It Is Rocket Science

It IS Rocket Science!
Apprenticeship
It is Rocket Science! Apprenticeship

The It is Rocket Science apprenticeship is a hands-on curriculum that engages apprentices in exploring the interdisciplinary field of space science, which includes physics, chemistry, biology, physiology, and engineering. Apprentices learn about basic concepts of physics, and apply that knowledge to understanding both the possibilities and challenges of space travel. The apprenticeship culminates in a distance-learning project with the Challenger Learning Center where apprentices are given a mission, and communicate live with scientists at the Center to complete the mission. The WOW! audience is, effectively, the scientists apprentices are working with in real time. Basic knowledge of space science and physics is particularly helpful for this apprenticeship. Ideal Citizen Teachers include professionals in the sciences or engineering (particularly, physicists, rocket engineers, meteorologists etc.) and anyone else interested in space science and amateur astronomy.
Citizen Schools It IS Rocket Science Curriculum
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10 Week WOW! Plan Week Lesson Topic Learning Objectives What will the apprentices learn today? Apprentices will build community within their apprenticeship with their peers Apprentices will increase their knowledge of space science vocabulary Apprentices will be able to describe the properties of gravity Apprentices will understand the law of inertia and be able to give examples from daily life Apprentices will understand how Newtons laws of motion affect space travel
1 Learn new skills Model
What is Space Science?
21st Century Skills Covered & Frameworks Addressed 21st Century Skills: Teamwork Data Analysis MA Curriculum Frameworks: Math- 8.N.4 Science- Earth & Space Science Grades 6-8 21st Century Skills: Teamwork Data Analysis MA Curriculum Frameworks: Science- Physical Sciences (Introductory Physics) Grades 6-8
Activities
Introductions Opening Ritual Setting apprenticeship

norms and expectations What is space science discussion Demo of Galileos law Calculating reaction time Reviewing norms and expectations Wagon demonstration (for concept of inertia) Tablecloth trick Ballistic car demonstration (optional) Bicycle gyroscope Review discussion
The Forces Around Us
Blast Off! (Paper Rockets)
Apprentices will understand the laws of physics behind a rocket launch Apprentices will be able to describe Newtons third law of motion
21st Century Skills: Teamwork Data Analysis MA Curriculum Frameworks: Science- Physical Sciences (Introductory Physics) Grades 6-8 21st Century Skills: Teamwork Data Analysis 21st Century Skills: Teamwork MA Curriculum Frameworks: Science: Earth & Space Science Grades 6-8 Technology & Engineering Grades 6-8
rocketry) Note: This lesson requires intensive pre-lesson preparation
Rocket power (model
Apollo 13
5 Produce Scaffold
Houston, we have a problemApollo 13 and Ingenuity in Action
Apprentices will describe how teamwork and data analysis occurred in a real situation leading to problem-solving Apprentices will understand how simulations help train people to prepare for unexpected events Apprentices will understand how to improvise construction and design of components using objects at hand
Apollo 13 movie and

video guide
Ingenuity in Action, a
simulation
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6 Produce Scaffold
Properties of Space & Space Travel
Apprentices will describe the physical properties of a vacuum Apprentices will describe how astronauts are able to protect themselves from the harsh physical environment of space
21st Century Skills: Teamwork Data Analysis MA Curriculum Frameworks: Science- Earth & Space Science Grades 6-8 Technology & Engineering Grades 6-8 21st Century Skills: Teamwork Data Analysis MA Curriculum Frameworks: Science- Physical Sciences (Introductory Physics) Grades 6-8 21st Century Skills: Teamwork Oral Communication MA Curriculum Frameworks: Science- Earth & Space Science Grades 6-8 Technology & Engineering Grades 6-8 21st Century Skills: Teamwork Data Analysis WOW!
Vacuum
demonstrations and/or videos Boiling blood and the soda experiment Growing taller experiment Simulating a space suit
7 Practice Coach
Properties of Space & Space Travel II
Apprentices will understand harmful effects of UV radiation on humans Apprentices will understand the spatial distances between objects in the solar system
Hot and Cold game UV Man and Protecting astronautsa demonstration OR How Cold is Cold- Dry Ice radiation
8 Practice Coach
Apprentices will review the content and skills, which they have learned in weeks 1-7 and create a model of an astronaut sleep station Radiation Shielding
How do you sleep in Building the sleep

station model space?
9 Practice Fade
WOW! Prep
10 Perform Fade
WOW! TIME
Apprentices will review the content and skills, which they have learned in weeks 1-7 and prepare for e-mission with Challenger Learning Center Apprentices will apply the content and skills that they have learned throughout the apprenticeship
Review all necessary
materials for e-mission
WOW! e-mission Space Station Alpha distance learning project with Challenger Learning Center
* If time or resources allow, a field trip between weeks 7 and 8 are a good idea. Possible field trips include a visit to a planetarium, space center, rocket engineering company etc.
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WOW! Description: Apprentices collaborate with the Challenger Learning Center in Wheeling, WV, to complete an e-mission, a distance learning project where real scientists present participants with a challenge to save astronauts from a solar storm. This project is known as emission Space Station Alpha. The e-mission requires at least 4 computers and 1 webcam, which allow for data to be sent digitally and communication to happen in real time. Apprentices join 1 of 4 teams, assessing and evaluating data in groups. Information is then fed through the computer to the Challenger Center, with immediate responses generated. The simulation requires that apprentices work together; participants also have the experience of feeling what its like to be a real scientist. This apprenticeship does not follow the full e-mission curriculum, but through the apprenticeship, apprentices should be able to build up enough knowledge to complete the e-mission. To set up this WOW! you must contact the Challenger Learning Center to schedule the mission. This is critical for scheduling, and you will also be able to access teacher training to help you run the mission smoothly. For more information on the set-up, preparation, and to get more training see the e-mission website at: http://www.e-missions.net/ WOW! Stamp of Approval
REAL: With the 40th anniversary of the Moon landing, there is increased interest among the public about space and space exploration again. This apprenticeship includes hands-on learning activities to help apprentices learn about the interdisciplinary field of space science, which includes studying concepts from physics, astronomy, and physiology. In the WOW! Apprentices are connected to real scientists at the Challenger Learning Center, and serve as specialists on the e-mission. The audience is authentic, as is the experience of having to deal with data to solve a problem in a high-pressure situation. ADDS VALUE: NASA and other space science institutions are actively making efforts to engage the publics interest in space and space exploration. The field is in need of both a human capital pipeline and greater support from the American public for their efforts to explore space. This apprenticeship builds STEM literacy, and hopefully catalyzes interest among participants for further exploration in the field. PUBLIC: The scientists that the apprentices will interact with through the e-mission are real scientists and flight directors who have years of experience in space science and exploration. TEACH BACK: The knowledge gained through their time in the apprenticeship coupled with the WOW! give apprentices a chance to show the high quality caliber of their work, and to interact with actual scientists. Apprentices are able to demonstrate their knowledge in space science and data analysis. Acknowledgements This curriculum is an adaptation of a syllabus and curriculum created and used by David Mantus, Citizen Teacher of the Year 2009, who taught It is Rocket Science at the Edwards Middle School in Charlestown, Boston, MA. David welcomes current and prospective Citizen Teachers to use this curriculum, and is also available to serve as a mentor for CTs in implementing the lessons and activities. To contact David, please e-mail: doc from a box@yahoo com Citizen Schools It IS Rocket Science Curriculum Page 5 of 76
WOW! Plan
(Please note that there are 2 versions of the e-mission, one for middle school, and the other for high school.)
Lesson 1: What is Space Science?

Overview: This module introduces apprentices to space science, and in particular focuses on helping apprentices to understand that space exploration involves many dimensions of science, including physics, chemistry, engineering, biology, and psychology. Apprentices will learn the lingo of space exploration, and be introduced to fundamental concepts such as gravity and the astronomical scale through hands on activities. 21st Century Skills: Teamwork Data Analysis Snapshot Agenda: 10 minutes: Citizen Teacher introduction 15 minutes: Apprentice introductions and game 15 minutes: Agenda setting and expectations 20 minutes: Introduction to space science 5 minutes: Galileos Law demonstration 20 minutes: Gravity and reaction time 5 minutes: Teachback Learning Objectives: 1. By the end of this lesson, apprentices will be able to calculate their reaction time to catching an object given the gravity constant MA Math Curriculum Frameworks8.N.4: Represent numbers in scientific notation, and use them in calculations and problem situations. 2. By the end of this lesson, apprentices will increase their knowledge of space science vocabulary MA Science Curriculum Frameworks Earth and Space Science, Grades 6-8: Properties and conditions of objects in the solar system and those on Earth. 3. By the end of this lesson, apprentices will be able to describe properties of gravity and how it can be observed MA Science Curriculum Frameworks Earth and Space Science, Grades 6-8: Gravity is a force that pulls all things toward the center of the earth. Gravity influences the formation and movement of the planets, stars, and solar system.
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Key Connections: Who has ever been curious about space? Or at one point wanted to be an astronaut? While we think of space as a very faraway place, in fact, living on Earth is living in part of the solar system and space. Understanding why things happen the way they do on Earth helps us understand or make guesses about the way things happen in other parts of the solar system. Learning about space means that we also have to learn about how the physics, chemistry, and biology work on the Earth. Materials: Apprentice Portfolio: Each apprentice should be given a binder to serve as their lab notebook, which can be used for taking notes, observations, and keeping worksheets Opening Ritual: Pre-made index cards (see activity description below) Galileos Law activity: Textbook Sheet of paper Grapefruit (or orange) Grape Reaction time activity: Meter sticks or rulers (w/ cm marks) Calculators Standard supplies: 3 hole punch, extra pencils, rulers, lined paper Required visuals for posting: 21st Century Skills list, agenda, ground rules and expectations chart Introduction and Agenda: Briefly share your story. What were you like when you were in middle school? How did you get into the profession or passion that you will be teaching, e.g., goals, your college or career pathway, interests, etc. Bring pictures or objects to help apprentices learn more about you and your connection to this apprenticeship. Tell a story, for example, about why the subject matter in the apprenticeship is so compelling for
Citizen Teacher Tips: ON MATERIALS: The portfolio /notebook method of record keeping has had varying success in outcomes. For some apprentices, the notebooks are a distraction. For others, its useful, but will take work for CTs to make sure apprentices know what information to collect, and how to keep the notebook organized. Worksheets work well, but apprentices tend to lose them. ON INTRODUCTIONS: Showing photos of Apollo 11 and astronauts work well. Some apprentices dont know that humans walked on the moon, and this fact can be quite compelling. Showing a slide of the dark side of the moon something only a few people have ever seen first-hand is quite exciting too. The CT can also explain how for many people who grew up in the era when humans first landed on the moon; they can still recall exactly where they were when they watched the moon landing.
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you. Review the agenda with the group. Welcome and WOW! 'em: This curriculum is adapted from It IS Rocket Science, a series of lesson plans created by David Mantus and used in Boston-area apprenticeships. The WOW! is a distance learning mission simulation done with real scientists at the Challenger Learning Center in Wheeling, West Virginia. Apprentices communicate with scientists in real-time to save astronauts from a solar storm. In order to do this, they must work in teams, analyze data, and turn around recommendations all in the space of 90 minutes. The power point for the e-mission can be found here: http://www.e-missions.net/msssa/teacher/pdf/teachers/ppt/Overview2.ppt The power point is very visually exciting, and should catalyze enthusiasm from some apprentices. The power point doesnt need to be explained in depth, but should just be used to give a taste of what the mission will be like. Opening Ritual: A Opening Ritual is a fun, short (5-10 minute) activity or game in the beginning of every class to engage apprentices and is relevant to the topic of the day. The Opening Ritual in this apprenticeship is the Space vocabulary race (see below). For this week, the Opening Ritual will be expanded into a full 20 minute activity, but for subsequent classes, will be shorter. Activity 1: Getting to know each other: Introductions on the first day are incredibly important. Introductions help apprentices to become comfortable with one another and the Citizen Teacher. An easy and fun introduction game is the M&M question game, where apprentices get to take 3 M&Ms from a bag. Depending on the color M&M they pick out, they have to answer certain questions. All the apprentices pick their M&Ms before the game starts. Tell them they cant eat their M&M until after theyve answered the questions! Some questions can be linked to the overall apprenticeship theme, while others can be interesting facts or tid-bits. The idea behind the game is to warm apprentices up, and get them used to talking to each other. The Citizen Teacher can participate as well, and have an apprentice pick out the M&Ms for him/her. Examples of questions: Red - What is your favorite planet? Why?
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Green Do you or have you ever had a pet? What is/was its name? Blue What did you have for lunch today? Brown - If you were given the option of going to space, would you take it? Why or why not? Orange- What is your favorite sport? Yellow- Who is someone that you think of as a hero? (Can be a relative, friend, celebrity, fictional character)
Citizen Teacher Tips: ON EXPECTATIONS: Apprentices love the 1-2-3 NICE call and response that Citizen Schools uses. Public affirmations and refrains work well for building enthusiasm, and having fun. Try to get apprentices into space lingo by having them say copy that! when they understand. This is how astronauts actually talk, and this communication method will be used during the WOW! Over is another phrase that can be used to signal understanding. Teaching the apprentices why these phrases are used in the first place is also important. For example, how difficult is it to talk when youre 100,000s of miles away? How important is it to get every word correct?
Activity 2: Setting Expectations:
Setting expectations for the apprenticeship is key to developing a positive learning environment. In order to do this, getting apprentices to buy into their own learning, and making them accountable is important. This means being clear with apprentices about what the ultimate goals of the apprenticeship are - which includes hard work and having fun. A ground rules brainstorming activity is usually helpful in setting expectations. Together, apprentices brainstorm a list of values and expectations for the classroom and the apprenticeship. These values should be written on a piece of chart paper, and should be clear and legible. These become the expected norms for the semester. Following the brainstorm, the Citizen Teacher guides the apprentices in thinking about why those particular ground rules are important, and encourage apprentices to discuss the values they brainstormed. Common values that apprentices bring up include have fun, listen, be nice, be respectful, dont insult others, try hard etc. If apprentices have trouble brainstorming, you should start the list for them, or ask in general, how do you like to be treated in a class? If the list is extensive, the Citizen Teacher can work to pare down the list by asking apprentices to vote. If the list is neither too long nor too short, the Citizen Teacher asks every apprentice commit to that list. It is important in this exercise that the Citizen Teacher also commits to the ground rules, to demonstrate how seriously they should be taken. This list of norms should be posted at every apprenticeship. Sometimes apprentices also like to decorate the chart paper or a particular apprentice with good handwriting or visual skills can be the scribe for the list.
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Small details like letting an apprentice be the scribe, or decorating the list increases the feeling of ownership of the document. The chart should be posted up at every apprenticeship, and referred to often if apprentices deviate from the ground rules.
Citizen Teacher Tips: ON VOCAB RACE: This activity and Opening Ritual may be more difficult to do if there is a large number of English Language Learners (ELL) in the class. Check in with the Team Leader to see if s/he knows who are ELLs. Once you have identified the ELLs, try to place them in groups with native English speakers, and be sure to give them special attention to encourage them. Also try a mix of vocabulary in terms of difficulty. Easier words allow everyone to participate, but using some more difficult words that no one in the class knows may also be a good idea to encourage critical thinking, as well as even the playing field for all. The vocabulary, then, is new for everyone, and not just the ELLs.
Activity 3: Introduction to space sciencevocabulary race:
Apprentices will be introduced to space science vocabulary throughout the course of the apprenticeship. This game will both review vocabulary that may already be familiar with apprentices, as well as introduce more complex concepts. This hands-on activity allows apprentices to work together in the learning of the vocabulary. Apprentices are also encouraged to make guesses about the word, and practice contextual clues to help them decipher meaning. 1. 2. Break the class into groups of four. For the Opening Ritual, these groups will stay consistent for the duration of the apprenticeship. Ask the groups to come up with a team name. On a piece of chart paper, write down the team names in columns and or rows. This will be a scorecard to track points for the Opening Ritual. For each team, distribute 4 sets of index cards. One set of index cards will have only vocabulary words on each card. Another set will have only definitions, while the third set will have pictures. A fourth set of index cards will be blank, and are for apprentices to write on. Each group gets the same set of cards. When the Citizen Teacher says go! the teams are to work together to match the pictures and definitions to the correct vocabulary word. On the fourth set of index cards, apprentices should work together to write a sentence in which the vocabulary word is used correctly. The index cards that go together should be laid out in rows. (If space is an issue, they can be put in appropriate piles). The Citizen Teacher will call time at 12 minutes. At time, apprentices should finish what they are doing.
3.
4.
5.
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The Citizen Teacher and the Team Leader will then go around to the groups and mark how many sets each team got correct. Each set that is completely correct (e.g. correct pictures and definitions are matched with the vocabulary word, and the vocabulary word is used correctly in a sentence) is marked as one point for the team. 6. Ask each team to read out one word, definition, and sentence they got correct. The Citizen Teacher should add any extra comments that might be helpful for further explaining the word. 7. It will be likely that there are a couple of words that more than one of the teams did not know. For these words, give the correct answers, and explain the concepts. 8. At the end of the apprenticeship, the Opening Ritual points will be tallied, and the team with the most points can receive a small prize to be decided by the Citizen Teacher. Vocabulary words can be selected by the Citizen Teacher. This Opening Ritual is helpful for building a sense of teamwork among apprentices, as well as friendly competition. The Opening Ritual can also be used as an informal pre-assessment to gauge how familiar the apprentices are with space science words and concepts. For a 12 minute game, approximately 8-12 words should be used, depending on the knowledge level of the class. Be sure to mix both familiar and new words/concepts. Examples of good starting vocabulary are below: Planet Sun Moon Gravity Vacuum Asteroid Comet Inertia Space station Galaxy Constellation Satellite Zenith
Activity 4: Galileos Law Demonstration:
First ask apprentices what they know about gravity. Explain that gravity affects everyone, and give basics about the characteristics of gravity.
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To illustrate the effects of gravity, the following activity is a quick demonstration to introduce apprentices to Galileos Law of Free Fall, which states that all bodies fall at a constant rate of acceleration, regardless of mass. Show apprentices a grape and a grapefruit/orange, and ask them if the two were to be dropped from the same height, which would reach the ground first. Ask them for their predictions and why they are making the prediction. Most apprentices will say that because the grapefruit is heavier, it will fall faster. Some apprentices may already know about Galileos law, and will tell you, correctly, that both will reach the ground at the same time. To demonstrate Galileos Law, drop the grapefruit and grape from the same height, and ask apprentices for their observations. To complicate the concept of bit, contrast the previous demonstration by dropping two pieces of paper- one as a flat sheet, and one as a crumpled ball. The crumpled ball will fall to the floor more quickly. Ask the apprentices why this is the case, if supposedly all objects fall at the same right. Then explain the concept of air resistance, and the friction of air, and that Galileos Law works perfectly only in a vacuum. Explain that this law was corroborated by astronauts who performed a free fall experiment on the moon, where there is no air. On Earth, when there is only the force of gravity, the acceleration value has been determined to be 9.8 m/s2. With this activity, apprentices can calculate their reaction time by using the universal gravity equation (9.8 m/s/s) 1. Have apprentices work in teams of 2. 2. One apprentice will hold a ruler out, while the other apprentice places his/her hand right by the 10 cm mark. 3. Without warning, the apprentice holding the ruler should drop it suddenly, and the other apprentice should catch it as quickly as possible. 4. Once caught, apprentices measure the distance that the ruler dropped. 5. The experiment should be repeated 3 times for each apprentice, and the average for each apprentice calculated. Calculations can be done with formulas on the worksheet To debrief this exercise, the Citizen Teacher should ask the following questions: What made the ruler fall? What was the class average for reaction time? Why do you think there is hesitation in catching the ruler?
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Activity 5: Gravity and Reaction Time:
Is there anything that you can do to speed up reaction time? If the acceleration due to gravity were slower, would the distance the ruler dropped before being caught be longer or shorter? (The distance would likely be shorter, since the object is falling more slowly, and therefore could be caught more easily without dropping very far.)
Teachback / Forecast Next Lesson:
Reinforce the learning objectives by asking apprentices to name one concept/word they learned today that was either new to them, or was something they had learned before, but was now reinforced. Foreshadow the next class by explaining that they will continue learning about concepts related to the laws of physics and space. Todays lesson focused on gravity, and the next lesson will investigate the phenomenon of inertia.
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Project: Gravity/Reaction Time
Worksheet
Name:_____________________ Purpose: Calculate reaction time and learn about gravity Materials: Meter stick, calculator Experiment: Work in teams of 2. Have one person hold up the meter stick. Have the test subject place their hand around the 10 cm mark of the meter stick. Without warning, the person holding the meter stick should drop it, while the test subject should try to grab the stick as soon as possible. Measure the distance, in centimeters, the stick dropped. Record the distance in Column B, below. Repeat the drop 3 times. Calculate X, then Time using the formulas below. Data Table: A Try 1 2 3 Average Calculations: X = Distance (cm)/980 (cm/sec2) Time = X (Square root function)= Time (in seconds) Average = (sum of 3 times)/3
Citizen Schools It IS Rocket Science Curriculum Page 14 of 76
B Distance (cm)
C X
D Time (sec)
Write the Average time on the Board for each person on the team.
Lesson 2: The Forces Around Us

Introduction:
This module is an introduction to some of the basic laws of physics first discovered by Sir Isaac Newton. This includes the 1st law of motion (inertia), and the 3rd law of motion that states for every action there is an equal and opposite reaction. These laws affect us on Earth, and understanding them can teach us about how space travel is even possible. This lesson utilizes multiple demonstrations to help make the concepts come alive.
21st Century Skills:

Teamwork Data Analysis
Snapshot Agenda:
10 minutes- Re-introductions 10 minutes- Opening Ritual 5 minutes- Agenda and review of expectations 5 minutes- Review of last module 10 minutes- Introduction to Inertia and wagon demonstration 5 minutes- Tablecloth trick 10 minutes- Ballistic car demonstration 20 minutes- Bicycle Gyroscope 10 minutes- Putting it all together, what does it have to do with space? 5 minutes- Teachback
Learning Objectives:
1.
By the end of this lesson, apprentices will be able to describe the law of inertia, and how it can be observed in daily life MA Science Curriculum Frameworks, Physical Sciences (Introductory Physics) Grades 6-8: An objects motion can be described by its position, direction of motion, and speed. 2. By the end of this lesson, apprentices will be able to describe how Newtons laws of motion affect space travel
Key Connections:
Explain to apprentices that while space travel and space science deal with objects that are far away, researchers first need to first understand how forces work on Earth. This is the preparation phase. In the same ways that when a doctor first learns CPR, s/he practices on a dummy to understand how the process works, scientists first practice understanding the laws of physics on Earth as a way to build up to investigating space. What other jobs can apprentices think of where this is this kind of learning and preparation that has to take place first?
Materials:
Apprentice Portfolio: Each apprentice should be given a binder to serve as their lab notebook, which can be used for taking notes, observations, and keeping worksheets Wagon activity: small wagon 2 tennis balls Tablecloth trick: Smooth, unhemmed tablecloth Heavy place settings (e.g. plates, bowls, cups, mugs) Ballistic car demo: Ballistic car (can be found through science supply stores) Pieces of foam for building a tunnel (optional) Bicycle wheel gyroscope demo: Single bicycle wheel ( a smaller wheel will be easier to handle) String Stand for gyroscope (must be very sturdy) What things weigh experiment: Scales (metric balance) Various objects for weighing Weight calculation worksheet Standard supplies: 3 hole punch, extra pencils, rulers, lined paper Required visuals for posting: 21st Century Skills list, agenda, ground rules and expectations chart
Welcome and WOW! em:
Reintroduce the WOW! to get apprentices excited. Remind apprentices that the WOW! will be a simulated mission with NASA scientists. Apprentices may have varying levels of familiarity with NASA, their history, and what they stand for, but an easy way to introduce them to the agency is by projecting their website and clicking around. The NASA website is extremely comprehensive, and very accessible, with lots of pictures and videos. Also hand out the e-mission orientation memo. You can quickly glance through this with apprentices, and during the course of the 10 weeks, refer to it from time to time to make connections with what youre learning to the final WOW!. The memo is attached below.
Opening Ritual: Space vocabulary race:
See Lesson 1 for description of Opening Ritual. For a 10 minute Opening Ritual 4-6 words should be sufficient. Previous vocabulary words can be mixed with new words to help reinforce past vocabulary. New vocabulary to be introduced sticks the most if it is relevant to the present lesson.
Introduction and Agenda:
In the second module, there will likely be some new apprentices. Do a reintroduction of yourself, and play another teambuilding/introduction game to incorporate new apprentices into the group. Make sure to have apprentices review the posted expectations and ground rules for the apprenticeships. This can be done by having different apprentices (including new apprentices) read part of the ground rules. Ask the whole class if they think there are any other ground rules that need to be added in.
Activity 1: Web of Connection warm-up:
Have all apprentices stand in a circle. The Citizen Teacher should have in his/her hand a ball of string. The Citizen Teacher will start by introducing him/herself including name, and something new s/he learned that day. Then, the Citizen Teacher will unwind some string, hold part of the piece, and throw the ball of string to an apprentice across the circle. (Make sure there is enough slack in the ball of string for throwing.) The apprentice that catches the ball of string should then introduce him/herself and also speak about one new thing they learned during the day. The ball of string then gets thrown to another apprentice. After everyone has gone, there should be a web formed by the string. The Citizen Teacher should have all of the apprentices note how they are now interconnected, and draw the parallel that the web represents how all participants in the apprenticeship are connected and need to work as a team as well.
Activity 2: Wagon Demonstration:
Newtons First Law of Motion states: an object in motion will continue to stay in motion unless acted upon by an outside force. An object at rest will continue to stay at rest unless acted upon by an outside force. In other words, something that is moving will continue to move, unless something else stops it. Something that is not moving will not move until something moves it. On earth, the force that often stops motion is friction. Friction occurs when things rub against one another, and eventually slows motion. Friction occurs because there are seldom any perfectly smooth surfaces in the world. To connect inertia with their real life, ask them to consider the following scenarios:
If someone is on a skateboard, how does s/he continue to move it? How is the skateboard propelled? Why does it stop? Why does putting your foot down on the pavement and dragging it slow down the skateboard? If a car stops suddenly, what happens to your body? Does your body stop immediately with the cars stop? What is the purpose of brakes? How does friction work with the brakes? Given the principle of inertia, why might it be important to wear a seat belt?
Citizen Teacher Tips: ON ACTIVITY SEQUENCE: Five hands-on activities and demonstrations are presented, but they can be mixed and matched for efficiency and effectiveness. A ballistic car can be found at science supply stores, but if it is not available, the other activities will also demonstrate principles of inertia Demonstrations can either be done in front of the whole group, or apprentices can do demonstrations in small teams, with the help of Team Leaders. Breaking the activities into small teams allows more handson participation, and also allows for more time for each activity.
To see inertia in action: 1. Place two tennis balls in the back of a wagon. 2. Drag the wagon and stop short suddenly. 3. Have apprentices make observations of what they see. (This is adapted from tomsnyder.com)
Activity 3: The Tablecloth Trick:
This demonstration is sure to garner you applause, but make sure to practice it at home first! 1. Spread a tablecloth on a table/desk with straight edges. Make sure there are no wrinkles on the tablecloth. 2. Place a saucer, bowl, cup, and/or mug on the tablecloth. The heaver the items, the better. Also choose objects with relatively smooth bottoms. The tablecloth should not have any hems. 3. With both hands, yank the tablecloth down in one quick motion. The trick is to pull downwards, and not out. 4. The tablecloth should pull out with the objects falling back into place. Whats happening: With inertia, the objects stay at rest until acted on by an outside force. At the beginning, the objects are at rest. When the tablecloth is being pulled, the objects are pulled too, and they accelerate, but not very much because the tablecloth is slippery, and the force may
not be strong enough to move the dishes/cups much. Once the objects are free of the tablecloth, the force is removed, and the tendency is for the plates/cups to be back at rest and they fall to the table.
Activity 4: Ballistic Car Demonstration:
A ballistic car is simply a toy car with a spring-driven gun on it that shoots a metal ball straight up in the air. If you roll the car and pull the string to make the spring shoot the metal ball almost always falls back into the car. The car moves at a constant speed, and thus, when the ball is propelled upward, it is done so at the same moving velocity of the car. Unless there is another outside force to affect the ball, it maintains the constant velocity of car, and therefore falls into the same place. Demonstrate this for the apprentices, and have apprentices observe the path of the ball. Apprentices should then draw the shape of the path in their notebooks. The path of an object is also called its trajectory. Space craft trajectories are very important and almost 100% dependent on inertia. Further questions to have apprentices consider: How does this experiment demonstrate how inertia works? Why is the ball metal (and relatively heavy)? Why doesnt it make it back into the car every time?
ON ACTIVITY 4 (BALLISTIC CAR): The car is quite sturdy, and apprentices enjoy working with it. Using foam blocks, apprentices can build a tunnel, and try to get the ball to return to the car after going through the tunnel. Its a real WOW! and YES! moment when it works.
Activity 5: Bicycle Wheel Gyroscope Demonstration:
This activity demonstrates the gyroscope effect, which is the phenomenon on which the steering of a spaceship depends. You will need a bicycle wheel gyroscope (an old bicycle wheel with handles glued to the axle, allowing you to hold the wheel and spin it). The easiest way to understand this demo is to think about riding a bike. Is it easier to stay up when its standing still or when its moving? When a bike is moving you have two types of inertia your forward
Another class demonstration that is possible is to have a apprentice sit on a lazy susan (constructed with ball bearings and plywood) or a very easyto-spin rotating chair. If you hold the spinning gyroscope while sitting on the chair (or on the platform), you can turn the chair/platform by turning the wheel in your hand (right or left).
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inertia, but also the angular inertia of the wheels spinning. This angular momentum is important the bike doesnt want to tip left of right because it wants to keep the wheels turning in the same plane they are in. 1. 2. 3. 4. 5. Connect a long piece of string to one axle of the bicycle wheel. The string needs to be very strong. Tie the string to a stand that allows the bicycle wheel to hang, with plenty of room for the bicycle wheel to hang vertically. Hold the string, and show how the bicycle wheel flops onto its side as a result of gravity. Hold the bicycle wheel up vertically (as in how a wheel would be if it were on a bicycle), and give it a hard spin. Hold it up for a second or two, and then let go. The bicycle wheel will spin and stay up, seemingly defying gravity!
Whats happening: A gyroscope is more stable than an object that doesnt spin. When the bicycle wheel is just held up, gravity pulls it back down. When the bicycle wheel is held up and spun, a force is applied to rotate its spin axis. When this force is applied, the top of the gyroscope will tend to move towards the left, while the bottom will move to the right. Because of Newtons First Law of Inertia, the gyroscope continues trying to go the left because of the force, but the spin of the gyroscope exerts another force. These two forces continue to rotate and the wheel hangs in the air.
(Picture from http://science.howstuffworks.com/gyroscope1.htm) Citizen Schools It IS Rocket Science Curriculum Page 20 of 76
Spaceships are navigated in the same way, as are airplanes. The gyroscope is pointed in the direction of travel, which is set on an autopilot. The gyroscopes continue to spin at a constant speed. If the spaceship shifts off course, the force affects the gyroscopes, which signals the autopilot to return on course. The axle of the gyroscope wants to remain constant, so by monitoring that the gyroscope continues to be pointed in the same direction, this helps to navigate the ship.
Activity 6 (Supplementary): What Would Things Weigh on Different Planets?:
If the previous activities are not possible to do because of difficulty in obtaining the resources (e.g. ballistic car or bicycle wheel gyroscope), this activity can be done at the beginning of the day as a refresher about gravity, which was covered in the previous lesson. The activity is easy to run, and information for calculations is included in the attached worksheet. The activity opens up a good discussion about mass versus weight, and is a good activity for reiterating the concept of gravity.
To put the lesson altogether, explain that understanding space travel requires understanding Newtons Laws of Motion. In order for astronauts to go to space, they must overcome inertia to launch a rocket. Then, to continue going into the right direction, gyroscopes help to navigate a space ship. To make it connect to apprentices, ask them describe how the properties of inertia are visible in their daily lives. This can include something as simple as walking (which demands a force to start the process, and friction helps us from slipping all over the place) to something more complex such as how cars are powered by engines and stopped by brakes. Forecast the next lesson by describing how the concept of inertia will be further explored by modeling rockets, and what it really means to blast off!
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Project: Gravity/What do things weigh? Worksheet Name:_____________________ Purpose: Calculate weights on other objects in the solar system Materials: Scale, table of relative gravity Experiment: Work in teams of 2. Using objects on the table or from around the classroom, weigh them using the scale and enter the data in the table. Calculate the weight of the object on different objects in the solar system. Data Table: Object Weight on Earth (using scale) Weight on the Moon Weight on __________
Object
Weight on Earth (using scale)
Weight on ___________
Weight on __________
Formula: Weight on Planetary Object = Relative Gravity X Weight on Earth

Relative Gravity and Size of Planets/Sun/Moon Relative Size Sun Mercury Venus Earth Moon Mars Jupiter Saturn Uranus Neptune Pluto 109 0.38 0.95 1 0.25 0.53 11.19 9.40 4.04 3.8 0.18 Relative Gravity 28 0.38 0.91 1 0.16 0.38 2.34 1.06 0.92 1.19 0.16
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Team Specialist Orientation

Memo From: Mission Control To: Your Class Subject: Let the Training Begin! Once you have received your acceptance into our program, you will become "Specialists in Training." After you successfully complete the training materials, you will begin pre-mission preparation as Mission Specialists. Here are some details about your upcoming mission that will help prepare you for the training ahead: Time: Your e-Mission will take place during the solar storm event of February 14, 2001. The Situation: On January 17, 2001, the National Oceanic Atmospheric Administration's Space Environment Center (NOAA/SEC) reported an S-class solar flare, category 5. This was the fourth largest solar flare ever recorded. The data suggested that on February 14, 2001, after the sun completes another rotation and the solar flare faces the earth once again, we might experience the largest solar storm on record. During the January solar event, people around the world reported unusual disturbances: Night-sky-watchers saw spectacular northern lights farther south than usual. Global radio communications were disrupted. In Canada, power stations in areas of British Columbia were overloaded causing an 18-hour power failure. The North American Verizon telecommunications satellite, T-144, failed. For thirteen hours, cell phone users lost service. Three other critical navigation satellites shut down temporarily. Radiation Levels During the January 17th storm, space station astronauts were exposed to 100 to 1000 times the normal daily radiation dose. Mission Control advised the astronauts to adjust the station's position and to follow standard shielding procedures to reduce exposure. If the solar storm on February 14 is as severe as predicted, the astronauts will be exposed to record-high levels of radioactivity. Power Systems The January 17 storm disrupted the space station's electrical power system. The storm affected the solar arrays that generate the station's electrical power. Some systems had to be shut down. Engineers in Mission Control were afraid that the power disruption was permanent, but the power returned when the storm ended.
Life Support Systems Computers that operate the station's life support systems stopped communicating with each other for awhile. The atmospheric monitors inside the space station recorded low levels of oxygen (02) and high levels of carbon dioxide (CO2). The cause of this problem is still unknown, but Mission Control uploaded new software to deal with the problem. Your Task During your mission preparation, you will learn what you need to know to help the astronauts during a solar emergency. You will need to gain certain knowledge and skills before the mission begins. Knowledge It is important to learn about a number of important scientific concepts and how they are related, such as: - The sun and how solar radiation creates conditions that are dangerous for the astronauts - Electrical power and solar cells on the space station - Human respiration and gases - Issues in radiation health Skills - On mission day, your math and communications skills will be put to the test. Practice the math procedures needed for the mission. Make sure you are familiar with concepts such as percentages, subtraction, multiplication, and the use of equations and graphs and tables. - Communications skills include the ability to communicate under pressure using both writing and speaking. - Team skills require that you work well with a variety of people. When you have completed your training, you will qualify to be a Mission Specialist. Managing the space station requires teamwork, planning, and problem-solving abilities, especially in high-pressure, emergency situations. Good luck! Remember, "Failure is not an option"
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Lesson 3: Blast Off!

Introduction:
In this lesson, apprentices are introduced to more basics of space science and exploration, and continue their learning of Newtons laws of motion. This lesson focuses on Newtons Third law, as demonstrated by rocket launches. This lesson includes both a demonstration of a paper rocket launch, and then a hands-on activity where apprentices make their own rockets. Please note that this lesson requires advance construction of the rocket launcher.
Select 2 21st Century Skills:

Snapshot Agenda:
10 min: Opening Ritual 5 min: Agenda and Expectations 15 min: Rocket demonstration and how it works 45 min: Paper rocket building and launch 5 min: Teachback 5 min: Clean-up
1.
By the end of this lesson, apprentices will be able to describe Newtons Third Law of Motion. 2. By the end of this lesson, apprentices will be able to build their own rockets and describe the motion of a rocket and how it can be launched MA Science Curriculum Frameworks, Physical Sciences (Introductory Physics) Grades 6-8: An objects motion can be described by its position, direction of motion, and speed. Check in with the Team Leader to see what apprentices are learning during the school day, and if there are connections to be drawn.
Key Connections:
Apprentice Roles:
Timekeeper: Assign a timekeeper for the rocket building. The timekeeper should warn the class when there are only 10 minutes, and then 5 minutes left for the hands-on portion of the class. Clean-up crew: Assign two people to serve as cleanup crew for the day.
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Materials:
Rocket launcher (pre-made by Citizen Teacher): Ten foot inch PVC pipe inch PVC pipe elbow Hacksaw Ruler Duct tape Paper rockets: Construction paper Scissors Tape
Opening Ritual: Introduction:
See Opening Ritual from Lesson 1 plan. Todays activity continues the previous themes of looking at physical forces and how they relate to space science. Apprentices will learn about the Third Law of Motion, and how it is applied in the launching of rockets.
Activity 1: Rocket Power:
In this activity, a rocket launch is demonstrated. Newtons Third Law of Motion states that for every action there is an equal and opposite reaction. In the following rocket demonstration, air rushes into a small chamber, hits the paper rocket, and by doing so creates a thrust that sends the rocket flying. There are many variations for building a basic rocket launcher, but the most basic model includes taking PVC pipe and making an L-shape frame. A plastic 2 liter soda bottle is then connected to the end. A paper rocket is placed on the other end of the PVC pipe, and launched when the soda bottle is stomped on, and air pressure released. The basic model of the PVC pipe set-up looks like this:
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Citizen Teacher Tips: ON MAKING ROCKETS: If there is any extra PVC pipe, the pipe can be attached to a small block of wood to serve as a test platform for building rockets. In other words, the paper cone can be wrapped around the PVC tube to get the correct diameter for the rocket.
(Graphic from http://www.sciencetoymaker.org/airRocket/asmblLaunch.html)
The paper rocket is placed on the tapered end of the launcher, while the soda bottle is taped tightly to the other end of the launcher. For step-by-step instructions, the following is a good resource: http://www.sciencetoymaker.org/airRocket/asmblLaunch .html There are also more high-tech variations on the launcher, including ones that use a bicycle pump for compressed air. See the following for detailed instructions on how to make a more powerful launcher: http://blog.makezine.com/archive/2009/03/compressed_ air_rocket.html
Activity 2: Building Rockets:
Apprentices can build their own paper rockets for use with the air pressure launcher. To make the paper rocket building more interesting, you can ask apprentices to make variations on the rocket by making some with longer bodies and others with bigger or smaller cones. Different kinds of paper can also be used. Have apprentices observe what happens with their rocket, and how rockets of different sizes and materials compare. 1. Take a piece of 8 X 11 inch construction paper, and roll it into a tube that fits over the rocket
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2.
3. 4. 5.
6.
launcher pipe. The tube should fit the launcher snugly, but not be too tight. Trace a 3 inch circle on the construction paper, and cut it out. Mark a dot in the center of the circle, and cut a slit from the dot to the edge of the circle. Fold the paper disc into cone and tape it together. The base of the cone should be only slightly bigger than the diameter of the paper tube. Tape the cone to the body of the tube. Cut out two trapezoids with a top base of 1 inch and a bottom base of 3 inches. Fold the sides of the trapezoid in to create triangles. Tape one trapezoid near the base of the tube. To do this, tape the rectangular section of the trapezoid to the paper tube close to the bottom. The triangles folded out of the trapezoid will serve as the fins for the rocket. Fold the other trapezoid similarly and tape to the other side of the rocket.
Citizen Teacher Tip: ON ROCKETS: To show why the nose cone and fins are important, use this visual: release a balloon after inflating it and not tying it off. This shows dramatically what happens when pressure is released without something to guide/control it.
The finished product will look similar to this:
(Picture and adapted instructions from www.ehow.com)
Paper rockets also have many variations. A good template with instructions can be found here: http://cdn.makezine.com/make/15/Rocket_Template.pdf This activity can also be modified by having apprentices build different kinds of rockets, for example, one without fins, or without a nose cone, but just a flat top. What
happens when these rockets of different shapes are launched? Launching a plain tube, or a tube without fins, but with a nose cone, shows why these things are needed. This leads into discussion about why the rocket has certain features. For example, why the pointed top? Get the apprentices to think about how their hand moves through the air when they put it out a car window. When its flat, you feel resistance and it moves rapidly up and down. If you tilt it into the wind so it cuts the air, it holds steady. What do the fins do? What is the purpose of the body of the rocket? The body of the rocket is there to hold the fuel in this case, pressurized air. Release a balloon after inflating it and not tying it off to show them what happens when pressure is released without something to guide/control it.
Optional Activity: Straw Rocket:
The above rocket project may require more preparation time than you have available. Another rocket project that may be less time and labor intensive is to build a straw rocket. This model is adapted from Cosmic Science by Jim Wiese (1997). This can be put together ahead of time, but you can also have apprentices put these rockets together in teams. Teams can test how different sizes and shapes of the bottle affect the strength of the rocket launcher.
Materials:

Modeling clay 2 plastic drinking straws (one thinner and one thicker) Empty 2-liter soda bottle Scissors Ruler Thin paper (typing paper or copy paper) Transparent tape
1. 2. 3. 4. 5. 6.
Cover the end of the thinner straw with modeling clay. You should use enough clay to cover the mouth of the soda bottle. Connect the straw to the soda bottle. Cover one end of the wider straw with clay to act as a stopper Cut two strips of thin paper, one by 3 inch, and the other 3/4 inch by 4 inch. With the shorter strip of the paper, make a loop and overlap the ends by about one inch. Tape the ends inside and outside the loop so that a narrow slit about inch wide is created. Fold the longer strip of paper similarly. Insert the open end of the wider straw through the slit of the smaller loop. Move the loop towards the end of the straw where the clay is. Then insert the open end through the slit of the larger loop. This serves as a cradle for the straw.
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7. Place the wider straw over the thinner straw attached to the soda bottle. The two paper loops should both be cradling the wide straw. 8. Tape the loops into place on the wider straw. 9. Squeeze the soda bottle forcefully. The force should cause the wider straw to shoot off. Never point the straw toward any one. Be sure to point the rocket away from yourself as well.
(Graphic from http://space.about.com/od/activities/ss/bottlerocket_2.htm)
Both types of rocket launchers demonstrate the use of compressed air to launch the rocket. As air moves from the soda bottle into the pipe/straw chamber, air molecules are compressed and increase air pressure. The air pressure creates a force that can then launch the rocket/straw. Ask apprentices about observations from their rockets. What did they learn from the activity? Did different teams with differently shaped rockets have different outcomes? Did anything go wrong as they were trying to build their rockets? Forecast the next lesson by asking them to think about how they would react if something went wrong in an actual rocket. Could they withstand the pressure? Explain that next week they will be watching parts of Apollo 13, based on the true story of the Apollo 13 crew that ran into trouble with their spacecraft. Science is a complex subject, and even for NASA professionals and astronauts, things dont always go as planned
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Lesson 4: Apollo 13
Introduction:
In this lesson, apprentices watch parts of Apollo 13 and follow along with a video guide and/or bingo game. This movie is based off of a true story where during an attempted third landing on the moon, an electrical malfunction on the spacecraft caused an explosion which then led to the loss of electrical power. This film powerfully demonstrates how teamwork and quick analysis of the situation (and the data of what was happening) allowed the team to ultimately return safely to Earth.

Snapshot Agenda:
5 min: Introduction of film and activity 85 min: Apollo 13 screening
1.
By the end of this lesson, apprentices will be able to describe how teamwork and data analysis occurred in a real situation to lead to problem-solving 2. By the end of this lesson, apprentices will be able to identify vocabulary and core concepts they have learned in an authentic setting Teamwork and data analysis are key to all professions, especially when an emergency arises! Ask apprentices to watch for examples of teamwork and data analysis throughout the film.
Key Connections:
Materials:

DVD copy of Apollo 13 film TV w/DVD player Apollo 13 scavenger hunt sheet Apollo 13 bingo sheet
There is no Opening Ritual for this session so that more of the movie can be watched. Tell the apprentices that while this movie is make-believe, the actual mission was real. This was the 3rd time the US tried to go to the moon, and everyone thought that it was easy. This mission told everyone it wasnt. Apollo 13 was led by Jim Lovell, a veteran
astronaut. The other two astronauts were Fred Haise and Jack Swaggart. Jack was a replacement, because Ken Mattingly was believed to have the measles and couldnt fly. The movie shows a lot of Ken on the ground helping, along with scenes of Jim Lovells family but the focus of the session is on mission scenes. There is some adult language in the movie, and it should be explained that these were adults on this mission under a lot of stress. Remember to note how teamwork and data analysis of the problem led to the final solution!
Activity 1: Apollo 13 Guide:
(The normal running time of the movie is 2 h and 20 m, which is too long for class, so the following instructions allow for a 90 minute or less class. If you keep the between scene discussion quick (you can talk over the transitions) the critical scenes can be shown.) Each apprentice will have a bingo card for each set of scenes. They should cross off words or concepts they see or hear (it doesnt have to be precise it could be they see a rocket take off and think explosion). This is to keep them interested and focused. The first 2 scenes bingo cards are easy the words are usually spoken or even written. For the 3rd (and longest scene) the card is harder and theyll have to watch closely for objects or concepts (or words). There is no bingo card for the last scene its just a feel good moment. Start the DVD at Scene 4, Lift Off (1 minute) Point out that this rocket has many stages in order to get the spacecraft high enough to leave Earth. Also point out that several different types of rockets were used the one that lifted off, the command module with the guys in it, and the Lunar Module, which was docked at the end of the scene as was intended as a landing craft for the moon. There are scenes the kids will giggle at like when Fred Haise vomits (motion sickness) and at the very end of the scene Jim Lovell uses the bathroom (thats the cue to end the scene). You can point out the astronauts families and Ken Mattingly (the guy with the cool car). Stop the DVD at the end of Scene 4, when they start to make the video broadcast. Tell apprentices they will return when the problem with the mission starts. Restart the DVD at Scene 6, and stop the DVD when they show the astronaut in the motel room with the TV on. (12 minutes) The Citizen Teacher can point out interesting things, like the fact that all the debris after the explosion still moves with the spacecraft. Remind apprentices this is because of
inertia. Once you move something in a direction in space, it keeps going. You can also point out the dated technology, including the slide ruler. Point out how much the astronauts had their heart set on landing on the Moon and thats what is meant by we lost the moon. Also, let apprentices know that it took the astronauts several minutes to figure it out the problem, because they couldnt see what happened. The explosion happened in the parts of the rocket where they could not go. The situation certainly looks very bad because everything is going wrong, and the oxygen is running out, and the power is a problem, etc. Now the class will skip to see the parts of the mission where they go around the moon, and the astronauts understand how bad the problems really are, and how they might be able to fix them. Restart the DVD at Scene 9. Run it for about 30 minutes, stopping at the scene where they show Jim Lovells mother in a wheelchair, near the start of Scene 13. (25 minutes) Note a few things at the beginning when you are on the far side of the moon, the control center on Earth cant see or talk to you, so there is a delay. Also, Jim Lovell imagines what it would have been like to be on the Moon. Point out how many people on the ground help out. Also, there are scenes on Earth with what is called a simulator. Explain that is a fake spacecraft on Earth that allows them to test things out while the astronauts are up in space. This allows people on the ground to make recommendations to the crew on what to do next. Note how angry the team gets when their CO2 is high this is because their brains arent getting enough oxygen, which can kill you. Also, one of the problems is that when they went into the Lunar Module (or LEM) to survive, the LEM was made for 2 people, not 3. The other thing they were working on was how to get ready to come home to Earth with very little power, and this is practiced in the simulator. Restart the DVD at Scene 17 and run until the end. (16 minutes) Narrate to apprentices that the crew is extremely cold because they turned off all the power, and Fred is sick. They have to disconnect the command module from the lunar module and get home. The command module is now only a small capsule for re-entry. In a scene we missed, they disconnected the engines, etc. When the capsule reenters it actually burns a bit, with a heat shield that protects them. During reentry coming through the atmosphere, the radio doesnt work so they have to wait to see if they make it.
Next week well discuss some of the things we saw, and well be re-creating one of the scenes, right here in class!
Name:_______________________________ Scene 1
Roll
Trajectory
Urine
Gravity
Moon
Engine
Ignition
Roll
Gimbals
Houston
LEM
Tower
Lovell
Action Reaction
Docking
Mission
Jolt
Glitch
Lunar Module
Puke
Dump
Odyssey
Abort
Distance
Beatles
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Scene 2
Valve
Power
Debris
Teamwork
Fear
Command Module
Math
Thruster
Status
LEM
Venting
Lifeboat
Spacecraft
Oxygen
Computer
Master Alarm
Explosion
CapCom
Slide Ruler
Gauges
Inertia
Procedures
Fuel Cell
Guidance
Spin
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Scene 3
Mylar (foil)
Clouds
Exhaustion
Angry
Carbon Dioxide
Worry
Static
Sock
Dream
Buzz
Velcro
NASA
Filter
Newton
Country Music
Aspirin
Duct tape
Foot print
Amps
Angle
Legs
Procedure
Home
Baby
Armstrong
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Apollo 13 Treasure Hunt

As you watch, look for the following words and cross them off when you hear them: Fuel Cell O-2 (oxygen) Attitude CO2 (carbon dioxide) System Status Clock Procedure Computer Houston Thruster Gimbal
Look for answers to the following questions: Where did the problem happen? Near Earth Near Moon Between Earth and Moon
How many different kinds of space ships did it take to get to the moon (was it only 1 rocket, or were there different rockets)? 1 2 3 4 5
What did they mean when they said we just lost the moon?
Why did it get so cold in the space ship? How many people helped the astronauts? 10 20 30 40 More than 50
Where did the CO2 come from? How big was the spaceship that landed back on Earth? Big like a house Big like a car Big like a building
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Lesson 5: Houston, we have a problem - Apollo 13 and Ingenuity in Action

Introduction:
In this lesson, apprentices break into teams and recreate one of the most interesting scenes from Apollo 13 where following a technical malfunction aboard the space craft, astronauts were forced to jury rig systems to support critical functions on the shuttle. The astronauts were able to devise solutions with assistance from ground engineers who experimented with different solutions in the simulator, using only the materials that would be available on the space craft. The apprentice set-up is based on a fictional space shuttle mission that has a problem. Given a box filled with space junk, the teams have to build various components, and write out instructions so the people on the shuttle can re-create their work.

Snapshot Agenda:
5 min: Introduction of simulations and activity (slides) 65 min: Ingenuity in Action, a simulation 20 min: Debrief and Teachback
3.
By the end of this lesson, apprentices will be able to understand how simulations help train people to prepare for unexpected events. 4. By the end of this lesson, apprentices will be able to understand how to improvise construction and design of components using objects at hand. a. MA Science Curriculum Frameworks, Technology and Engineering Grades 6-8: Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign
Key Connections:
As in Apollo 13, we will be conducting a simulation of a problem aboard a space ship (the shuttle), and understand how engineers on the ground (us) will help. Simulations are exercises that are used in a variety of careers. Whether its simulations of a technical problem, of an emergency medical situation (such as for doctors or EMTs), or a flight (as pilots use), all simulations help people practice solving solutions under pressure.
Materials:
Slides for simulation set-up

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1 box of space junk: -Plenty of rolls of duct tape or masking tape -Plastic report covers -Random lengths of tubing of various diameters (e.g., pool hose, plastic tubing -for ice makers, rubber tubing, etc.) -Plastic objects that can serve as filters and/or scrubbers (e.g., old water filters, dried out, old pool filters, air filters for furnaces, plastic cylinders, foam rubber, etc.) -Old, clean clothing (white T-shirt, socks, etc.) -Random objects (paper cups, spoons, etc.)
Mission STS-4502 at the Edwards Middle School, Boston
There is no Opening Ritual for this lesson to allow more time for the simulation activity. Instead, the power point slide show will serve as the introduction and warm-up for the days lesson.
Opening Ritual:
Introduction:
Remind apprentices that in Apollo 13, astronauts on the ground used a simulator on Earth to help the astronauts in space. The simulator worked just like the spacecraft, but was housed down at NASA and was used to work out problems and to practice missions. Tell the apprentices that today we will be doing a simulation, where we are the engineers supporting some astronauts in space. This will be just what we do with the WOW!, except in the WOW! well talk to NASA directly and guide astronaut activities. Today, well be working on repairs to some systems on the space shuttle. In teams, well work to find solutions and write out how astronauts up in the shuttle can repeat what we do down here. The Citizen Teacher will be the Engineer-in-Charge, and watch the clock and help with solutions. Once in the simulation, the apprentices should stay in character and use lingo they know and think about the bigger solutions (for example, if only 1 of 4 components is fixed, 1 team doesnt win, rather the mission fails).
Activity: Mission STS-4502 Simulation:

See slides for STS-450 and please read notes in bold to get ideas for parts, and tips for running this simulation. As the Engineer-in-Charge, the Citizen Teacher should challenge each team with guiding questions are you meeting the requirements, can anyone follow the procedure, are you using the minimum of materials and steps? You can put a clock up so they see how much or how little time they have. You can call time outs and brainstorm around each approach. There arent many right answers, just different solutions to puzzles. 1. Break the class into teams of 4 and explain the following mission: When the shuttle tried to dock with the International Space Station (you can show a slide to introduce the kids to the ISS, well revisit that later in the year and at the WOW!), it came in too fast and docking failed (recall a similar fear in Apollo 13, the movie). Docking is a very sensitive process because it has to be extremely precise, but of course, is also extremely difficult. The shuttle sustained damage to 4 critical systems and our job is to suggest ways to fix them. All must be fixed prior to landing. All the parts for the fix must be available on the shuttle, so teams can only use what is in the box in the classroom. All 4 fixes have to happen you can also do 3 fixes if the class is small. 2. For each challenge, teams need to provide the astronauts with a written procedure (the Standard Operating Procedure or SOP) that they can follow so we can read it to them over the radio, and astronauts on the shuttle can repeat the fix. The 4 critical problems that need solutions are: 1. Dust flooding compartment Large particle filter This dust may be corrosive and could hurt the astronauts lungs. We need to figure out a way to build an air filter. The challenge is to attach a small diameter hose (1 inch or
Citizen Teacher Tips: ON MATERIALS & COOPERATION: Only 1 box of space junk is provided to the entire class. Typically, apprentices completing this simulation become competitive, and teams will all try to win. However, if possible, stress that the ultimate aim of this simulation is for everybody to win, or in essence, for everybody to survive. That said, the goal of having teams is not to increase competition, but to demonstrate that ingenuity comes in different forms and that different designs are possible from the same set of materials. In some cases, because supplies are limited, teams should learn about how to negotiate with one another so that all teams can create the best solution. Remind apprentices that in Apollo 13, the engineers on the ground were all struggling against the clock to find a solution to save the astronauts. The apprentices should think about their simulation in a similar vein. Apprentices tend to like competition, however, and so it may be quite difficult to break them away from that habit.
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so, like a pool hose) to a large air filter (12 x 12 furnace filter, available at Lowes). 2. Dust flooding compartment Small particle filter The challenge is to attach a hose (1 inch or so, like a pool hose) to a two-stage filter. Possible solutions are using a paper filter plus some foam rubber or a sock and foam rubber. Do not give apprentices these exact suggestions, but challenge them to think of ways to use two different pore sizes, which is the key. 3. Water Storage The collision damaged the water supply and the astronauts need to transfer drinking water to a new tank. The challenge is to connect a small hose (like for an ice maker) to a larger container (Tupperware, bucket, etc. without a lid) with as water tight a seal as possible. Remember, with no gravity we need to add a lid so the water doesnt float away. 4. Scrubber As on Apollo 13, carbon dioxide levels are rising. The shuttle has replacement parts for the ISS but not one for the shuttle! Youll need to make the ISS type scrubber fit the shuttle hose (again, a 1 inch pool hose works). For the scrubber you can use a water filter, or any technical-looking housing of plastic that doesnt easily attach to the hose.
Save time following the simulation for a debrief of the exercise. For the debrief, each team should show their solutions to the rest of the class, and give a short explanation of why they chose to approach the solution the way they did. After each team has presented (about 4 minutes each team), the class as a whole should also discuss some of the biggest challenges as far as working under pressure and in teams. Some questions to ask include: - What was the communication like between different team members? - Why is it hard to work as a team when there is a deadline? - Did some people take charge, and others sit back? - How was the work split up? - What are some of the best ways to involve everyone in a solution?
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Lesson 6: Properties of Space and Space Travel

Introduction:
This lesson explores some of the properties of space and how they affect astronauts who are living and working in space. The lesson includes a basic lecture about properties of space, and hands-on activities to simulate what its like working in a space suit.

Teamwork Data analysis
10 min: Opening Ritual 5 min: Agenda and expectations 20 min: Vacuum brainstorm and YouTube videos 15 min: Boiling Blood soda experiment 15 min: Growing Taller experiment 20 min: Simulating a Spacesuit 5 min: Teachback
Snapshot Agenda:
1.
By the end of this lesson, apprentices will be able to describe the biological effect of a vacuum and zero gravity on the human body. MA Science Curriculum Frameworks Earth and Space Science, Grades 6-8: Properties and conditions of objects in the solar system and those on Earth. 2. By the end of this lesson, apprentices will be able to explain how astronauts can protect themselves in space and maintain good health. MA Science Curriculum Frameworks, Technology and Engineering Grades 6-8: Appropriate materials for design tasks based on specific properties and characteristics.
Key Connections:
Space science isnt only about investigating planets or space travel. Its a diverse field that incorporates physics, chemistry, biology, physiology, engineering, mathematics, health, and nutrition. Many jobs, in fact, require many different kinds of knowledge. Todays lesson is going to explore some of the ways the space environment affects the health and well-being of an astronaut, which is something one might not think about immediately when thinking about the job of an astronaut. Health and well-being, actually, is important no matter what profession you go into, since it helps you do the best job you can do.
Apprentice Roles:
Clean up crew- 3 people to help clean up after the experiments
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Materials:
The Power of Nothing Empty soda can Metal tongs Source of heat (heat gun or small burner/torch) Small tub of cold water Soda experiment: Sealed bottles of carbonated soda Clear cups Growing taller experiment: 2 small baby food jars 2 larger wide-mouthed 1 liter or 1quart glass jar (big enough to fit baby food jars in) 2 round balloons Scissors Simulating a spacesuit experiment: Plastic tubs Coins Nuts and bolts Screwdrivers Rubber gloves (thick ones, such as used when washing dishes) Standard supplies: 3 hole punch, extra pencils, rulers, lined paper Required visuals for posting: 21st Century Skills list, agenda, ground rules and expectations chart
Opening Opening Ritual: Introduction:
See Lesson 1 for description of the Opening Ritual. Now that apprentices have reviewed some of the laws of physics, and how they affect space travel, what are some of the other properties of space that make it such a tough frontier? The space environment is completely unlike that of Earths, and understanding the environment can tell us how astronauts prepare for their missions. This lesson will focus on how astronauts live and survive in space.
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Activity 1: The Power of Nothing:
Begin by asking apprentices to think about what astronauts need protection from in space. Ask apprentices if they know what a vacuum is. Many apprentices will of course talk about the home appliance. Ask them to describe what a vacuum does. Apprentices will answer that it sucks up things from the ground. Ask if they have ever put their hand over a vacuum tube. What does it feel like? A vacuum, simply defined, is the absence of air-- or really, any gas at all. It is nothing. Space does not have air. How might that affect humans? Break apprentices into two groups and have them brainstorm what they think it would feel like to be in an environment with no air. Another interesting way to phrase the question is can nothing hurt you? The power of nothing demonstration simply shows the kids how the difference in air pressure can do major things. 1. Prepare a small tub of cold water. 2. Pour 2-3 table spoons of water into the empty soda can. 3. With a heat source (a Bunsen Burner, light torch, hot plate, etc.), heat up the empty soda can and water. 4. With a pair of metal tongs, invert the heated can and hold the can in the water. 5. The can will automatically collapse. As you are doing this demonstration, ask the apprentices to guess whats happening in the can. As the water is heated up and rapidly condenses, it forms a small vacuum. When you invert the heated can into the water, the can instantly crushes. Why? The air pressure above the can (miles and miles of air up to the limits of our atmosphere), presses down on the vacuum. It happens fast and virtually instantaneously. Tell them that this can happen at much bigger scales by showing them a photo (many are available on the internet) of a railroad tank car crushed the
Citizen Teacher Tips: ON ACTIVITY SEQUENCE: Different schools and classrooms will have a different comfort level with the amount of mess that is created by doing these experiments and demonstrations. As the Citizen Teacher, feel free to pick and choose from among these activities that make sense for your environment and resources.
ON ACTIVITY 1: If you cant do this demonstration in class, the following YouTube videos offer similar demonstrations: Collapsing soda canhttp://www.youtube.com/w atch?v=skhSfFz28g0 Vacuum crushing an oil drumhttp://www.youtube.com/w atch?v=Uy-SN5j1ogk&NR=1
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same way. Workers forget to let the tank cool after cleaning it with hot water, so a vacuum forms. When they seal the tank, its crushed. See http://www.physics.umd.edu/lecdem/services/demos/ demosi4/i4-15TankerCrush.jpg. Following the brainstorm, describe to apprentices what happens in a vacuum. If you have a vacuum pump, doing a vacuum and bell jar activity is a striking way of showing what happens in a vacuum. Cool things to put in a vacuum that also teach include a bell (vacuum chambers are often called bell jars, because the bell cant be heard clearly because sound needs a material through which to travel), a balloon (which will either grow to fill the chamber or pop), water (which will boil if the vacuum is good enough), marshmallow astronauts/peeps (which expand and then shrink when pressure is reapplied). You can simply have a variety of objects available and have the apprentices pick items and hypothesize what will happen to them in vacuum. Without such equipment, showing a power point of pictures, or showing a YouTube video of vacuum experiments can be helpful. Pick different vacuum experiments and ask apprentices to fill in the attached worksheet.
Citizen Teacher Tips: ON EQUIPMENT: Vacuum pump and bell jar set ups can be cheap and simply made. There are also many online websites for purchasing science equipment. For example: http://scitoys.com/scitoys/scitoys/aer o/vacuum/
ON ACTIVITY 2: Apprentices might pose the question of what presents the biggest danger to humans in space, e.g. whether its boiling blood, the cold, or lack of air. Cursory research by a CT found that its the gases escaping from blood that are the most immediately threatening, but that all three circumstances are lifethreatening. The human body is engineered to try and keep warm in the cold, and can survive for several minutes without air, but the boiling blood is near instantaneous. This reality can drive home the fact that while astronauts truly do have a heroic job!
Activity 2: Boiling Blood:
Why do astronauts have to wear space suits? There are a number of reasons, but one is because in a vacuum, there is no air pressure pressing against human bodies. Air pressure is necessary because it helps keep our bodily fluids from changing into vapor. In other words, if there is no air, then our bodily fluids risk boiling away, like the way water changes to steam. An easy way to demonstrate this concept is to do a quick soda experiment. The following experiment is adapted from Astronomy for Every Kid by Janice VanCleave (1991). 1. Break the group into teams of 3 2. In front of each group, set a bottle of soda. Tell them they should not open it until told. 3. Have each apprentice make observations about the
ON ACTIVITY 4: Depending on the classroom and apprentices, it may not be a good idea to give teams individual tubs of water. The classroom can get messy quickly, and not all schools may have the tolerance for this.
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4. 5. 6. 7. 8.
liquid. They should note the color, and whatever else they see. When instructed, each apprentice should pour a small amount of soda into their cups, and should take a sip. Remind apprentices that in a laboratory, they should never drink anything unless they know exactly what it is and that it is not harmful. Apprentices should write down what they notice about the taste and feel of the soda. Now, let the soda sit in the cup for 5 minutes, undisturbed. Have apprentices taste the soda again and write down their observations, especially noting how fizzy it is. Ask apprentices for their results.
Whats happening: Apprentices should notice some change in how carbonated the taste of the soda feels. They should also have noticed that when they first pour the soda, it is very carbonated, and eventually, the bubbles disappear. This phenomenon is analogous to how blood in a human would be if they did not wear a space suit. Explain that when the soda is bottled, it is under high pressure, and carbon dioxide is dissolved into the soda. When we look at the bottle of soda, we cant see the bubbles. When the bottle is opened, however, the pressure is decreased, and the gas rises out of the bottle. Tasting the soda after 5 minutes also tells us that the soda is less fizzy now, and indicates that some of the gas in the soda has disappeared into the air. Similarly, for a human on earth, the air pressure keeps oxygen in the blood. When that air pressure is gone in space, then the oxygen escapes, which can easily kill a human. How might a space suit help? A space suit, sometimes also known as a pressure suit, keeps a constant amount of pressure inside. This allows the oxygen to remain in the system. If the suit were torn, then oxygen could boil out of the blood, and as it does so, it breaks the blood vessels. This is why a space suit is so important!
Activity 3: Growing Taller:
This activity is taken from Astronomy for Every Kid (1991) by Janice VanCleave. Explain to apprentices that in space with no air pressure, and much less gravity (often called zero gravity, though gravity is always present), another effect on the body is that people actually grow taller. Since gravity is not pushing on the spinal column, discs between vertebrae expand, and drive vertebrae apart, so that the effect is that people get taller. The following experiment illustrates this effect. 1. Cut the neck from one of the balloons. 2. Screw off the lid of the baby food jar and stretch the cut balloon over the baby food jar to cover the opening. 3. Place this baby food jar into the larger jar.
4. With the second balloon, cut the tip off of the rounded end of the balloon, and stretch this balloon over the mouth of the large jar. The neck of the balloon should be centered over the mouth of the jar. 5. Push the surface of the stretched balloon into the jar so that air from inside the jar escapes through the open neck of the balloon. 6. Then twist the neck of the balloon together to close the neck and create a seal. The twisted piece of the neck should form a tail that you can tug upward. Pull upward. 7. Observe what happens to the stretched balloon that is over the mouth of the baby food jar. 8. Ask apprentices what they think this experiment says about gravity on a persons body.
(Graphic from http://scifiles.larc.nasa.gov/text/kids/D_Lab/activities/too_short.html)
Whats happening: The balloon on the baby food jar will bulge upwards. This is because pulling the large balloon upwards represents a low-gravity environment. The balloon bulges upwards, much like how the discs between vertebrae would expand. When the large balloon is pushed downwards, this represents a high-gravity environment. The result is that the balloon on the small jar shrinks downwards. The discs between vertebrae are pushed together because of the gravity, resulting in a more compact spinal column. When astronauts re-enter earth, this experience can be quite painful and taxing on their bodies.
Activity 4: Simulating a Spacesuit:
Now that apprentices understand some of the ways the space environment can affect the physiology of astronauts in space, the following exercise helps them experience how unwieldy the space suit actually is. The space suit, while extremely important for keeping astronauts healthy and safe, impedes mobility and makes even small tasks very difficult. This activity is adapted from Cosmic Science (1997) by Jim Wiese. 1. Divide the group into teams of 3. 2. Hand out a pair of rubber gloves to every apprentice. 3. In front of each team, place an assortment of coins, nuts, bolts, and screwdrivers on the table. 4. Ask each apprentice to pick the items up. Ask if there were any difficulties in doing this. 5. Then, fill the plastic tubs full with water. Place one tub in front of each group. 6. Have each apprentice put on the rubber gloves and instruct apprentices to try and pick up each object in the water. Ask if they have more trouble picking up the objects now. 7. Have apprentices try to put the nut onto the bolt. Is it easy? Difficult? How long does it take? Whats happening: Apprentices will notice that picking up the objects is made more difficult when they are wearing rubber gloves and the objects are under water. Putting the nut onto the bolt will also be quite hard. When wearing a space suit, astronauts are similarly limited in their movement. The space suit is big and bulky, and doing fine activities becomes a difficult task. Working in an environment of low gravity is also difficult. Gravity helps in keeping things in place. In a low gravity environment, however, everything floats. That may seem fun at first, but it makes grabbing onto objects a much more frustrating task.
Ask apprentices: What are some of the dangers that space poses to human bodies? How can humans protect themselves? What are the advantages and disadvantages of wearing a space suit? Had any of the apprentices ever considered what a tough environment space would be to live and work in? Next week, we will continue to explore how humans can live and survive in space, and look particularly at how hot and cold space actually is.
Vacuum Experiments Team Name:_____________________ Example 1 Materials (materials placed into vacuum chamber): Hypothesis (Prediction what do you think is going to happen?):
Result (What actually happened?):
Example 2 Materials (materials placed into vacuum chamber): Hypothesis (Prediction what do you think is going to happen?):

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Lesson 7: Properties of Space and Space Travel II

Introduction:
This lesson will continue to explore the environment of space, and how astronauts deal with the extreme conditions. The concepts of hot and cold, in particular, will be explored.

Snapshot Agenda:
10 minutes- Opening Ritual 5 minutes- Hot and Cold game 10 minutes- Is space hot or cold? 35 minutes- UV Man and Radiation 20 minutes- Protecting Astronauts: Experiment OR How Cold is Cold Part I- Dry Ice 5 minutes- Teachback 5 minutes- Clean up
1.
By the end of this lesson, apprentices will understand the harmful effects of UV radiation on humans 2. By the end of this lesson, apprentices will understand the molecular properties of cold and hot MA Science Curriculum Frameworks, Physical Sciences (Introductory Physics) Grades 6-8: Temperature change results from adding or taking away heat energy from a system MA Science Curriculum Frameworks, Physical Sciences (Introductory Physics) Grades 6-8: Heat moves in predictable ways, moving from warmer to cooler objects until reaching equilibrium
3. By the end of this lesson, apprentices will be able to discuss some strategies for protecting astronauts from cold and radiation in space. MA Science Curriculum Frameworks, Technology and Engineering Grades 6-8: Appropriate materials for design tasks based on specific properties and characteristics
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Key Connections:
This lesson picks up from where the last lesson left off. The last lesson focused on the health and well-being of the astronaut. Ask apprentices why health is important to an astronaut. How else does health play a role in any career?
Citizen Teacher Tips: ON MATERIALS: Dry Ice is frozen carbon dioxide, which is much colder than traditional ice. It is made by specific manufacturers and used in a variety of industries. For example, it is used in remodeling for cleaning surfaces. It is also frequently used for packing perishable food items. Look in the phone book, or do an online search to find local vendors who sell dry ice. In Boston, it sells for about $2/lb and is readily available.
Apprentice Roles:
Timekeeper: Assign one apprentice to make sure that the class goes back into the classroom 40 minutes before the end of the apprenticeship. Clean up crew: Assign three apprentices to assist with clean up after experiments
Materials:
UV Man: UV beads (can be found at craft stores) non-UV beads White pipe cleaners Scissors Protecting Astronauts: Glass thermometers Drinking glasses (large enough to hold thermometers) Aluminum foil Rubber gloves Desk lamp Cotton handkerchiefs (or other fabric scraps) How Cold is Cold? Part 1 Dry Ice Dry ice Styrofoam container to store dry ice Tongs (plastic or metal) Glass container/jar A coffee can or similar can with a plastic snap-on lid Soap bubbles (the toy kind with the little wand) Old fish tank or similarly sized/shaped container with transparent sides How Cold is Cold? Part 2 (Supplemental Activity) Liquid Nitrogen: Liquid nitrogen is dangerous and should only be handled by
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someone comfortable with it. Local colleges or universities or high tech businesses may have it and may have a scientist willing to assist with the demonstration. Do not be afraid to ask! An old-fashioned metal teapot with a whistle Dewar (vacuum) flask A coffee can or similar can with a plastic snap-on lid An aluminum baking pan Ping pong balls put a pinhole tangential to the circumference, drawing spirals on them helps with the visualization Long skinny balloons (such as ones used to make balloon animals) A test tube A flower or flowers (carnations work best and are cheap) Plastic sheeting (to contain the mess) A banana A piece of wood A nail A plastic tub (14 x 28 or larger) Hot water (a full coffee pot works well but be careful!)
Standard supplies: 3 hole punch, extra pencils, rulers, lined paper Required visuals for posting: 21st Century Skills list, agenda, ground rules and expectations chart
See Opening Ritual from Lesson 1. The apprenticeship today will continue from last weeks discussion of space travel and the effects of the space environment on human bodies. Last week focused on what living and working in a low-gravity environment was like. This week will focus on how astronauts protect themselves from the cold and radiation in space. Apprentices will also have the chance to observe different degrees of cold.
Activity 1: Hot and Cold bodies:
What does it mean to be hot or cold exactly? How is it that two different people in the same temperature might feel hot or cold differently? Often, outside of science, we refer to hot and cold relative to ourselves, but hot and cold actually has to do with the movement of atoms, and not just how something feels. But what allows us to feel whether something is hot or cold, is heat transfer. To give an example, when your body comes into contact with something that is colder than the normal body temperature (98.6 F), heat is conducted into the object you are in
contact with. This means that heat will flow from the person to the object. Energy is moving from the person to the object. When you touch something really cold, the cold from the object will drain energy from you. Shivering, for example, is a way to remedy the cold. By moving your muscles when shivering, you are trying to create more energy in the atoms of your body. What this means is that something that is hot has atoms that are much more energized, whereas something cold has less energized atoms. To illustrate heat transfer, play the following game (adapted from http://www.physics.ohio-state.edu/~wilkins/energy/Companion/E07.1.pdf.xpdf): 1. Split the class into two equal teams 2. Assign one team to be the colds and the other to be the hots 3. Have the two teams stand opposite each other. 4. Instruct the hots to jump up and down frantically, while the colds should also move, but only hop. 5. Have the hots move towards the colds while still jumping with a lot of energy. Then when a hot comes into contact with a cold, the hot should reduce the energy with which they jump, while the colds increase. 6. Have the group continue to mingle with one another. Now, when a cold that has been in contact with a hot touches another cold, they should slow down their jumping more, but the new cold that has been touched should increase their energy a little bit. 7. Eventually, all the hots and colds will have come into contact with other atoms, and by the end of the exercise, all of the apprentices should be jumping at roughly the same rate. 8. Explain to the class they have just demonstrated how conduction works. Is space hot or cold? Its actually a misleading question. From the demo above, what made the hots hot? It was the fact that there were hots moving around (and hitting colds). In space, we know there is a vacuum, so theres nothing to get hot (or cold). So objects in space are actually as hot as you make them, and only cool down via radiation (theres nothing to touch to cool down). So what do we mean by cooling (or warming) by radiation? What is hotter in the summer wearing a white t-shirt or a black t-shirt? A black t-shirt absorbs more energy from the sun, so it makes you hotter. The white t-shirt reflects the energy. So in space, dark objects absorb energy, white ones (or shiny ones like a mirror) reflect it. We can use this to make things hot or cold or keep them from getting too hot or too cold. (It turns out dark objects also radiate more efficiently, which is why the little coolers in computers are painted black.)
Activity 2: UV Man:
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A common example of radiation is the sun; when you stand in the sun, you feel the waves from the sun and feel warm. When you stand in the shade, the waves from the sun do not reach you as directly, and you feel cooler. Radiation, unlike conduction, can travel far distances. With conduction, you have to come into contact with something hot or cold. With radiation, this energy is carried through waves. To refer to the hot and cold bodies game, radiation can be illustrated by a group of jittering hot bodies in the middle of the room that then shoot out to touch the colds and thus increase their energy. Radiation, however, can also be very dangerous. Ask the class who has ever gotten sunburn. Chances are, many of them have, or have at least tanned. Sunburns are caused by UV radiation. Explain that since in space there is no atmosphere (and no ozone layer), there is nothing to protect humans from radiation, and that is another reason why astronauts have to wear space suits. To demonstrate the effects of radiation, you can have each apprentice build his/her own UV Man. This activity is adapted from the Lunar and Planetary Institutes resources: http://www.lpi.usra.edu/education/explore/space_health/space_radiation/activity_ 1.shtml 1. Give each apprentice 2 UV beads, 3 non-UV beads, and two pipe cleaners. 2. Have apprentices cut the two pipe cleaners in half. Taking one piece, apprentices should fold that piece in half. These will be the legs of UV man. 3. Have apprentices connect a second piece of the pipe cleaner to the legs. Thread the beads onto the pipe cleaner, alternating UV and non-UV beads. This will be the torso. 4. Have apprentices take another piece of the pipe clear and connect it to the torso to make arms. 5. Finally, the last piece of pipe cleaner can be twisted into a circle for the head. 6. Have apprentices note the color of the UV beads (they should be white or creamcolored). 7. Tell apprentices that the UV beads are radiation detectors. Do they think the detectors are picking up any evidence of radiation? Why or why not? 8. Explain to apprentices that they are now going to go outside and see if the radiation detectors pick up anything else. Ask them to shade the radiation detectors with their hand. 9. Find a shady spot to assemble the group. Now have the apprentices uncover their UV Man. What happens to the beads? (They should turn slightly darker, demonstrating that even in the shade, some radiation is getting through.)
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10. Have apprentices cover UV Man again with their hands. Keep UV Man covered for at least a minute. While this is happening, discuss with apprentices what they are observing. Why are the radiation detectors changing colors? 11. After the beads have returned to being white, have apprentices walk out into the full sun. Apprentices should note what happens to the beads. (They will change to a dark color). 12. Ask apprentices what they think this means in terms of radiation. Is UV man detecting high radiation? 13. Return to the classroom for discussion. Ask apprentices why they think the radiation detectors changed colors the way they did. If apprentices say it was because of the light, remind them that even in the classroom where there was light, they did not change color. If apprentices say it was the heat, ask apprentices to hold the beads tightly in their hands, where it should be warm. They can also put UV Man up to their mouth; their hot breath, however, will not change the beads colors. Explain to apprentices that the change in the color of the beads is due to radiation, the energy from the sun. We associate the sun with light and heat, but it is really radiation that affects us. If radiation is such a problem, how should they protect themselves from it? How do astronauts protect themselves from radiation?
Citizen Teacher Tips: ON ACTIVITY SEQUENCE: The logic of this unit is to introduce the apprentices to the extreme physical properties of space and how astronauts protect themselves from the environment. Activity 1, 2 & 3 are effective for teaching about hot and cold and the dangers of radiation. You can also just do Activity 1, 3, and 4 to focus on cold and hot and leave radiation protection to the next lesson. Once you are familiar with your apprentices, and have a sense of your goals for them and the culminating WOW!, you will know how best to mix and match activities.
ON DRY ICE: For more demonstrations using dry ice, check out Steve Spangler Science, a website with great hands-on activities. http://www.stevespanglers cience.com/experiment/0 0000055 There are resources online too that can teach you how to mix dry ice with common household materials to create a poor mans version of liquid nitrogen.
Activity 3: How Cold is Cold 1- Dry Ice:
This is a demonstration that can be done by the Citizen Teacher to demonstrate both the properties of cold and the properties of carbon dioxide. How cold is cold? When it gets near freezing, we typically think its cold. Sometimes it might even get down to zero. Brrrr! But how cold is space? Remember, it really matters what the object is if its dark, it might be hot because it absorbs a lot of radiation. If its light, it might reflect a lot of heat and get cold. Atmospheres also affect temperature. Here are on earth the temperature only really changes from below 0 F or so up to 120 F or so. On the moon, which is a light object without an atmosphere, it can get as hot as
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boiling water over 200 F degrees, and as cold as -300 F! Even on Mercury, the hot planet closest to the sun, it can get up to 800 F degrees during the day, but during the night it too can get as cold as -300 F. So in general, objects in space get extremes of temperatures. What happens to stuff, including people, when they get extremely cold? Well learn by using dry ice, which is solid carbon dioxide and is about -100 degrees , which is colder than anything that is naturally occurring on Earth. 1. 2. 3. 4. 5. 6. Show apprentices dry ice by taking it out with tongs (caution apprentices that they should never touch it directly) Drop the dry ice into a jar of room temperature water. Ask apprentices to describe what is happening. (Usually they will say that the water is boiling.) Let someone touch the jar and ask is it hot? Something is boiling, but not the water. In fact, the dry ice is turning from a solid to a gas and the dry ice is boiling because the water is so much warmer. As a visual, put some soap bubble solution in the jar. Foam will form with white filled bubbles. Pop them. This is the carbon dioxide and water vapor. This mixture of carbon dioxide and water is heavier than the surrounding air. To prove that the solid is turning into a gas, put some water in a coffee can and then put in some dry ice. Secure the plastic snap top. It will pop off quickly. NOTE: Never put dry ice in a sealed vessel such a water bottle or soda bottle with a screw top. It will explode and cause injury. Only use a loosely fit top such as a plain plastic lid on a coffee can, or a peanut container. What happened? The solid turned to a gas and gases take up about 1000 times more space than solids and liquids, so the top popped. Put a few inches of water into the fish tank and then add some dry ice. It will bubble and boil and leave a layer of white vapor. Let apprentices test whether carbon dioxide is heavier or lighter than air. Have apprentices blow bubbles above the tank and let them fall. What happens? The bubbles will appear to float in mid-air for several minutes, instead of sinking to the water. This is because in fact invisible carbon dioxide gas is bubbling out of the water creating a cushion of CO2. This demonstrates that carbon dioxide is heavier than the air in the bubbles, and heavier than many of the other gases in the air.
7. 8.
Whats happening: The demonstrations show that dry ice (solid carbon dioxide) is pretty cold. And in fact, its the same stuff we exhale. Remind apprentices about Apollo 13 when the astronauts were getting sick. This was because the carbon dioxide levels were getting too high and the astronauts were continuously producing carbon dioxide as they exhaled. In space, where its really really cold, our breath would freeze and turn solid since its very cold.
Activity 4: Protecting Astronauts:
Another reason astronauts must wear space suits is to protect themselves from radiation and the cold. Between the extremes of radiation and the cold, space is a very harsh environment for humans. The following experiment helps apprentices to see how different space suit materials help to protect an astronaut. This activity is adapted from Astronomy for Every Kid (1991) by Janice VanCleave. 1. Divide the class into groups of 4. 2. For each group, hand out 2 thermometers, 2 drinking glasses, a rubber glove, some aluminum foil (enough to wrap one glass) and a scrap of fabric 3. Have apprentices line the inside of one glass with a rubber glove, and cover the outside of the glass with aluminum foil. 4. Have apprentices line the inside of the other glass with a fabric scrap. 5. Place a thermometer in each glass. 6. Take a desk lamp and shine it at both glasses from approximately 12 inches away. 7. Wait 5 minutes, and then read the temperatures of the glasses. Whats happening: The temperature in the glass with the fabric scrap will be higher. This is because the rubber glove in the other glass helped to insulate it, and the aluminum foil on the outside of the glass reflected the light away from the glass. This is similar to the way a spacesuit for an astronaut works. The space suit is made of insulating material of rubber and nylon, and the outside is made of a reflective material to reflect the Suns rays away. This way, the, astronaut is able to keep a constant and relatively comfortable temperature inside the space suit, and also be protected from the extreme cold and radiation in space.
Citizen Teacher Tips: ON LIQUID NITROGEN: Liquid nitrogen should only be used by someone who is comfortable handling it. It may be possible to contact local colleges and universities to get access to liquid nitrogen, as well as find faculty members who may be interested in helping with the demonstration.
Activity 5: How Cold is Cold 2 Liquid Nitrogen Demonstration:

How cold was the dry ice? -100 or so. Liquid nitrogen (LN2), believe it or not, is even colder.
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Pour out some LN2 into a short wide Dewar flask. This is liquid nitrogen pretty much liquid air. Its -300. Its not quite as cold as deep space, but very very very cold. 2. Pour some of the LN2 onto a baking pan so the apprentices can see it. The drops will dance around and are boiling. Apprentices will still be shocked that it can boil at -300 F. 3. Spill some on the floor (not anywhere near bare feet). The drops will slide and then disappear. They boil away so quickly you barely notice it. 4. To prove that this liquid is boiling, use an empty coffee container and add some liquid nitrogen. Try and press the lid on. It will pop right away. The liquid is turning into gas and it needs more room 1000 times more room, and thus, the lid pops immediately. 5. Add some LN2 to the tea pot. It will whistle. Have a kid lightly touch the side. Apprentices will be surprised its not hot. This is because nitrogen boils at -300 F. 6. Another way to visualize the boiling is to put some LN2 into ping pong balls. Put the prepared ping pong balls in the liquid nitrogen using the tongs. Explain that the balls have a pin hole in them so they will fill up. Ask the apprentices to predict what will happen. 7. Put the balls into the empty baking pan. You may have to use your hand to warm the ping pong balls. They will spin very rapidly as the LN2 boils away, shooting out the hole. The liquid is turning into a gas very quickly and this is similar to what happens in an explosion, or in a rocket motor. In fact, LN2 can be used to power a rocket! 8. To demonstrate the idea of a rocket, take a long skinny balloon pre-filled with LN2 and insert it into the short flat Dewar flask. The balloon will slowly collapse so that it looks like its emptying and disappear into the nitrogen. 9. Repeat with another balloon. Ask the apprentices to guess what is happening. 10. Take the balloons out and put them on the table. They will slowly re-inflate. Some may pop. What
1.
Citizen Teacher Tips: OPTIONAL DEMONSTRATION: A nice finale is to pour liquid nitrogen into an empty plastic tub and then quickly pour in some hot water. This makes two effects that are just cool, but not all that related to space science. If youre lucky, youll hear a low rumble. These are shock waves sound waves, and they are similar to thunder, which is caused by something cold rain meeting something hot lightning. In our case, the cold stuff is liquid nitrogen and the warm stuff is water. Another effect will be billowing clouds of water vapor, which look pretty neat.
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happened? The air in the balloons froze. By froze we mean it turned into liquid, which only needs 1/1000th the space, so the balloon looked like it was emptying. 11. Before class, prepare one special balloon by filling it and then attaching the end to a test tube so its sealed at the top. Prove to the apprentices what is happening by putting the test tube into the nitrogen. The balloon will slowly deflate. If you pick up the test tube youll see liquid at the bottom inside. Thats the air that was in the balloon, which turned into liquid. From this we know air would freeze in the cold of space. 12. Ask apprentices what they think would happen to humans in space? Of course, in class we wont actually freeze a person, but we can use a flower as a simulator. Ask apprentices to think about what a flower is made of. If they dont know, explain that it is mostly liquid, and mostly water. 13. Cover the floor with some sheeting and plunge the flower into the nitrogen. In 20 seconds or so it will be frozen solid. Bring it out and shatter it with your free hand. Ask apprentices what they think happened. The flower, like a person, is mostly water, and while water freezes at 32 degrees F, the nitrogen is -300 F and thus the flower froze solid, and could be shattered. If humans are made of over 70% water, the assumption is that humans would freeze in space as well. 14. Finally, hold up a banana. Again, it is mostly water. Freeze the banana (take your time, as it has a lot of volume), and then use it to hammer in a nail to prove its frozen solid. Whats happening: The liquid nitrogen demonstrations show just how cold cold can really get. Humans need protection in space so they dont freeze, and spacecraft need to be warmed and/or well-insulated to make sure the astronauts inside dont freeze.

What are some of the health dangers that astronauts in space face? Is space really cold? Why? How do astronauts protect themselves from the environmental conditions of space?
In the next lesson, apprentices will build a sleep station for astronauts that take into account their needs to be shielded from radiation.
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Lesson 8: Radiation Shielding

This lesson is a hands-on activity adapted from e-Mission Space Station Alpha, a project of the Challenger Learning Center at Wheeling Jesuit University. This activity asks apprentices to create a design and model of an astronaut sleep station to protect astronauts from radiation.
Introduction:
Snapshot Agenda:
10 min: Opening Ritual 5 min: How do you sleep in space? 10 min: Dangers of Radiation 45 min: Sleep station model 15 min: Presentations 5 min: Clean up
1.
After this lesson, apprentices will be able to use their analytical skills to design a mock-up of a sleep station for effectively shielding radiation MA Science Curriculum Frameworks, Technology and Engineering Grades 6-8: Appropriate materials for design tasks based on specific properties and characteristics MA Science Curriculum Frameworks, Technology and Engineering Grades 6-8: Methods of representing solutions to a design problem MA Science Curriculum Frameworks, Technology and Engineering Grades 6-8: Appropriate materials, tools, and machines to construct a prototype 2. After this lesson, apprentices will be able to explain the necessity of including radiation shielding in the space station
Apprentice Roles:
Clean up crew: Assign 3 apprentices the task of cleaning up the materials. Documentary Assistant: Assign one apprentice to take pictures of activity
Materials:

Six 4 x 8 sheets of insulating Styrofoam (found at hardware stores, and are often used under vinyl siding) Heavy masking tape Silicon glue Box cutter
Opening Ritual:
See Opening Ritual from Lesson 1.

Activity 1: How do you sleep in space?:
Review with apprentices some of the physiological effects of the space environment and the human body. Remind them about zero gravity, and the vacuum effect. How do they think astronauts sleep in space? Strapped in? Standing up? On a regular bed? Why might sleep be an important part of an astronauts life in space? If possible, find some visuals online of what different sleep stations look like. There are some pictures available online from the International Space Station. There are also many articles and videos online that demonstrate what sleeping in space is like. Showing some of these videos will be a nice visual complement to the discussion. Review with apprentices why radiation is such a danger to the human body. Remind them of UV Man, and how the beads change color when exposed to UV rays. Tell apprentices that when it comes to radiation, you want as low a level as possible. Below are some useful descriptions of radiation and their dangers taken from the e-mission Space Station Alpha website (http://www.e-missions.net/msssa/teacher/main.htm). Making a power point of these notes may be useful: Radiation and the different waves making up the electromagnetic spectrum:

Lecture: Radiation- why is it dangerous?:
Radio waves: The longest waves, which are relatively low in energy, are used to produce radio and TV signals. Microwaves: Slightly higher in energy, microwaves are used in a microwave oven to prepare food. Infrared: These waves are used in short distance wireless communication devices, such as pagers, cell phones, and laptops. Visible light: These waves, coming from such sources as the sun or a light bulb, enter our eyes at the speed of light and stimulate our eyes' nerve endings to send the "idea" of the image to our brains. Ultraviolet rays: Coming from the sun, these rays can produce a suntan, a sunburn, aging effects, and skin cancer. To protect our skin from ultraviolet rays, we apply sunscreen. X-rays: These rays penetrate the skin and help doctors to look at our skeleton and find and fix broken bones. Gamma rays: Produced in the center of the sun, in nuclear power plants, and in atomic bombs, gamma rays have the shortest wavelengths and are most dangerous to humans.
Electromagnetic waves with more energy than visible light can be dangerous. These forms of energy can change the atomic structure of molecules in our skin and
potentially cause skin cancer. X-rays and gamma rays can penetrate our bodies and alter the structure of DNA molecules. Some organs in our bodies, especially those that we depend upon to produce lots of new cells, such as the liver, blood cells, and the brain, are particularly susceptible to change by high-energy radiation. Electromagnetism and Astronauts The space station orbits above the protective layers of our atmosphere. Scientists have discovered that the sun creates every form of radiation. During intense periods of solar events, harmful X-rays, gamma rays, and electrically charged atomic particles are being constantly monitored by highly sensitive technology on board the space station and by satellites. This radiation can penetrate the space stations outer hull and put the astronauts in danger.
Activity 3: Sleep station model:
This activity is adapted from the e-Mission Space Station Alpha project of the Challenger Learning Center at Wheeling Jesuit University. The original activity can be found here: http://www.e-missions.net/ssa/pdf/STRHHOSweetDreamsV4.pdf This activity is designed to help apprentices learn about the challenges of living in space, and especially how to protect astronauts from the effects of radiation. Before this activity, some preparation at home is required. Teacher preparation: 1. Measure out as money 1 x 1 squares as possible, and trace onto the Styrofoam. You should be able to get about 192 squares. 2. With a box cutter or sharp knife, cut out the squares. 3. Carefully glue two squares together with the silicon glue. You want to leave a lap joint of 1 to 1 on two sides as shown:
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Citizen Teacher Tips: ON MATERIALS: The tiles need to be done WAY ahead of time! It is worthwhile to practice making these tiles. Polystyrene can also be used, and may be more readily available at a local hardware superstore.
This creates the tiles to be used for the model. You should have a total of 96 tiles. In-class activity: Remind apprentices about what they learned about radiation in the other classes. On earth, the atmosphere shields radiation for humans, but in space, there is no atmosphere. Astronauts are especially vulnerable to radiation, which is intensified when there are solar flares or other storm events. When astronauts are living at a space station, the outer layer of the structure can block some of the radiation, but not all. Some radiation can still penetrate, and thus, it is important to find ways to provide extra protection when there are solar storms. Researchers have found that polystyrene can be an effective blocker. A challenge, however, is to determine the amount of shielding to be used. Too much shielding cannot be carried because of difficulties in transport. Too little shielding is not sufficient. Researchers determined that polystyrene tiles made the best materials because they were easy to transport. For the activity, see the attached worksheet. Divide the group into 4 teams. Apprentices will design a sleep station big enough for an astronaut, but will also try to use as few materials as possible. First they will sketch a model, and then they will construct the model. After they have built their model, the teams will decide on a presenter who will present their model to the class. The presentation should answer the questions on the worksheet, and then the group as a whole will compare designs. Discussions can be had on why one design is better than another, used less material, or is more comfortable, etc.
ON ACTIVITY 2: Some team members might less-engaged, and may be more excited to be model astronauts and test the sleep structure. Do whatever it takes to get them all involved! Additionally, as the teams work, note that they have limited numbers of tiles, and ask them what is more important comfort or protection? Sometimes it might even be helpful if there are too few tiles for every team to build anything but the perfect sleep station. That way some teams wont even complete the full station, while others will.
Teachback / Forecast next lesson:

Review with apprentices what they have learned in the

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past weeks, especially about working and living in space. Next week they will start to prepare for their WOW!
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Sleep Station Design: Radiation Shielding

Goal: How can NASA engineers use the fewest resources to maximize protection against radiation in the design of a sleep station? Procedure: 1. In your teams, sketch out what your sleep station will look like. Keep in mind that three sides will be closed and one will be open. The open sides allow the astronaut to get in and to get air. You will also want to make sure that a crew member will be able to sleep inside. 2. Using your design sketch, build a model of the sleep station according to your specifications. Use the heavy masking tape to connect the panels together. DO NOT USE DUCT TAPE! 3. Choose one member of your team to present your creation to the class. The team should present the answers to the following questions at that time. Compare the designs to see ways in which you could improve your own model. Questions: NS 1. How many squares did you use? Is this the absolute minimum required for an effective sleep station? 2. How did you link the squares? Is there a way to link them to avoid any radiation leaks through small cracks? 3. In your design, did you consider how comfortable the astronaut would be? 4. How did you determine the general size of the sleep station? 5. What were other important factors in the design of your sleep station?
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Lesson 9: Prepping for WOW!

This is the final preparation for the WOW! with the Challenger Learning Center, and the real-time e-mission. During this preparation, apprentices will decide on their mission-day teams, review their mission directives, and complete data analysis activities that prepare them for their specific mission roles. The e-mission must be scheduled with the Challenger Learning Center, and they will directly provide you with resources, including instructions on how to get connected, and flight commanders for the mission that apprentices will have a chance to interact with. There are also many resources on their site, including prep materials. Organizing this WOW! is not difficult, but does take some careful logistics planning. Its best to start this process early.
Introduction:
Snapshot Agenda:
5 min: Opening Ritual 10 min: Reviewing teams and responsibilities 30 min: Team readings and meeting 10 min: Reports from team readings 20 min: Data race 15 min: Questions and concerns about mission day Team Huddle!
Materials and Readings:
All materials and readings can be found on the e-missions site at
http://www.e-missions.net/msssa/teacher/T_teammaterials.htm
Opening Ritual:
This Opening Ritual will not be the full Space vocabulary race, but instead will be a popcorn snapshot of words they have learned in the past weeks. To run this popcorn snapshot, pick as many words as there are apprentices in the class. On index cards, write out one definition per card. For the Opening Ritual, hand each apprentice a definition card. Then, start calling out words, and apprentices should read their cards to determine whether their index card has the correct definition for the word. If they have the definition for the word, they should stand up as quickly as possible and read the card (or shout out as loudly as possible). Encourage apprentices to try to do this as fast as possible, hence the popcorn name of the game.
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Activity 1: Reviewing Teams and Responsibilities:

Hand out the Mission Briefing one-pager and review with apprentices the story-line of the upcoming mission. Emphasize to apprentices that to complete the mission, they will have to work in teams. On the board, write out the names of the teams, and one line that sums up the responsibilities of the team. Also hand out the longer descriptions of the teams to each apprentice. The team descriptions can be found online ( http://www.emissions.net/msssa/teacher/T_ovteams.htm ), but are also copied here for reference: Radiation Team The Radiation Team tracks radiation levels on board the space station. It monitors the astronauts potential radiation rates and informs Crisis Management to make recommendations to Mission Control regarding what steps the astronauts can take to protect themselves. Life Support Team The Life Support Team monitors the atmospheric pressure in the space station and tracks the partial pressure of oxygen and carbon dioxide. This team uses this information to predict dangerous atmospheric conditions, and informs Crisis Management of life threatening changes in the atmosphere inside the space station. Crisis Management Team The Crisis Management Team is responsible for analyzing the situation on the space station as changes occur, formulating action plans, and reporting any changes. Communications Team The Communications Team gathers all team reports and communicates pertinent results to Mission Control every five minutes. The Communications Team is also responsible for making sure Mission Control receives the information it needs to assist the astronauts. Ask apprentices if they understand all the roles clearly. Have apprentices self-select which team to join, but if
Citizen Teacher Tips: ON PREPPING FOR THE WOW!: Depending on the apprentices, Citizen Teachers might want to consider using two lessons to prep for the WOW! Some groups will want to establish teams earlier, and may need more time getting comfortable with the preparation material. The emission site has many premission preparation materials that can be given to apprentices to bring home for review, but giving this homework may have varying success. If the sequence of lessons needs to be adjusted to give more time for WOW! Prep, Lessons 6 and 7 can be merged into one lesson. Citizen Teachers can determine which lessons are most pertinent to what apprentices want to learn, as well as which activities are most accessible in terms of resources and time. A suggested sequence would be to include -Cold and Hot bodies -Vacuum demonstrations - UV Man ON PARTICIPATION: Remind apprentices that the WOW! is the culmination of the year, and it is critical that they show up and arrive early! The e-mission depends on the participation of every apprentice!
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there are any team imbalances, the Citizen Teacher should encourage apprentices to move to another team. If apprentices seem unwilling to budge, try to motivate certain apprentices to switch teams by emphasizing particular strengths the apprentices have with analyzing a specific kind of data. For some apprenticeships, it may be easier to assign teams upfront to avoid conflict or confusion. Once teams have been chosen, or assigned, review the essential aspects of a team with the apprentices. This can be done through a group brainstorm, similar to the setting of expectations and norms at the beginning of the semester. Remind apprentices that every person is critical to the success of this mission! Teams are not competing against one another, but rather, serving as specialists that can use their expertise to best serve the astronauts. Once teams have been decided, apprentices should sit with their teams and review the preparation materials. The first order of business will be to understand each individual apprentices role as a part of the team. Ask apprentices to assign roles amongst themselves, the Team Leader and Citizen Teacher may need to assist in helping to delegate specific roles and explaining to each apprentice what that role entails. Once apprentices have reviewed roles, they will need to review the facts from the reference handbooks. This will mostly involve reading and taking notes. Apprentices should read silently, but at the end, each apprentice has to contribute one fact or new thing they learned from the reading that they think will be critical to know for mission day. On a blank sheet of paper, each team should then write out a short description of what their team is responsible for on mission-day. They will also write out the facts that each member of the team reported as being important. These facts will be reported out to the group as a whole. Finally, each team will then elect a team representative who will report to the whole class what they learned from their prep readings. This activity serves as a check for understanding, and a teachback from each team.
Activity 2: Team Prep:
Activity 3: Data Race:
The e-mission Space Station Alpha materials suggest that teams complete a data race to get used to the data reporting protocol used on mission day. Materials for the data race can be found online at: http://www.e-missions.net/msssa/teacher/T_pmp.htm
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The data race will involve each group making calculations in their field of specialty, and reporting it back to the mission control. To do this, the Radiation and Life Support teams will be responsible for analyzing data, the Crisis Management Team will fill in the report forms accurately, and the Communications team will send the message to mission control. During the data race, apprentices will practice this chain of command.
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e-mission Space Station Alpha Mission Briefing

Mission Priorities - Protect the lives and health of the astronauts - Protect the space stations systems - Protect essential space station research projects - Protect resources Mission Directives - Plan for Communications, Radiation, Life Support and Crisis Management Teams. - Prepare teams for the predicted solar storm. As Space Station Alpha glides 250 miles above Earth on Feb. 14, 2001, all seems peaceful and safe. That's soon to change. On the surface of the sun, 93 million miles away, a major solar storm is brewing. This storm spews atomic particles, X-rays, and gamma rays into space. The GOES-8 satellite detects and transmits early warning data to Mission Control back on Earth. Some scientists believe this solar mass ejection is the largest ever recorded. Mission Control must warn the astronauts on board Space Station Alpha and guide them through this dangerous event. Major solar storms like this one invade Earth's atmosphere, create Northern Lights, disable satellites, and knock out electrical power grids. Both the astronauts and the space station's delicate electrical systems will be exposed to life-threatening levels of radiation. As this storms high-energy "fallout" pulses through the space stations walls, electrical and computer systems begin to malfunction, oxygen generation is interrupted, the power supply begins to drop, and harmful radiation levels begin to rise. The astronauts need your help to avoid disaster.
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Teacher Pre-Mission Preparation Checklist

(in priority and chronological order)
Test distance learning link with Challenger's Mission Control Assign apprentices to teams Conduct interactive lectures on practice data and mission background review. Practice data calculations for each team by using the Data Race. Set up the classroom for the mission: Communications station set up: one computer with communications software installed. Copy Communications mission instructions. Provide one copy for each apprentice. Set up Radiation and Life Support Team areas with computers, calculators, rulers, report forms, and team preparation packets (includes each team's mission instructions and reference guide. Provide one set for each apprentice. Set up Crisis Management Team work area with poster board, markers, and team materials (includes team mission instructions and reference guide along with copies of the Radiation reference guide and the Life Support reference guide. Provide one set of Crisis Management materials for each apprentice. Assign Radiation and Life Support Team roles and prepare them. Assign Crisis Management Team roles and prepare them. Assign Communications Team roles and prepare them. Provide copies of the Space Station Alpha diagram (internal view) for each team.
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Lesson 10: WOW!

Introduction:
This is it, the WOW!, a chance for apprentices to work with scientists, engineers, astronauts, and flight commanders from NASA. Throughout the apprenticeship, apprentices have practiced their teamwork and data analysis skills, and now is the time to put practice into action. The whole mission will take 90 minutes.
Citizen Teacher Tips: Even if your school does not have the technological resources to run this WOW! do not despair! Contact Citizen Schools for resources and ideas. There may be many local institutions and/or companies that would be more than willing to host the WOW!
Set-up:
Scheduling: It is critical to get in touch with the Challenger Learning Center for e-mission Space Station Alpha. To schedule and set up the mission, contact:
Jackie A. Shia Director Challenger Learning Center Wheeling Jesuit University Wheeling, WV 26003 304-243-4431 jshia@cet.edu
There is a fee for the emission, but the Challenger Learning Center will typically waive the fee for underserved populations, and/or offer scholarships. Please contact the Challenger Learning Center directly to schedule the mission, but contact Citizen Schools if you need help with planning and logistics.
You can also register at: http://www.e-missions.net/ For the mission, you will need at least 3 computers (or laptops) and 1 webcam. A videoconferencing facility at a local university, or corporation, will be the best option because there is greater bandwidth for online communication. There is also some software that will be downloaded. Make sure that the space you use has ample space for apprentices to work together in groups.
Space:
Materials:
http://www.e-missions.net/msssa/teacher/main.htm All materials related to the WOW! and e-mission can be found here. This includes preparation materials, specs for space and technology to run the mission, and day-of materials (reference materials, mission briefing, team descriptions, and answers).
References People:
Citizen Teacher Mentor- David Mantus
E-mail: doc_from_a_box@yahoo.com David Mantus was presented with the first annual Citizen Teacher of the Year Award in 2009 for his work with apprentices at the Edwards Middle School in Charlestown, Boston, Massachusetts. The structure of this curriculum was based off of Davids syllabus. He welcomes CTs who are interested in running this curriculum to contact him for ideas about planning, execution, and obtaining materials.
Websites:
Challenger Learning Center at Wheeling Jesuit University http://www.e-missions.net/ e-Missions are simulated, problem-based, learning adventures delivered into the classroom via distance learning technology. With the use of the internet and video conferencing equipment, the live scenario can be conducted in the classroom by a Flight Director at Mission Control.
e-mission Space Station Alpha
National Aeronautics and Space Administration
http://www.nasa.gov/ NASA's mission is to pioneer the future in space exploration, scientific discovery and aeronautics research. Their websites are one of the premiere resources for space images. Their website includes a massive network of affiliate sites with lesson plans, videos, and graphics for educators. All images are public use, and this curriculum is indebted to NASA for their commitment to public learning and the countless resources they offer. About.com/ Space and Astronomy http://space.about.com An online neighborhood of hundreds of helpful experts, eager to share their wealth of knowledge with visitors. This curriculum utilized resources for information about space, astronomy, and rockets. How Stuff Works, A Discovery Company http://science.howstuffworks.com This website is a repository of science information posted by laypeople and scientists. Information about gyroscopes from howstuffworks.com was used in this curriculum Lunar and Planetary Institute Educator Resources http://www.lpi.usra.edu/
The Lunar and Planetary Institute is a research institute that provides support services to NASA and the planetary science community, and conducts planetary science research under the leadership of staff scientists, visiting researchers, and postdoctoral fellows. This curriculum utilized their materials on Health in Space and the UV Man lesson plan. Make: Online http://blog.makezine.com/ MAKE Magazine brings the do-it-yourself mindset to all the technology in your life. MAKE is loaded with exciting projects that help you make the most of your technology at home and away from home. This curriculum uses their template and instructions for the rocket launcher and paper rockets. Sciencetoymaker.org http://www.sciencetoymaker.org/ A non-commercial site for people who like to roll up their sleeves and make fun, mysterious toys and projects that entice scientific investigation. It is a resource for inspired parents, kids, teachers, teenagers, home schoolers, science fair participants and citizen scientists everywhere. This curriculum utilized the website for information about model rocketry.
Books:
VanCleave, Janice. Astronomy for Every Kid: 101 Easy Experiments That Really Work. New York: John Wiley & Sons, Inc, 1991. An easy to use resource that provides young scientists with safe, workable astronomy projects. --. Physics for Every Kid: 101 Easy Experiments in Motion, Heat, Light, Machines, and Sound. New York: John Wiley & Sons, Inc, 1991. Accessible experiments in physics that use easy to obtain household materials and resources. Vogt, Gregory. Space Exploration Projects for Young Scientists. New York: Frankling Watts, 1995. Project descriptions for astronomy and space exploration principles and phenomena such as rocket propulsion and planetary motion. Includes technical, but accessible, scientific descriptions. Wiese, Jim. Cosmic Science: Over 40 Gravity-Defying, Earth-Orbiting, Space-Cruising Activities for Kids. New York: John Wiley & Sons, Inc, 1997. Accessible science experiments and demonstrations illustrating concepts about the Solar System, rockets, working in space, and walking on the moon, etc.
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It Is Rocket Science

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It IS Rocket Science!

It is Rocket Science! Apprenticeship

Citizen Schools It IS Rocket Science Curriculum

1 Learn new skills Model

What is Space Science?

Introductions Opening Ritual Setting apprenticeship

2 Learn new skills Model

The Forces Around Us

3 Learn new skills Model

Blast Off! (Paper Rockets)

rocketry) Note: This lesson requires intensive pre-lesson preparation

Rocket power (model

4 Learn new skills Model

Houston, we have a problemApollo 13 and Ingenuity in Action

Apollo 13 movie and

Citizen Schools It IS Rocket Science Curriculum

Properties of Space & Space Travel

Properties of Space & Space Travel II

How do you sleep in Building the sleep

Review all necessary

materials for e-mission

Citizen Schools It IS Rocket Science Curriculum

Lesson 1: What is Space Science?

Citizen Schools It IS Rocket Science Curriculum

Citizen Schools It IS Rocket Science Curriculum

Activity 2: Setting Expectations:

Activity 3: Introduction to space sciencevocabulary race:

Citizen Schools It IS Rocket Science Curriculum

Activity 4: Galileos Law Demonstration:

Citizen Schools It IS Rocket Science Curriculum

Activity 5: Gravity and Reaction Time:

Citizen Schools It IS Rocket Science Curriculum

Teachback / Forecast Next Lesson:

Citizen Schools It IS Rocket Science Curriculum

Project: Gravity/Reaction Time

Lesson 2: The Forces Around Us

21st Century Skills:

Welcome and WOW! em:

Opening Ritual: Space vocabulary race:

Introduction and Agenda:

Activity 1: Web of Connection warm-up:

Activity 2: Wagon Demonstration:

Activity 3: The Tablecloth Trick:

Activity 4: Ballistic Car Demonstration:

Activity 5: Bicycle Wheel Gyroscope Demonstration:

(Picture from http://science.howstuffworks.com/gyroscope1.htm) Citizen Schools It IS Rocket Science Curriculum Page 20 of 76

Activity 6 (Supplementary): What Would Things Weigh on Different Planets?:

Teachback / Forecast Next Lesson:

Citizen Schools It IS Rocket Science Curriculum

Weight on Earth (using scale)

Formula: Weight on Planetary Object = Relative Gravity X Weight on Earth

Citizen Schools It IS Rocket Science Curriculum

Team Specialist Orientation

Citizen Schools It IS Rocket Science Curriculum

Lesson 3: Blast Off!

Select 2 21st Century Skills:

Citizen Schools It IS Rocket Science Curriculum

Opening Ritual: Introduction:

Activity 1: Rocket Power:

Citizen Schools It IS Rocket Science Curriculum

(Graphic from http://www.sciencetoymaker.org/airRocket/asmblLaunch.html)

Activity 2: Building Rockets: