publisher. Black-line masters reproduced for classroom use are excepted.

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

BIOSERVE SPACE TECHNOLOGIES University of Colorado, 429 UCP, ECAE 1B02, Boulder, CO 80309 www.colorado.edu/engineering/BioServe Contents

1. Introduction 1

2. Spider Primer 2

3. Spidernauts 6

4. Habitat and Food 8

5. Spider Investigation 10

STS-134 Protocol for Nephila clavipes 14

Spiders in Space is a cooperative effort of the following organizations. BioServe Space Technologies, University of Colorado Boulder, Colorado www.colorado.edu/engineering/BioServe Center for Educational Outreach, Baylor College of Medicine Houston, Texas www.bcm.edu/edoutreach National Aeronautics and Space Administration Washington, D.C. www.nasa.gov

Support to develop the Spiders in Space web-based component and teacher’s guide was provided by the following organizations. Houston Endowment Inc. Houston, Texas www.houstonendowment.org Howard Hughes Medical Institute Chevy Chase, Maryland www.hhmi.org National Space Biomedical Research Institute Houston, Texas www.nsbri.org

he penultimate Space Shuttle ask their own questions regarding the Tmission to the International Space effects of microgravity on spider behav- Station (ISS) is scheduled for April ior, and to collect the data needed to 2011. In addition to its primary pay- answer their questions. load, the Shuttle will carry two small investigations appropriate for elementary and middle school students. The first TEACHER RESOURCES investigation will study the behavior of Downloadable activities in PDF format, an orb weaver spider in microgravity; the annotated slide sets for classroom second will examine plant root growth use, and other resources are available in space. This investigator’s manual free at www.bioedonline.org or describes the spider investigation and www.k8science.org. provides the necessary details for students and teachers to participate in data collection and analysis. PREREQUISITES Most orb weaver spiders build Students, teachers and the general Anyone can participate in this activity, spiral wheel-shaped webs. To begin public around the world are invited but prior to beginning, each investiga- building the web, an orb weaver first to participate in this exciting scientific tor should become familiar with basic will float a line of silk on the wind investigation. To do so, each participant research techniques and gain a gen- to a fixed surface. After securing that (or group) will set up an Earth-based eral understanding of the microgravity line, the spider drops another line of “ground” chamber and obtain an orb environment of space. The following silk and begins weaving the pattern. weaver spider to compare with the modules, which can be found in the Photo © DBS Young Photography, spider aboard ISS. Once the investiga- Invertebrates in Space sections of http://focusonnature.blogspot.com. tion begins, a stream of images of the BioEd Online (www.bioedonline.org) “space spider” will be made available and K8 Science (www.k8science.org), for viewing on the BioEd Online website offer useful background information. at www.bioedonline.org . The images will offer many opportunities for creative • Microgravity studies that compare a spider in micro- • Animals and Plants in Space gravity to one living in normal gravity. • Keeping a Naturalist Journal This manual begins with a primer • Basic Image Processing on spiders and web construction, followed by detailed instructions for setting up and conducting an inexpensive ground-based investigation and for spider care and feeding. Other than these instructions, no formal experiment plan has been created. This investigation allows—and requires—participants to

piders are the most abundant spiders are beneficial predators that hunt Sterrestrial predators on Earth. In pests, such as flies, aphids and other fact, spiders are so common that you insects. More than 40,000 species of rarely are more than two meters away spiders have been identified worldwide. from one. The spider life cycle begins with eggs Spiders belong to the class Arachnida being laid within a silken egg sac. The of the animal phylum Arthropoda. sac, which often is spherical, can contain Arthropods (meaning “jointed foot”) are anywhere from a few eggs to several animals with segmented bodies, jointed hundred. A female spider may produce legs and a hard exoskeleton (external several egg sacs and usually dies after support structure). Crabs, centipedes, laying the eggs. millipedes, insects, shrimp, ticks, spiders Upon hatching, new spiders emit and scorpions are arthropods. strands of silk that are caught and dis- Spiders have four pairs of legs and tributed by wind currents. Via a process a pair of front appendages, called called “ballooning,” these currents some- Orb weaver spiders come in many pedipalps. The four pairs of legs dif- times deposit spiders miles away from shapes, colors and sizes. Some of ferentiate spiders from members of the their point of origin. Spider babies grow the most impressive webs are built Insecta class of the arthropod phylum. through a molting process, shedding by members of the species Nephila (Insects have only three pairs of legs.) their hard “skin” four to 12 times before clavipes. Their huge webs appear Spiders are further distinguished from achieving maturity. Different species of golden in sunlight‚ which is why these insects in that they have no antennae or spiders have different life spans. After spiders also are known as Golden Silk wings, and have two main body parts, mating, females lay new eggs and the Orb Weavers. The larger spider shown instead of three. Scorpions, mites and process begins again. above is a female and the smaller ticks are close relatives of spiders. Of Spiders are crafty predators that one is a male spider. Photo © Josh these animals, however, only spiders typically feed on living prey they have Hillman, www.floridanature.org. produce silk. trapped in a web or caught by active Spiders have two main body regions: hunting. Spiders use venom to immobi- 1) the head and thorax, fused together lize captured prey and to initiate into a cephalothorax; and 2) the abdo- the digestive process. Because spiders men. Spiders also have a pair of jaw-like consume only liquid food, they must structures that end in hollow-pointed “prepare” their meals before eating. They fangs, through which they eject venom. deposit digestive fluids onto the surface Spinnerets, small finger-like projections of their prey and create holes in the on the abdomen, secrete chains of pro- prey’s exoskeleton, through which the tein that harden into very strong, elastic fluids can enter the body. After enzymes silk after being released from the body. in the digestive fluids have broken down The venom of some spiders is toxic, the prey’s tissue, the spider sucks in the but most is not dangerous or of medical predigested, liquefied food. importance to humans. In fact, most Continued

© 2012 Baylor College of Medicine 2. Spider Primer 2 BioEd Online | K8 Science Spiders in Space Orb Weaver Spider in the the initial thread is secured, the spider Family Araneidae walks along that “bridge,” reinforcing Orb weaver spiders—the classic web it with additional strands of silk. The spinners—construct flat, circular, some- spider then moves to the approximate times very elaborate webs. Each type center of the bridge and drops down of orb weaver spider spins a web with on a line of silk. This line is attached a distinctive design. These spiders have to the bridge strand, which pulls the poor vision and depend on their webs bridge strand down into a triangle. The to capture prey. Vibrations produced spider then attaches the strand on which by a struggling fly or other small crea- it is resting to another branch or sub- ture cause tension changes in the silken strate below. The center of the triangle web and lead the spider to its prey. The becomes the hub of the web. spider then immobilizes the insect with At this point in the web-building Most orb weavers build round, verti- venom and quickly wraps it in silk for process, the spider has created three cal webs. Photo © Mischa L. Rieser, later consumption. radial strands—the two arms of the Wikimedia Commons, http://commons. Orb weaver spiders are found through- triangle and the silk line released by the wikimedia.org. out the United States. They often build spider as it dropped down. The spider their round, vertical webs in nooks and then climbs back up to the center (hub) corners around houses, particularly on of the web and crawls along one of the porches near lights that attract insects. radii to the bridge thread, releasing silk Orb weaver spiders usually build a new as it goes. It carries this new silk strand web every evening, just around sunset. down along another branch or object By the next evening, the spider takes the and attaches a new radial line there. This web down, by literally eating the silk process is continued until many radii from which the web is constructed. are formed. The spider uses these radii The spider then rests and reemerges in as supports to walk along as it spirals the evening to start web building all around, filling in the rest of the web. over again. Many, but not all, of the radii are Orb weavers hatch and crawl out of constructed of “sticky silk,” which helps their egg sacs on warm spring days. Each trap insect prey. spiderling crawls up a blade of grass or Once its web is completed, the spider An Argiope aurantia orb spider other high point, releases a strand of either retreats to the margins and waits wraps its next meal—a redlegged silk to catch a breeze, and “balloons” to for an insect to become trapped, or it grasshopper—in silk. Photo © Hubert a new home. After landing, spiderlings monitors the web from the hub. When Pan, Animal Diversity Web, University build their own small orb webs. By late an insect is captured and begins to strug- of Michigan Museum of Zoology, summer, they have molted into adult- gle in the web, the spider feels vibrations http://animaldiversity.ummz.umich.edu. hood. Adult female orb weavers are in the web strands and moves in to much larger than adult males, which secure the prey. Orb webs are very rarely build webs. Instead, they wander effective at trapping flying insects. around in search of a mate.

Web Spinning Orb weaver spiders are noted for their ability to spin beautiful and complex orb webs. To begin building its web, a spider releases a strand of silk into the breeze, where air currents carry the strand to a branch, wall, or other structure. Once

© 2012 Baylor College of Medicine 2. Spider Primer 4 BioEd Online | K8 Science Spiders in Space Orb Web Nomenclature G.L. Vogt after Zsohokke, S., Nomenclature of the Orb Web, Journal of Archnology, v27, No. 2 (1999).

rb weaver spiders have flown in Ospace several times. The first spi- 1 der investigation, flown on the Skylab space station (1973), involved two garden cross spiders (a common kind of orb weaver). A high school student proposed the experiment as part of a nationwide competition. More recently, two orb weaver spiders were carried to the International Space Station (ISS) by Space Shuttle Endeavour on Mission STS-126 (2008). In both experiments, the spiders initially built distorted webs (see image The strange shape of Gasteracantha 1, upper right). However, within a few 2 cancriformis orb spiders (also known days, the spiders seemed to adapt to as crab spiders or spiny-backed orb microgravity and began to spin more weavers), resembles that of an alien symmetrical webs (image 2, lower right). spacecraft. Photo © Arthur D. Forman, During the 2008 experiment, the spiders www.pbase.com/artichoke/fauna. were flown with fruit flies, which were intended to reproduce slowly and provide a steady food supply. Instead, the fruit fly population grew rapidly; crawling fruit fly larvae “slimed” the interior of the spider chamber and

images became blurred. Results of this Successful spider adaptation to a micro- investigation can be found at BioEd gravity environment was achieved in 2008 Online and K8 Science. with NASA mission STS-126. Photo courtesy of NASA. SPIDERS IN SPACE On the Space Shuttle mission scheduled ports at the back that can be opened for for April 2011 (STS-134), one or more fruit fly entry.) It is hoped that this new orb weaver spiders will once again take design will allow more thorough study up residence in the microgravity envi- of the spiders, while also making it pos- ronment of the ISS. With lessons learned sible to conduct a separate investigation during the 2008 ISS spider investigation, on fruit fly behavior. A small framework the new experiment chamber will keep within the habitat provides “corners” in the spiders and fruit flies separated until which the spider(s) can build webs. The feeding times. (The chamber has small Continued

TEACHER RESOURCES Downloadable activities in PDF format, annotated slide sets for classroom use, and other resources are available free at www.bioedonline.org or front of the chamber is clear, making it www.k8science.org. easy to capture photos and video of the spider(s). Small, white light-emitting diodes (LEDs) will provide illumina- SPIDER IMAGES tion. They will be turned on and off to There are many online sources of images simulate day and night. and information about different species of Several days after the launch of the spiders. The following are good places to Launch Target Date: April 19, 2011 Space Shuttle, the carrier unit holding find spider images, and most are free for Check the NASA website below for the spiders and fruit flies will be trans- educational use. However, please contact updates regarding the official launch ferred into an experiment rack on the individual copyright holders. ISS, and the investigation will begin. date. • Animal Diversity Web, University of Matching the photos of the spider(s) in Michigan Museum of Zoology: Mark Kelly serves as Commander of microgravity with images or sketches of http://animaldiversity.ummz.umich.edu STS-134 mission to the International spiders on Earth provides an excellent Space Station (ISS) aboard Space opportunity for a comparative develop- • Arachno Web, International Society Shuttle Endeavour. Gregory H. mental or behavioral study. of Arachnology: www.arachnology.org Johnson serves as the pilot. In addition to the “Spiders in Space” • BugGuide.Net, Iowa State University and fruit fly investigations, the STS-134 Entomology: http://bugguide.net Mission Specialists are Greg Chamitoff, carrier unit will hold a plant growth • Dennis Kunkel Microscopy, Inc., Andrew Feustal, Michael Finke and experiment, which will be activated Education Website: the European Space Agency’s Roberto during fall 2011. The “Plants in Space” http://education.denniskunkel.com Vitorri. investigation will provide another • Florida Nature: www.floridanature.org During the 14-day mission, Endeavour opportunity for student research. Please • North American Insects and Spiders, will deliver the Alpha Magnetic refer to the BioEd Online website for Red Planet, Inc.: www.cirrusimage.com Spectrometer (AMS, partical physics full details of the investigation and detector) and spare parts including how to participate. • PBase.com (searchable image galleries): two S-band communications antennas, www.pbase.com a high-pressure gas tank, additional • Tree of Life (Araneidae images): spare parts for Dextre (two-armed http://tolweb.org/images/Araneidae/2788 station robot), micrometeoroid debris shields, and several life science experiments. Four spacewalks are planned.

STS-134 will be the 36th Space Shuttle mission to the ISS.

www.nasa.gov/mission_pages/shuttle/ shuttlemissions/sts134

t is simple to build a habitat for I ground-based spiders that approxi- mates the size and conditions of the the chamber to be flown on the International Space Station (ISS). A spider chamber can be constructed from a shallow clear plastic “take-out” salad box with an attached hinged lid (approximately 20 x 20 x 8 centimeters in size). With a small amount of prepa- ration, the box can provide a suitable environment for an orb weaver spider and allow an Earth-based investigation that parallels the one being conducted on the ISS. To modify the take-out salad box Many orb weavers, such as this into a home for your spider, use a Leucauge venusta, or Venusta heated ice pick or small nail (held with Orchard spider, have beautiful, pliers), to melt eight holes through the multicolor markings on their legs and lid of the container (see illustration 1, bodies. Photo © Arthur D. Forman, right). Use a candle flame or a butane www.pbase.com/artichoke/fauna. fireplace lighter to heat the ice pick or nail. Keep the holes small, about 3 millimeters in diameter. Thread a piece of knitting yarn through the holes. When the yarn is tied off, it will form a rectangular frame, Illustrations by M.S. Young © Baylor College of Medicine. which the spider can use for web construction (see illustration 2, right). Using the ice pick or nail again, melt one more hole, about 5 millimeters across, through the base of the container on the opposite side (see illustration 3, right). On the inside of the container, circle the hole with a small bead of low-temperature hot glue. Press a cotton ball to the glue. This opening will be used for adding water to the chamber. Create a stand from cardboard or other sufficiently sturdy material to hold in an area where it will not be disturbed the chamber upright on its side (see or tipped over. It will be necessary to illustration 4, page 9). Place the chamber move and open the box occasionally,

4. Habitat and Food © 2012 Baylor College of Medicine 8 Spiders in Space BioEd Online | K8 Science so it should not a web, feed it by be permanently inserting live food fixed to a shelf or into the chamber. ADDITIONAL RESOURCES a countertop. Gently press down The Biology of Spiders by Rainer Foelix on one of the lid’s is an excellent general biology classroom Obtaining two snap locks, reference on spiders, but it is not geared Spiders as shown (illustra- to children. Orb weaver spiders tion 5, right). This The Book of the Spider: From Arach- can be collected at will spread the nophobia to the Love of Spiders, by night, when their sides slightly and Paul Hillyard. Great stories about spiders webs are most eas- open a temporary in folklore and myths as well as solid ily seen (as noted, gap, through information about spider biology. most species take which food can their webs down during the day). Webs be inserted. Golden Guide to Spiders and Their Kin can be found at forest edges, on porches, by Herb and Lorna Levi is an excellent and in grassy fields, or anywhere insects fly. Spider Food inexpensive field guide for the classroom. Most orb weavers monitor their webs Orb weaver spiders prefer live food. Insects & Spiders by George Else, from the hub at night (they often rest in Pinhead crickets can be obtained from Nature Company Discoveries Libraries, difficult-to-find retreats during the day). a pet store. Insert one or two crickets at contains excellent information about To capture an orb weaver, hold a dry a time. Fruit flies also are a good food spider biology. vial (empty pill canister, small canning source. Fruit fly larvae can be obtained The Life of the Spider by J. Henri Fabre. jar, etc.) just behind the spider as it rests from science supply companies, such as The engaging and informative text is on the web. Be very careful not to touch Carolina Biological Supply Company. available electronically at http://www. any web strands when you position the You also can raise your own fruit worldwideschool.org/library/books/youth/ jar, as this will alert the spider. When fly larvae. Place some banana or apple howandwhy/TheLifeoftheSpider/toc.html.

the container is in position, gently poke slices inside a large, clean, clear plastic The Private Life of Spiders by Paul the “belly” side of the spider through bottle with a small-neck (e.g., a washed Hillyard. A beautifully illustrated book the web with the eraser end of a pencil. ketchup bottle or a soft drink bottle). about spider biology. The startled spider often will drop off Place the bottle on a counter several days Spiders of North America: An the web right into the container. If not, before you set up the chamber. When Identification Manual, edited by D. you can poke a little harder to knock the fruit flies enter the bottle, put the cap on Ubick, P. Paquin, P.E. Cushing, and V. spider into the container. Orb weavers to capture them. For a time (usually sev- Roth, provides good general information are very clumsy off the web and cannot eral weeks), until the bottle is fouled, the about the biology of spiders and how crawl out of a glass or plastic container. fruit flies will reproduce and provide a to collect them. Available online at at After capture, transfer the spider into the steady supply of spider food. To transfer Amazon, www.americanarachnology.org, living chamber you have prepared. the fruit flies, open the cap. Press down or www.bioquip.com. Depending upon season and availabil- on the top edge of the habitat over one ity, spiders also can be obtained from the of the snap locks. Place the bottleneck Spiders of the World by Rod and Ken following commercial sources. next to the gap of the spider chamber. Preston-Mafham contains good informa- • http://www.bugsofamerica.com Tap the bottle with a pencil to agitate tion, drawings and photos of spiders. • http://www.carolina.com the flies. When one or two enter the The Tarantula Scientist by Sy • http://www.kenthebugguy.com chamber, close the bottle and let the gap Montgomery is about a real-life arach- in the lid close. nologist, Dr. Sam Marshall, who studies Adding the Spider to the Habitat Orb weaver spiders typically eat only tarantulas. Full of great information Open your prepared chamber and insects caught in their webs. Thus, if regarding the study of spiders and why deposit the spider. Snap the lid closed your spider does not spin a web, it will one would do such a thing. This is an and position the chamber upright in the may be difficult to get it to feed. Spiders excellent book for children interested in stand constructed to hold it. Using an can live a long time without food, but science as a career. eyedropper or a pipette, squeeze several not without moisture. Remember to drops of water through the hole leading keep the cotton ball moist.

Illustrations by M.S. Young © Baylor College of Medicine. to the cotton ball. Evaporation from the cotton ball will maintain humidity in the chamber. After the spider has built

ife science investigations conducted Images are downloaded daily and L within the microgravity environment made available for viewing and research of the International Space Station can on the mission page of Baylor College of provide powerful motivation for students Medicine’s BioEd Online website. You to achieve excellence in their studies. and your students can access the site at Students will follow the same procedures www.bioedonline.org. for their investigations as professional Students must be ready to begin scientists follow in their work, including collecting appropriate data from their observations, questions, controls, vari- ground-based organisms and the space ables, data collection and analysis. organisms as soon as the experiment Students participating in a space-based begins. The website page listed below, MIssion Specialist Heidemarie experiment must design their procedures offering current information related to Stefanyshyn-Piper (STS-126) works before the investigation actually begins. NASA’s launch schedule, can help you with a customized, temperature con- For example, if organisms are involved, to plan your class activities. trolled experiment insert, part of the it may be necessary to obtain seeds Commercial Generic Bioprocessing or live plants/animals, and to create a http://www.nasa.gov/missions/ Apparatus (CGBA) on the middeck habitat before the study can start. The highlights/schedule.html of Space Shuttle Endeavour, while principal experimental variable will be docked with the International Space gravity. Organisms in orbit around Earth Suggested Classroom Station. Photo courtesy of NASA. will not sense gravity, but organisms in Research Framework your classroom will. Usually, students’ 1. Divide your class into research investigations involve some aspect of teams of two to four students. the question, “How does the absence of 2. Instruct teams to learn as much gravity’s effects impact the growth or as they can about the research behavior of living things?” organism (including care and Typically, habitat chambers feeding, watering, etc.) before the containing space research organisms investigation begins. will be transferred from the launch 3. Have teams prepare and present spacecraft to the Commercial Generic research reports or essays, computer Bioprocessing Apparatus (CGBA) on the presentations, or posters about the International Space Station (see image, study organism, summarizing what upper left). The CGBA is an experiment they have learned about its anatomy, support module developed by BioServe feeding, growth, reproduction, Top view, inside a CGBA insert Space Technologies at the University of behavior, etc. housing small spider habitats (upper Colorado in Boulder. After transfer is 4. Ask each team to develop a research left and lower right) and cameras, part completed, the investigation is initiated question to guide its investigation. of Mission STS-134. Photo courtesy and cameras built into the CGBA begin You also may want older students to of BioServe Space Technologies. collecting images on a regular schedule. devise a hypothesis, which states a Artificial lighting provides a day/night possible answer (or set of alternative cycle, with infrared imaging taking place answers) to their research questions. at night. 5. Ask each team to write a proposal

5. Spider Investigation © 2012 Baylor College of Medicine 10 Spiders in Space BioEd Online | K8 Science detailing its research question or • Will the space plant form the same hypothesis, its plans for answering number of leaves as Earth-based the question, the types of evidence plants do? to be collected, and ways the team • Can a butterfly use its wings to fly will use evidence to support—or not in microgravity? REVISITING THE support—its hypothesis. A hypothesis is a kind of research INVESTIGATION 6. Have each team write a set of guide- question that leads to a “yes” or “no” BioEd Online and K8 science archives lines regarding proper care of its answer. It also can be thought of as a data from each space investiga- research organism. possible answer (or set of alternative tion. Future students can repeat 7. Review team proposals and offer answers) to a research question. Data these investigations by building new advice, if needed, on how to collected will support the hypothesis, or habitats and formulating their own improve them. provide evidence for rejecting it. Some research questions or hypotheses. 8. Follow the instructions in “Habitat sample hypothesis statements include Archived results from each flight can and Food,” for details of the con- the following. be downloaded and compared, day-by- struction of the ground chamber • Webs spun by spiders in space will day, with observations of classroom and care instructions. be indistinguishable from webs spun habitats, permitting students to expe- 9. Designate an area of the classroom on Earth. rience the excitement of space-based where teams can safely store their • It takes more time for a spider to life science research. research organism habitat chambers. spin a web in microgravity than on Earth. During the investigation, students will • The plant in space will form more track the behavior or growth properties leaves than the plant on Earth does. of their research organisms and compare • The butterfly in space will use its their data to that from the flight organ- wings to fly in the habitat. isms. Basic data can be maintained in tabular form. Graphs and illustrations Reporting the Results are useful for collecting data and report- When the investigation concludes, ing results. student teams should wrap up their work. Have teams review their data, Research Question or determine whether or not their research Hypothesis questions were answered and why, or A guiding research question is an whether their hypotheses were supported open-ended approach to the investiga- by the evidence gathered. Then, tion. Almost all scientific investigations each team should produce a final begin with a question. Students should investigation report, to be submitted for use what they have learned about the assessment. Possible reporting research organism to devise a question formats include posters that display to investigate. Students will observe teams’ results, PowerPoint® or podcast and record growth or behavior related presentations, or written documents. specifically to their question. Provided below are sample questions from Planning the Investigations Experiments in Space guides. It is important for students to design • Will the web spun by a spider in their investigations before they obtain space be similar or equivalent to a spiders. In all cases, the principle web spun on Earth? experimental variable will be gravity. • How long does it take to spin a web The spider(s) on the International Space in microgravity, compared to the Station will be living in a microgravity time it takes on Earth? environment, but classroom spiders will

Behavior/Variable Data/Categories Notes

Does the spider feed? How often? How much? Feeding Feeding What does the spider do to trapped prey?

Web present, spider on web Note location of spider on the web.

Spider position Web present, spider not on web Note location of spider in the chamber.

No web present Note location of spider in the chamber.

Web remains from previous day If the web is old, all other variables from Old web or new web previous observations should be the same. Newly-built web

In center of web

Hub placement Near upper hemisphere On Earth, most hubs are located in the upper hemisphere.

Near lower hemisphere

Number of strands — Count number of radii. Are they the same in each web?

Radial angles, Record angles between several radii Are the angles approximately equal, or do they vary widely? upper hemisphere and determine the average angle.

Radial angles, Record angles between several radii Are the angles approximately equal, or do they vary widely? lower hemisphere and determine the average angle.

Turning points in Number of turning points upper hemisphere Turning points are places where the spider changes direction in stringing the spiral threads. (There may be fewer Turning points in turning points in the webs built in microgravity.) Number of turning points lower hemisphere

Select one hemisphere or side of The spider may change the diameter of the silk. This may Average distance the web and measure the distance be difficult to observe, but there could be a relationship between adjacent spirals between adjacent spirals. between thread diameter and the distance between spirals.

experience the effects of Earth’s gravity. will be transmitted to Earth and made devise an interesting question or pattern (“Microgravity” is the term scientists use available online for anyone to use. to investigate. The table above provides to describe the sensation of weightless- What will your students study? What a sample of possible ideas. “Measuring ness that occurs in an orbiting space questions will they seek to answer? What Radii,” shows how web strands can vehicle. For details on this effect, please behaviors or characteristics will they be measured. refer to the “Microgravity” article at compare between spiders in the normal www.bioedonline.org.) gravity of the Earth-based chambers and When the investigation begins the spider(s) in space? onboard the ISS, spidernaut images and Sometimes, students must spend a photographs of web-building behavior couple days observing several variables to

5. Spider Investigation © 2012 Baylor College of Medicine 12 Spiders in Space BioEd Online | K8 Science Measuring Radii v27, No. 2 (1999). Journal of Archnology, G.L. Vogt after Zsohokke, S., Nomenclature of the Orb Web,

1. Four identical spider habitats (two for space flight, two for ground control) will be prepared for Mission STS-134 to the International Space Station (ISS). The top of each habitat has four plungers, which, when pulled up or pushed down, open or close internal chambers. The plunger release openings of Chambers 1–3 are covered by a small screen, which allows move- ment of fruit flies in and out of the chambers, but keeps the spider out. • Chambers 1–2 are fruit fly chambers that will contain only food at launch. • Chamber 3 will contain the initial supply of fruit flies and fruit fly food. • Chamber 4 will contain water and serve as a temporary holding chamber for the spider. The habitat will be sealed with a BioServe Commercial Generic minutes during the day/night glass window to keep the spider and Bioprocessing Apparatus (CGBA) on cycle and downloaded to BioServe fruit flies from escaping into the the ISS. The CGBA will power the personnel on Earth. The images Shuttle or ISS. habitat lights and cameras, and will will be uploaded once daily to 2. At about 30 hours prior to the maintain the correct temperature Baylor College of Medicine’s launch of Space Shuttle Endeavour, (25°C) for the habitats. BioEd Online and K8 Science fruit fly food and water will be load- During habitat installation, a websites (www.bioedonline.org, ed into the habitat chambers, along crewmember will pull up Plunger 4 www.k8science.org). Videos (web with one juvenile Nephila clavipes to release the spider into the primary spinning, capturing prey, eating, orb weaver spider and 30–40 fruit spider habitat. He or she also will molting, etc.) may also be posted. flies (half male, half female). pull up Plunger 3 to release 10–30 7. About four days after installation, The fruit flies will mate, lay eggs fruit flies into the spider habitat. a crewmember will release another and repopulate Chamber 3 for about Once the fruit flies have been 15–30 fruit flies from Chamber 3. 30 days. (Once the habitats are released, the crewmember will push He or she also will open Chamber 2 onboard the ISS, Chambers 1–2 will down Plunger 3 to close Chamber 3. to give the fruit flies fresh food and be opened and closed at scheduled 5. Each habitat will be illuminated allow them “seed” the new chamber times, for repopulation of the fruit by six white LED lights to simulate for reproduction. flies.) daytime and six infrared lights for 8. Every four days thereafter, a crew- 3. At about 28 hours before launch, imaging at night (some spiders are member will release 15–30 fruit the two space habitats will be packed more active then). flies into the primary spider habitat, within a stow bag and loaded into a A 12-hour on/off lighting cycle and open or close chambers for the middeck locker in the nose section will be maintained between 7 am repopulation of fruit flies. of the Shuttle. While on the Shuttle, and 7 pm, and 8 am and 8 pm, 9. The experiment will conclude the habitats will receive no light MST. Lighting will be offset by one approximately 45 days after launch. and remain at a steady ambient hour to provide “dawn” for one If the spiders and/or fruit flies are temperature of about 21°C. habitat and “dusk” for the other. still thriving, they will live the 4. About four days after launch, a 6. Within 24 hours of installation on remainder of their lives in the crewmember will unpack both the ISS, black and white images of habitats on the ISS. habitats and transfer them to the the habitats will be taken every five