hi

DRAFT

To future generations of scientists, technologists, engineers, mathematicians, thinkers, 

innovators, leaders and explorers who dare to dream.
Editorial Board

Canadian Space Agency: Marilyn Steinberg, Jason Clement

European Space Agency: Nigel Savage 

Japan Aerospace Exploration Agency: Masato Koyama, Yayoi Miyagawa

Russian Federal Space Agency: Sergey Avdeev

National Aeronautics and Space Administration: Regina Blue, Judy Carrodeguas, Carolyn Knowles

Managing Editors: 

Camille W. Alleyne, NASA; Susan I. Mayo, ESCG

Executive Editor:

Julie A. Robinson, NASA 
iii

Full Page Image Credits

International Space Station Education Opportunities

Student-Developed Investigations. Students from Lowery Intermediate in Louisiana study a 

map to compare ―Delta’s around the world to our Delta.‖ Image courtesy of EarthKAM.

Education Competitions. Bending water. Image courtesy of NASA.

Students Performing Classroom Versions of ISS Investigations. View of Nephila clavipes

(golden orb spider) inside the spider habitat. Image courtesy of BioServe.

Students Participating in ISS Investigator Experiments. NASA Image ISS015E10587 View of 

Capillary Flow Experiment (CFE) in the U.S. Laboratory/Destiny. Photo was taken during 

Expedition 15. Image courtesy of NASA.

Students Participating in ISS Engineering Education: Hardware Development. Three 

satellites fly in formation as part of the Synchronized Position Hold, Engage, Reorient, 

Experimental Satellites (SPHERES) investigation. Image courtesy of NASA.

Educational Demonstrations and Activities. A student talks to a crewmember onboard the ISS 

during an ARISS contact. Image courtesy of ARISS.

Cultural Activities. Elementary school attached to the Faculty of Education, Shimane University 

(Matsue City, Shimane Prefecture, Japan) and the Japan Aerospace Exploration Agency (JAXA). 

Image courtesy of JAXA.

International Space Station Education Accomplishments

Student-Developed Investigations. West Ward Elementary students participate in an experiment 

as Astronaut Daniel Burbank and West Ward Principal Maureen Adams observe.

Education Competitions. NASA Explorer Schools 2009 Student Symposium. 

Students Performing Classroom Versions of ISS Investigations. Female Nephila clavipes

(golden orb spider) in her web. Image taken by Danielle Anthony.

Students Participating in ISS Investigator Experiments. NASA Image ISS006E26867. View of 

a surface tension demonstration using water that is being held in place by a 50mm metal loop. 

Image courtesy of NASA.

Students Participating in ISS Engineering Education: Hardware Development. Close up of 

the experiment trays in MISSE, open and exposed to space. Image courtesy of NASA.

Educational Demonstrations and Activities. View of surface tension demonstration during 

Saturday Morning Science, using water that is being held in place by a metal loop. Food 

coloring has been added to the water for demonstration purposes only. Image courtesy of NASA.

Cultural Activities. Image of the Moon from ISS, used as inspiration for the musical score for 

the Moon Score activity. Image courtesy of NASA.
iv
v

Contents

Introduction...........................................................................................................................................1

Summary of International Space Station Education Opportunities and Accomplishments ......5

Summary of Inquiry-Based International Space Station Education ..........................................6

International Space Station Education Opportunities........................................................................7

Student-Developed Investigations....................................................................................................9

Earth Knowledge Acquired by Middle School Students (EarthKAM) ...................................11

Drop Your Thesis! ...................................................................................................................16

Fly Your Thesis! ......................................................................................................................17

NanoRacks NanoLabs..............................................................................................................19

NanoRacks-National Center for Earth and Space Science Education-1, -2, and -Aquarius 

(NanoRacks-NCESSE-1, -2, and -Aquarius)...........................................................................21

Reduced-Gravity Education Flight Program ...........................................................................25

Rocket and Balloon Experiments for University Students (REXUS/BEXUS) .......................27

JAXA Seeds in Space I (Asagao and Miyako-Gusa)...............................................................28

JAXA Spaceflight Seeds Kids I (Himawari) ...........................................................................30

Take Your Classroom Into Space (TYCIS).............................................................................32

Tomatosphere-III .....................................................................................................................35

Education Competitions.................................................................................................................37

Kids in Micro-g........................................................................................................................39

Spaced Out Sports....................................................................................................................43

Synchronized Position Hold, Engage, Reorient, Experimental Satellites (SPHERES) –

Zero Robotics...........................................................................................................................45

YouTube Space Lab.................................................................................................................48

Students Performing Classroom Versions of ISS Investigations ..................................................51

Commercial Generic Bioprocessing Apparatus Science Insert – 05: Spiders, Fruit Flies 

and Directional Plant Growth (CSI-05)...................................................................................53

Students Participating in ISS Investigator Experiments................................................................55

Crew Earth Observations (CEO) .............................................................................................57

Student Involvement in Other ISS Investigations....................................................................60

Analysis of a Novel Sensory Mechanism in Root Phototropism (Tropi)................................62

Binary Colloidal Alloy Test-3 and -4: Critical Point (BCAT-3-4-CP)....................................63
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Capillary Channel Flow (CCF)................................................................................................63

Capillary Flow Experiments (CFE) .........................................................................................64

Cardiovascular and Cerebrovascular Control on Return From International Space 

Station (CCISS); Cardiovascular Health Consequences of Long-Duration 

Space Flight (Vascular)............................................................................................................65

Constrained Vapor Bubble (CVB)...........................................................................................65

Coulomb Crystal ......................................................................................................................66

Device for the Study of Critical Liquids and Crystallization – Directional 

Solidification Insert (DECLIC-DSI)........................................................................................67

ELaboratore Immagini TElevisive – Space 2 (ELITE-S2)......................................................68

Hyperspectral Imager for Coastal Ocean (HICO) and Remote Atmospheric and 

Ionospheric Detection System (RAIDS) Experiment Payload – Remote Atmospheric 

and Ionospheric Detection System (HREP-RAIDS) ...............................................................68

Integrated Resistance and Aerobic Training Study (SPRINT)................................................69

Investigating the Structure of Paramagnetic Aggregates from Colloidal Emulsions–2 

(InSPACE-2)............................................................................................................................70

Materials International Space Station Experiment – 7 (MISSE-7)..........................................70

Mental Representation of Spatial Cues During Space Flight (3D-Space)...............................70

Microheater Array Boiling Experiment (MABE): Flight Research Using the Boiling 

Experiment Facility (BXF) ......................................................................................................71

Nucleate Pool Boiling Experiment (NPBX)............................................................................71

Nutritional Status Assessment (Nutrition) and Dietary Intake Can Predict and Protect 

Against Changes in Bone Metabolism during Spaceflight and Recovery (Pro K)..................72

Physiological Factors Contributing to Changes in Postflight Functional Performance 

(Functional Task Test).............................................................................................................73

Psychomotor Vigilance Self Test on the International Space Station 

(Reaction Self Test) .................................................................................................................73

Sensor Test for Orion Relative Navigation Risk Mitigation (STORRM) ...............................74

Space Communications and Navigation Testbed (SCAN Testbed) ........................................74

Space Dynamically Responding Ultrasonic Matrix System (SpaceDRUMS) ........................75

Students Participating in ISS Engineering Education: Hardware Development .........................77

High School Students United With NASA to Create Hardware (HUNCH)............................79

International Space Station Agricultural Camera (ISAAC).....................................................81

Polymers Erosion and Contamination Experiment (PEACE) and Polymers Experiments 

on MISSE 2, 5, 6, 7, and 8.......................................................................................................83

Robonaut..................................................................................................................................85
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Synchronized Position Hold, Engage, Reorient, Experimental Satellites (SPHERES)...........86

Educational Demonstrations and Activities...................................................................................89

Butterflies, Spiders and Plants in Space ..................................................................................91

Education Payload Operations – Demonstrations (EPO-DEMOS).........................................93

JAXA Education Payload Operations – Demonstrations (JAXA EPO–Demos).....................99

ESA – Mission Digital Video Disk (DVD) Series.................................................................103

ESA – Space in Bytes Series .................................................................................................105

Global Water Experiment ......................................................................................................106

International Space Station In-flight Education Downlinks (In-flight Education 

Downlinks).............................................................................................................................108

International Space Station Ham Radio (ISS Ham Radio) [Also Known as Amateur 

Radio on the International Space Station (ARISS)] ..............................................................110

International Space Station Live! (ISSLive!) .........................................................................115

International Toys in Space ...................................................................................................117

Lego® Bricks.........................................................................................................................118

Mission X: Train Like an Astronaut .....................................................................................120

Space Devices and Modern Technology for Personal Communication (MAI-75)................122

Ten-Mayak (Shadow-Beacon)...............................................................................................123

Try Zero-Gravity (Try Zero-G) .............................................................................................125

Cultural Activities........................................................................................................................127

Great Start ..............................................................................................................................129

JAXA Uchu Renshi (Space Poem Chain)..............................................................................130

 Summary of International Space Station Education Opportunities............................................132

International Space Station Education Accomplishments..............................................................133

Student-Developed Investigations................................................................................................135

Analysis of Inertial Solid Properties (APIS)..........................................................................137

Biological Research in Canisters – 16: Actin Regulation of Arabidopsis Root Growth 

and Orientation During Space Flight (BRIC-16-Regulation)................................................137

Drop Your Thesis! 2011: Falling Roots................................................................................138

Drop Your Thesis! 2010: Bubble Jet Impingement in Microgravity Conditions.................139

Drop Your Thesis! 2009: New Polymer Dispersed Liquid Crystal (PDLC) Materials 

Obtained From Dispersion of Liquid Crystal in Microgravity Conditions............................140

Educational Demonstration of Basic Physics Laws of Motion (Fizika-Obrazovanie).........141
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Electrostatic Self-Assembly Demonstration (ESD)...............................................................143

Fly Your Thesis! 2009: ABC Transporters in Microgravity ................................................144

Fly Your Thesis! 2009: AstEx – Simulating Asteroidal Regoliths: Implications for 

Geology and Sample Return ..................................................................................................145

Fly Your Thesis! 2009: Complex — Microgravity Studies of the Effect of Volume 

Fraction and Salinity on Flow in Samples of Clay Nanoparticles Dispersed in Water.........146

Fly Your Thesis! 2009: Dust Side of the Force — The Importance of the Temperature 

Gradient Effect in Planet Formation Processes and Dust Devils or Storms on Mars............147

Foam Optics and Mechanics – Stability (Foam-Stability).....................................................148

Image Reversal in Space (Iris)...............................................................................................149

Space Experiment Module (SEM).........................................................................................149

Test of the Basic Principles of Mechanics in Space (THEBAS)...........................................150

University Research Centers–Microbial-1 (URC-Microbial-1) ............................................151

Education Competitions...............................................................................................................139

SUCCESS Programme...........................................................................................................155

SUCCESS Bug Energy — Study of Output of Bacterial Fuel Cells in Weightlessness .......155

SUCCESS Chondro – Study on the Development of Methods To Produce 

Artificial Cartilage .................................................................................................................156

SUCCESS Graphobox – Study Into the Interaction of Effects of Light and Gravity 

on the Growth Processes of Plants.........................................................................................156

SUCCESS UTBI – Under the Background Influence ...........................................................157

SUCCESS Winograd – Effects of Gravity on Bacterial Development .................................157

Students Performing Classroom Versions of ISS Investigations .................................................139

Advanced Astroculture (ADVASC) and Photosynthesis Experiment and System 

Testing and Operation (PESTO)............................................................................................161

Agrospace Experiment Suite (AES) ......................................................................................161

Brazilian Seeds Phaseolus Vulgaris: Demonstration of Gravitopism and 

Phototropism Effects on the Germination of Seed in Microgravity (SED)...........................162

Commercial Generic Bioprocessing Apparatus Science Insert–01: C. Elgans and 

Seed Germination (CSI-01) ...................................................................................................163

Commercial Generic Bioprocessing Apparatus Science Insert–02: Silicate Garden, 

Seed Germination, Plant Cell Culture and Yeast (CSI-02)....................................................164

Commercial Generic Bioprocessing Apparatus Science Insert–03: Spiders and 

Butterflies (CSI-03) ...............................................................................................................165

Education Payload Operations – Kit C: Plant Growth Chambers (EPO-Kit C)...................167
ix

Educational Demonstration of the Effects of Shape and Size on the Recovery of 

Precompressed Plastic Material (MATI-75)..........................................................................168

Farming In Space – Biomass Production System (BPS) .......................................................169

Oil Emulsion Experiment (OEE)...........................................................................................170

Seeds in Space (Seeds)...........................................................................................................171

Silkworms in Space – Kinugusa-Kai (Radsilk) .....................................................................171

Space-Exposed Experiment Developed for Students (Education-SEEDS)...........................172

Students Participating in ISS Investigator Experiments..............................................................161

Advanced Diagnostic Ultrasound in Microgravity (ADUM) ................................................175

Coarsening in Solid Liquid Mixtures-2 (CSLM-2) ...............................................................176

Commercial Biomedical Test Module – 2 (CBTM-2)...........................................................176

Commercial Generic Bioprocessing Apparatus – Antibiotic Production in Space 

(CGBA-APS).........................................................................................................................177

Crewmember and Crew-Ground Interaction During International Space Station 

Missions (Interactions)...........................................................................................................177

Differentiation of Bone Marrow Macrophages in Space (BONEMAC) ...............................178

Fluid Merging Viscosity Measurement (FMVM)..................................................................178

International Space Station Zero-Propellant Maneuver (ZPM) Demonstration ....................179

Intravenous Fluid Generation Experiment (IVGEN).............................................................180

Italian Foam (I-Foam)............................................................................................................181

Mice Drawer System (MDS) .................................................................................................182

Mouse Antigen-Specific CD4+ T Cell Priming and Memory Response During 

Spaceflight (Mouse Immunology).........................................................................................183

National Laboratory Pathfinder – Cells – Jatropha Biofuels (NLP-Cells-3, 4, 6, 7)............183

Passive Observatories for Experimental Microbial Systems (POEMS)................................184

Pore Formation and Mobility During Controlled Directional Solidification in a 

Microgravity Environment (PFMI)........................................................................................185

Sleep-Wake Actigraphy and Light Exposure During Spaceflight-Long (Sleep-Long) 

and Sleep-Wake Actigraphy and Light Exposure During Spaceflight-Short (Sleep-Short)..185

Space Flight Induced Reactivation of Latent Epstein-Barr Virus (Epstein-Barr) .................186

Student Access to Space (Part of Protein Crystal Growth-Enhanced Gaseous 

Nitrogen Dewar) (PCG-EGN) ...............................................................................................187

Students Participating in ISS Engineering Education: Hardware Development .......................173

Filming of Space Robot ―Jitter‖ Assembled Out of LEGOS (Konstructor)..........................191
x

Kolibry ...................................................................................................................................191

Educational Demonstrations and Activities.................................................................................173

Demonstration of Mass and Weight of Objects and Action of Reactive Forces in 

Microgravity (Education-SA)................................................................................................195

Electronic-Learning (E-Learning) .........................................................................................195

Education — How Solar Cells Work (Education-Solar Cells)..............................................196

Greenhouse in Space (ESA-EPO-Greenhouse) .....................................................................196

Kibo Kids Tour ......................................................................................................................198

Science of Opportunity (Saturday Morning Science)............................................................198

Taste in Space ........................................................................................................................200

Cultural Activities........................................................................................................................173

DREAMTiME (DREAMTiME)............................................................................................203

Get Fit for Space Challenge with Bob Thirsk (Get Fit for Space).........................................203

Suit Satellite (RadioSkaf) ......................................................................................................204

 Summary of International Space Station Education Accomplishments.....................................206

Appendix: International Space Station Missions.......................................................................207
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Tables

Table 1 – Student, Teacher and School Summary of ISS Education Opportunities and 

Accomplishments..................................................................................................................5

Table 2 – Inquiry-Based Student, Teacher and School Summary of ISS Education Opportunities 

and Accomplishments...........................................................................................................6

Table 3 – Countries and Number of Schools That Participated in EarthKAM ...............................14

Table 4 – Number of Schools by State That Participated in EarthKAM..........................................15

Table 5 – NanoRacks-NCESSE-Aquarius Investigations.................................................................22

Table 6 – NanoRacks-NCESSE-2 Investigations..............................................................................23

Table 7 – NanoRacks-NCESSE-1 Investigations..............................................................................24

Table 8 – ESA Education Payload Operations and Demonstrations ...............................................34

Table 9 – Kids in Micro-g List of Winners.........................................................................................41

Table 10 – Kids in Micro-g-2 List of Winners ...................................................................................42

Table 11 – Student Involvement in Other International Space Station Investigations ...................60

Table 12 – NASA Education Payload Operations – Demonstrations...............................................94

Table 13 – JAXA Education Payload Operations – Demonstrations.............................................100

Table 14 – ESA DVD and Educational Kits....................................................................................104

Table 15 – Countries and Number of Schools That Conducted ARISS Contacts..........................113

Table 16 – ARISS Contacts by U.S. States.......................................................................................114

Table 17 – Countries and Number of Students Participating in Mission X: Train Like an 

Astronaut..........................................................................................................................121

Table 18 – Student, Teacher and School Summary of ISS Education Opportunities ...................132

Table 19 – Number of Teachers by State That Participated in Butterflies in Space......................166

Table 20 – Student, Teacher and School Summary of ISS Education Accomplishments.............206

Table 21 – International Space Station Expeditions and Crewmembers.......................................209

Table 22 – Shuttle Flights to the International Space Station........................................................212

Table 23 – Soyuz Flights to the International Space Station..........................................................215

Table 24 – International Space Station Progress Supply Missions................................................216

Table 25 – Automated Transfer Vehicle (ATV)...............................................................................217

Table 26 – H-II Transfer Vehicle (HTV).........................................................................................217
xii

Acronyms and Abbreviations

ABC ATP Binding Cassette

ADUM Advanced Diagnostic Ultrasound in Microgravity

ADVASC Advanced Astroculture

AgCam Agricultural Camera

APIS Analysis of Inertial Solid Properties

ARISS Amateur Radio on International Space Station

ASI Italian Space Agency

ATV Automated Transfer Vehicle

BCAT-3-CP Binary Colloidal Alloy Test-3-Critical Point

BCM Baylor College of Medicine

BDC Base Data Collection

BXF Boiling Experiment Facility

CBTM Commercial Biomedical Test Module

CCF Capillary Channel Flow

CCISS Cardiovascular and Cerebrovascular Control on return from International Space 

Station

CEO Crew Earth Observations

CFE Capillary Flow Experiments

CGBA-APS Commercial Generic Bioprocessing Apparatus – Antibiotic Production in Space

CORE Central Operation of Resources for Educators

CSA Canadian Space Agency

CSI Commercial Generic Bioprocessing Apparatus Science Insert

CSLM Coarsening in Solid Liquid Mixtures

CVB Constrained Vapor Bubble

DARPA Defense Advanced Research Projects Agency

DECLIC-DSI Device for the Study of Critical Liquids and Crystallization – Directional 

Solidification Insert

DI Deionizing

DLN Digital Learning Network
xiii

DLR German Aerospace Center

DRUMS (Space)-Dynamically Responding Ultrasound Matrix System

EarthKAM Earth Knowledge Acquired by Middle School Students

ELGRA European Low Gravity Research Association

ELITE-S2 ELaboratore Immagini TElevisive – Space 2

EPO Education Payload Operations

EPO-Demos Education Payload Operations Demonstrations

ESA European Space Agency

ESD Electrostatic Self-assembly Demonstration

ESTEC European Space Research and Technology

EVA Extravehicular Activity

FCA Faith Christian Academy

FCHS Fremont Christian High School

FCUP Faculdade de Ciências da Universidade do Porto

FIRST For Inspiration and Recognition of Science and Technology

FME Fluid Mixing Enclosure

FMVM Fluid Merging Viscosity Measurement

GAPE Gateway to Astronaut Photography of Earth

GRA Graduate Research Assistantship

GRC Glenn Research Center

HREP Hyperspectral Imager for Coastal Ocean (HICO) and Remote Atmospheric and 

Ionospheric Detection System (RAIDS) Experiment Payload

HTV H-II Transfer Vehicle

HUNCH High School Students United With NASA To Create Hardware

InSPACE Investigating the Structure of Paramagnetic Aggregates from 

Colloidal Emulsions

ISAAC International Space Station Agricultural Camera

ISCED International Standard Classification for Education

ISS International Space Station

IUPAC International Union of Pure and Applied Chemistry

JAXA Japan Aerospace Exploration Agency
xiv

JEM Japanese Experiment Module

JSC Johnson Space Center

KSC Kennedy Space Center

LED Light-Emitting Diodes

MABE Microheater Array Boiling Experiment

MDA Materials Diffusion Apparatus

MDS Mice Drawer System

MISSE Materials International Space Station Experiment

MIT Massachusetts Institute of Technology

MORABA Mobile Rocket Base

MOVE Movement in Orbital Vehicle Experiments

MR Magnetorheological

MRP2 Multidrug Resistance-associated Protein 2

NASA National Aeronautics and Space Administration

NCESSE National Center for Earth and Space Science Education

NLP National Laboratory Pathfinder

NPBX Nucleate Pool Boiling Experiment

NSO Netherlands Space Office

OSF Osteoblast Stimulating Factor

PC Personal Computer

PCG-EGN Protein Crystal Growth-Enhanced Gaseous Nitrogen

PDLC Polymer Dispersed Liquid Crystals

PEACE Polymers Erosion and Contamination Experiment

POEMS Passive Observatories For Experimetnal Microbial Systems

PVT Payload Verification Testing

RAIDS Remote Atmospheric and Ionospheric Detection System 

REU Research Experiences for Undergraduates

Roscosmos Russian Federal Space Agency

RS Russian Segment

SCAN Space Communication and Navigation (Testbed)

SDR Software Defined Radio
xv

SEEDS Space Exposed Experiment Developed for Students

SEM Space Experiment Module

SNSB Swedish National Space Board

SPHERES Synchronized Position, Hold, Engage, Reorient Experimental Satellites

SPRINT Integrated Resistance and Aerobic Training Study

SSC Swedish Space Corporation

SSEP Student Spaceflight Experiment Program

SSL Space Systems Laboratory

STEM Science, Technology, Engineering, and Mathematics

STORRM Sensor Test for Orion Relative Navigation Risk Mitigation

SVT Science Verification Testing

TROPI-2 Functional Gravity Studies in Sensory Mechanism in Root Phototropism

TYCIS Take Your Classroom Into Space

UCSD University of California at San Diego

UND University of North Dakota

UNESCO United Nations Educational, Scientific and Cultural Organization

UPC Universitat Politècnica de Catalunya

URC University Research Centers

UTMB University of Texas Medical Branch

UV Ultraviolet

VCHS Valley Christian High School

VHF Very High Frequency

WCHS Whittier Christian High School

WORF Window Observational Research Facility

WPA Water Processor Assembly

ZPM Zero-Propellant Maneuver

xvii

Foreword

The International Space Station (ISS) is without a doubt 

history’s most sophisticated engineering marvel. It has become 

synonymous with many terms — space exploration, ingenuity, 

collaboration, inspiration, and even sacrifice. The ISS’ 

accomplishments are countless in regard to scientific and space 

exploration research. However, one aspect that is sometimes 

overlooked is its contributions to education, particularly STEM 

(science, technology, engineering, and mathematics) education.

As a NASA astronaut and engineer, I have followed the 

progress of the ISS. It has been fascinating to see how the 

place I called home for 23 days has been inspiring students of 

all ages to pursue science and engineering degrees. Many of 

these students have a goal of becoming one of the next ISS 

crew members or the first person to walk on Mars. The 

greatest impression that living on the space station left on me was the remarkable brilliance and 

strength of the human mind, and how this masterpiece would leave an everlasting footprint in global 

human endeavors. It is that same footprint today which ignites children’s imagination and curiosity 

for science and space, and will continue to do so for generations to come. 

Space station educational activities have had an inspirational impact on millions of students 

worldwide, by involving them in station research, and by using the station to teach them the science 

and engineering that are behind space exploration. In the first twelve years of continuous human 

presence on the space station, a wide range of experiments for students of all ages have been 

performed thanks to astronauts and cosmonauts from 15 different nations. I performed experimental 

activities with Escherichia coli (E. coli) bacteria for graduate students and also returned mice to our 

planet, after their stay on orbit looking at the micro-gravity effects. Other experiments included 

observing how tomato seeds that have been flown to space grow differently on Earth; speaking live 

with ISS astronauts through station downlinks; and having students design satellites that are tested 

aboard the ISS, among several others. 

The ISS has vividly increased the public standing of science for students, educators, and world 

citizens. At a time when technology and science are leading societies, we must highlight their roles 

in STEM education, so that we can continue inspiring tomorrow’s scientists, engineers, and 

mathematicians. The educational opportunities brought to students worldwide, have been possible 

thanks to the collaborations between the National Aeronautics and Space Administration, the 

Russian Federal Space Agency, the Japan Aerospace Exploration Agency, the European Space 

Agency, and the Canadian Space Agency. It is no wonder several of the experiments developed for 

students have also provided them with cultural experiences, linking science with the humanities.
xviii

The experiments, activities, and photographs on the following pages exemplify the opportunities and 

accomplishments delivered by the ISS. It is our planet’s most unique educational resource for 

students and educators around the globe. This is merely a glimpse of how the ISS has sparked the 

imagination and interest of thousands of students, who dream to be the next generation’s space 

explorers.

Leland Melvin

Associate Administrator for Education and NASA Astronaut
xix

Executive Summary

This publication summarizes the main student experiments and educational activities that have been 

performed on board the International Space Station (ISS) from its first element launch in the year 

2000 to 2011. It begins with active opportunities that are available to students today and includes a 

summary of activities and participants from the past. This is a comprehensive account of the 

education projects that have been conducted and led by the ISS Partners — National Aeronautics 

and Space Administration (NASA), Canadian Space Agency (CSA), European Space Agency 

(ESA), Japan Aerospace Exploration Agency (JAXA) and Russian Federal Space Agency 

(Roscosmos).

While the immediate impact that these programs have had on our students is understandably 

challenging to measure, there are a number of examples of students who have pursued advanced 

education in technical areas as a result of their participation in these programs and their exposure to 

the excitement and wonder of space exploration.

The projects summarized in this publication represent the enthusiasm to use the ISS as an 

educational platform. This enthusiasm is shared by university researchers, commercial companies, 

non-governmental organizations, other international government agencies, students and educators 

themselves. If the last 12 years of diverse and successful educational activities are any indication of 

the interest in and excitement for using this unique resource, the era of utilization promises to be 

even more successful. It is clear, based on the student experiments and activities already completed, 

the ISS has the exceptional ability to inspire the next generation of thinkers, innovators, leaders and 

explorers in science, engineering and technology. They will be well prepared to meet the challenges 

of tomorrow.

Third graders from Sacaton, Arizona, tracking the International 

Space Station for their EarthKAM project. Image courtesy of

Sally Ride Science EarthKAM.

1

Introduction

The International Space Station (ISS) has a unique ability to capture the imaginations of both 

students and teachers worldwide. For the past 12 years, the presence of humans on board the ISS 

has provided a foundation for numerous educational activities aimed at capturing that interest and 

motivating study in science, technology, engineering and mathematics (STEM).

Projects such as the Amateur Radio on the International Space Station (ARISS) and Earth 

Knowledge Acquired by Middle School Students (EarthKAM) as well as events like Take Your 

Classroom Into Space (TYCIS) have allowed for global student, teacher and public access to space 

through student image acquisition and radio contacts with crewmembers. Educational activities are 

not limited to STEM, as illustrated by the Uchu Renshi project, in which a chain poem initiated by a

crewmember in space is continued and completed by people on Earth. With ISS operations 

continuing at least until 2020, such projects and the educational materials that accompany them will 

be made available to more students around the world. 

It was recognized very early in the program that students would have a strong interest in the ISS and 

that they would be provided a unique opportunity to participate in science and engineering projects

on the ISS. Since the launch of first element of the ISS, student experiments and educational 

activities have been performed by all of the international partner countries officially participating in 

the ISS Program and several countries that participate under commercial agreements. Many of these 

early programs still continue, and others are being developed and added regularly. Each of these

diverse student experiments and programs falls into one of the following categories.

Student-Developed Investigations. These 

experiments, which are performed by 

students under the aegis of a teacher or 

scientist mentor, are created solely for the 

benefit of the students. One example of this 

is the Synchronized Position, Hold, Engage, 

Reorient Experimental Satellites 

(SPHERES) – Zero-Robotics competition in

which high school students write algorithms 

for the SPHERES satellites to accomplish 

tasks relevant to future space missions.

The International Space Station photographed by a 

crewmember aboard the space shuttle.

Image S119E010316
2

Education Competitions. These educational 

activities involve a student design competition, and 

students usually have an opportunity to submit 

experiment proposals that will be assessed and 

judged. Crewmembers often conduct the 

experiments proposed by the winners of the 

competition on the ISS. 

Used as an educational platform, the ISS affords 

students limitless motivational and inspirational 

opportunities. The programs have allowed 

participation with students at all grade levels —

from kindergarten through twelfth grade as well as

undergraduate and graduate students and 

postdoctoral fellows.

Students Performing Classroom Versions of ISS 

Investigations. These experiments, 

performed by students in their classrooms, mimic experiments that are being conducted or have been

conducted by professional researchers on the ISS. These experiments provide an opportunity for 

students to observe differences between their results and results from experiments being performed 

by crewmembers on the ISS. A typical example of this type of experiment is Tomatosphere-III, 

where students measure the germination rates, growth patterns and vigor of growth of seeds flown 

on the ISS and compare these to the same values for seeds grown on Earth.

Students Participating in ISS Investigator Experiments. Many ISS investigators have enlisted 

students to help them with their experiments. Some experiments are performed solely to inspire the 

next generation of explorers. Others involve undergraduate and graduate students as well as 

postdoctoral fellows who are working under the guidance of investigators and university professors. 

An example of this category is Capillary 

Channel Flow (CCF), which is a research 

investigation, but involves students in the 

performance, evaluation and computation 

of the experiment. High school students 

participating in the Materials International 

Space Station Experiment (MISSE)

During a previous Tomatosphere program, 

students studied the growth of tomato plants in 

Miss Smith’s grade three class at Langley 

Fundamental Elementary, Vancouver, British 

Columbia, Canada. The students took their 

plants home to grow in their gardens over the 

summer. Image courtesy of Tomatosphere.

A fifth-grade student from Skinner West Classical, 

Fine Arts and Technology School in Chicago, 

Illinois, whose experiment to determine the effects of

microgravity on the development of goldfish was 

selected for flight as a part of the Student Spaceflight 

Experiments Program (SSEP). Image courtesy of the 

National Center for Earth and Space Science 

Education (NCESSE).
3

Polymers Erosion and Contamination 

Experiment (PEACE) have received 

national science fair awards for their work.

Students Participating in ISS 

Engineering Education: Hardware 

Development. These activities typically 

involve high school and college students 

developing hardware to support the ISS

Program as they learn about and participate

in space operations. The Agricultural 

Camera (AgCam) — a project that ran 

from 2005 to 2010 — is one example in 

which undergraduate and graduate students 

from the University of North Dakota

designed, built and operated ISS 

experiment hardware.

Educational Demonstrations and Activities. In addition to the numerous ISS experiments 

supported by students, several other educational activities and demonstrations are performed to be 

used as teaching aids, to supply resource materials, or simply to provide additional mechanisms to 

inspire students. These range from crewmembers demonstrating how simple and familiar 

phenomena, such as static attraction in microgravity, reveal an exciting new understanding of 

physics in space to allowing students of all ages to pose questions to the crew on board the station. 

These diverse activities are rich with opportunities to connect with students and bring the ISS 

experience into their lives.

Cultural Activities. Along with educational activities that have 

a technical component, there are activities that provide a 

cultural experience to the students. These include various 

cultural activities, such as dancing in microgravity or playing an 

instrument, performed by crewmembers on board the ISS. On 

the ground, students engage in such cultural experiences as the 

Japanese Himawari, also known as JAXA Spaceflight Seeds

Kids I. Students in Japan had the opportunity to grow 

sunflower seeds that flew on board the station for approximately

nine months in 2008 as part of Touch the Universe. Through a 

series of education guides, students gained a deeper 

understanding of the past and near-term future of human space 

flight as well as the future of Earth and life.

Student scientists have an opportunity to design and fly their 

own experiments on the ISS, such as the fifth graders (10 and 

11 year olds) who, as part of the National Center for Earth and 

Students plant seeds of Himawari. 

(Kotobuki-kita Elementary School, 

Kanoya City, Kagoshima Prefecture, 

Japan). Image courtesy of Kotobukikita Elementary School and JAXA.

AgCam hardware integrated on the window in the Destiny 

Laboratory mockup at the Johnson Space Center in Houston, 

Texas. Image courtesy of NASA.
4

Space Science Education (NCESSE) Student Spaceflight Experiments Program (SSEP) working 

with the U.S. commercial company NanoRacks as their implementation partner, investigated the 

effect of microgravity on the development of goldfish eggs. Countless high school students involved 

in ISS projects have steered their careers to mathematics, science and other technical areas. Many 

college students also have been involved in ISS research and have completed various projects, theses 

and dissertations related to ISS experiments.

In addition to inspiring students, ISS education programs also motivate teachers. Some of the station 

experiments have encouraged teachers to participate through workshops that facilitate them in 

leading students to design and conduct ISS experiments. By inspiring the teachers, the impact of the 

ISS experience can become even broader. Teachers have demonstrated that they serve as a great 

resource for promoting enthusiasm for space exploration through implementing their training in the 

classroom.

ISS student experiments and activities have involved schools from all over the world. To date, more 

than 43 million students from 49 countries have participated. Students from all across Asia, 

Australia, Europe, Africa, and North and South America, including the Caribbean region, have had 

opportunities to be inspired by their involvement in ISS education activities and as a result have been 

motivated to pursue careers in STEM. Projects such as EarthKAM and ARISS have made it 

possible for students in some of the most remote places in the world to communicate with and 

become involved in the ISS Program.
5

Summary of International Space Station Education Opportunities and 

Accomplishments

Table 1 – Student, Teacher and School Summary of ISS Education Opportunities and 

Accomplishments

Investigations

Number of Students

Schools Teachers

K-12 Undergraduate Graduate Postdoctoral

Student-Developed 

Investigations 560,612 347 9 17,293 19,308

Education Competitions 3806 74 77

Students Performing 

Classroom Versions of ISS

Investigations

1,059,938 37 28 5078 5287

Students Participating in 

ISS Investigators 

Experiments

89,768 1422 1167 47 66 6255

Students Participating in 

ISS Engineering 

Education: Hardware 

Development

2116 273 46 6 63

Educational 

Demonstrations and 

Activities

41,480,680 3437 2,797,620

Cultural Activities 620 15 20

Totals ~43,000,000 ~2,000 ~1,200 ~50 ~26,000 ~2,800,000
6

Summary of Inquiry-Based International Space Station Education

Inquiry-based education is an investigative approach to learning that encourages students, 

individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret 

data in order to develop concepts and relationships from empirical experiences. (Standards for 

Science Teacher Preparation, NSTA 2003).

Table 2 – Inquiry-Based Student, Teacher and School Summary of ISS Education 

Opportunities and Accomplishments

Investigations

Number of Students

Schools Teachers

K-12 Undergraduate Graduate Postdoctoral

Student-Developed 

Investigations 560,612 347 9 17,293 19,308

Education Competitions 3806 74 77

Students Performing 

Classroom Versions of ISS

Investigations

1,059,938 37 28 5078 5287

Students Participating in 

ISS Investigators 

Experiments

89,768 1422 1167 47 66 6255

Students Participating in 

ISS Engineering 

Education: Hardware 

Development

2116 273 46 6 63

Totals ~1,700,000 ~2,000 ~1,200 ~50 ~23,000 ~31,000
International Space Station Education Opportunities

These educational activities and projects are ongoing and serve as opportunities for

students at various levels to be involved.

9

-

Student-Developed Investigations

These experiments, which are typically developed by students under the aegis of a 

teacher or scientist mentor, are performed solely for the benefit of the students.

11

Earth Knowledge Acquired by Middle School Students (EarthKAM)

Expeditions: 2–32, Ongoing

Leading Space Agencies: NASA, Global 

Curriculum Grade Levels: K–8 (elementary)

Impact: Approximately 2800 schools with 190,000 middle school students and 3000 teachers in the 

United States and 48 other countries have participated in EarthKAM. A total of 150 undergraduate 

students from the University of California at San Diego (UCSD), San Diego, California, also have 

participated in integrating and operating the experiment.

Participating Countries: Argentina, Australia, Belgium, Bermuda, Bolivia, Brazil, Canada, Chile, 

China, Columbia, Croatia, Czech Republic, Denmark, Dominican Republic, Egypt, England, Fiji, 

Finland, France, Germany, Ghana, Greece, Guatemala, India, Italy, Japan, Kenya, Lebanon, 

Malaysia, Mexico, Netherlands, New Zealand, Nigeria, Poland, Polynesia, Portugal, Puerto Rico, 

Romania, Russia, South Africa, South Korea, Spain, Switzerland, Trinidad/Tobago, Turkey, United 

Kingdom, United States, Uruguay, Venezuela

Participating States: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, 

Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, 

Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, 

Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, 

Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, 

Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming 

Number of K–8 Students (elementary): 190,154

Number of Undergraduate Students (college, postsecondary): 150

Number of Teachers: 3000

Number of Schools: 2872

Ongoing Opportunities: Approximately 60 Schools per Year

Marvin Singer of Francis Scott Key School, Philadelphia, Pennsylvania, USA: 

“I've told my students that the EarthKAM experience is one they will long 

remember and should be included in their academic resume.”

Tetsuya Fukuda of Nara Education University JHS in Japan: “My students tried 

the EarthKAM project this April. It’s wonderful. My students could get a great 

experience about space education.”

Maria Alexis of Pope John Paul II Regional Catholic Elementary School in

West Brandywine Township, Pennsylvania: “Our fourth graders truly enjoyed 

working together on this mission and learning about the geography of our 

Earth and the roles satellites and the ISS play in providing information to 

scientists around the world.”
12

Description of Student Participation and Activities: EarthKAM is a NASA-sponsored education 

program that enables thousands of students to photograph and examine the Earth from the unique 

perspective of space. Using the EarthKAM website, students control a special, digital camera 

mounted in a window on the ISS. From this camera, students are able to photograph a wide range of 

beautiful and fascinating features on the surface of Earth. During an EarthKAM session, middle 

school students select photographic targets linked to the curriculum of each school. Undergraduate 

students at UCSD integrate the requests from the schools at the Mission Operations Center and send 

a camera control file to the Johnson Space Center (JSC) in Houston, Texas, for uplink to the ISS. 

The resulting photographs are downlinked from the station back to EarthKAM and are made 

available on the Web to be viewed and shared by participating classrooms and the general public.

Description of Teacher Participation and Activities: The role of the teachers is to help facilitate 

the experience described above for their students. They also help develop related curricula and 

lesson plans related to the studies of their students.

Principal Investigator: Sally Ride, Ph.D., 

Sally Ride Science

Education Lead: Teresa Sindelar, Teaching 

From Space, NASA JSC, Houston, Texas, USA

Education Websites:

http://www.nasa.gov/education/tfs

http://earthkam.ucsd.edu

Map of countries that participated in EarthKAM missions.

Students at Gonzalez Middle School in Donaldsonville, 

Louisiana, are using computers to help select potential 

target sites for the EarthKAM camera. 

Image courtesy of Sally Ride Science EarthKAM.
13

 

 

Taken during the EarthKAM Winter 2010 mission, this image of Bihar, India, shows the 

variation in terrain as well as the Ganga River. The image was annotated by an 

EarthKAM intern at UCSD.

This image was taken during the EarthKAM Winter 2010 mission. The Yabrai Shan Mountains 

of China are depicted along with surrounding hills and desert. The image was annotated by an 

EarthKAM intern at UCSD.
14

Table 3 – Countries and Number of Schools That Participated in EarthKAM

Country No. of Schools Country No. of Schools

Argentina 22 Japan 59

Australia 35 Kenya 1

Belgium 1 Lebanon 5

Bermuda 1 Malaysia 3

Bolivia 1 Mexico 7

Brazil 2 Netherlands 5

Canada 33 New Zealand 3

Chile 6 Nigeria 2

China 2 Poland 22

Columbia 6 Polynesia 2

Croatia 5 Portugal 4

Czech Republic 2 Puerto Rico 8

Denmark 2 Romania 11

Dominican Republic 7 Russia 1

Egypt 3 South Africa 1

England 4 South Korea 7

Fiji 2 Spain 25

Finland 2 Switzerland 3

France 14 Trinidad and Tobago 1

Germany 30 Turkey 5

Ghana 1 United Kingdom 11

Greece 1 United States 2222

Guatemala 2 Uruguay 1

India 53 Venezuela 1

Italy 10
15

Table 4 – Number of Schools by State That Participated in EarthKAM

State No. of Schools State No. of Schools

Alabama 20 Montana 7

Alaska 16 Nebraska 14

Arizona 39 Nevada 18

Arkansas 24 New Hampshire 12

California 235 New Jersey 70

Colorado 23 New Mexico 20

Connecticut 35 New York 104

Delaware 7 North Carolina 60

Florida 207 North Dakota 2

Georgia 57 Ohio 68

Hawaii 4 Oklahoma 31

Idaho 14 Oregon 7

Illinois 50 Pennsylvania 102

Indiana 31 Rhode Island 10

Iowa 16 South Carolina 29

Kansas 29 South Dakota 5

Kentucky 19 Tennessee 6

Louisiana 27 Texas 398

Maine 7 Utah 21

Maryland 62 Vermont 9

Massachusetts 50 Virginia 55

Michigan 41 Washington 35

Minnesota 4 West Virginia 9

Mississippi 20 Wisconsin 36

Missouri 31 Wyoming 2
16

Drop Your Thesis!

Expeditions: 2009-2011

Leading Space Agency: ESA

Curriculum Grade Levels: Graduate (master’s, Ph.D., M.D.)

Participating Countries: Austria, Belgium, Czech Republic, Denmark, Finland, France, Germany, 

Spain, Greece, Ireland, Italy, Luxemburg, Netherlands, Norway, Portugal, Romania, Sweden, 

Switzerland, United Kingdom

Cooperating Countries: Canada, Estonia, Hungary, Poland, Slovenia

Number of Graduate Students (master’s, Ph.D., M.D.): 9 (period 2009–2011)

Number of Academic Supervisors: At least one per each student team

Number of Universities: 3

Ongoing Possibilities: Drop Your Thesis! is an annual opportunity; normally one team is accepted 

per year.

Project Description: Each year, teams composed of master’s or Ph.D. students can apply to the 

Drop your Thesis! program by submitting an experiment proposal to the ESA Education Office. A 

review board composed of experts from the European Low Gravity Research Association (ELGRA),

the ESA Directorate of Human Space Flight, ZARM-FABmbH and the ESA Education Office 

selects the best proposed microgravity experiment and gives the student team the opportunity to 

perform a series of launches using the ZARM drop tower in Bremen, Germany. During this Drop 

Your Thesis! campaign, the experiment payload 

is integrated into a drop capsule, which is

allowed to fall freely, attaining microgravity 

levels as low as 10-6g. The ZARM facility 

features a 146-meter-high tower and offers two 

drop modes: standard, in which the drop 

capsule is released from a height of 120 meters,

and catapult, in which the capsule is propelled 

vertically to the top of the tower and afterward 

drops back down. The resulting experiment 

microgravity periods are 4.74 seconds and 

9.3 seconds, respectively.

Education Lead: Piero Galeone, European 

Space Research and Technology Centre 

(ESTEC), European Space Agency, Netherlands

Website:

http://www.esa.int/SPECIALS/Education/SEM6

7TLX82G_0.html

Hands-on experience for the Bubjet team.

Image courtesy of ESA.
17

Fly Your Thesis!

Expeditions: 2009–2012

Leading Space Agency: ESA

Curriculum Grade Levels: Graduate 

(master’s, Ph.D., M.D.)

Participating Countries: Austria, Belgium, Czech 

Republic, Denmark, Finland, France, Germany, 

Spain, Greece, Ireland, Italy, Luxembourg, 

Netherlands, Norway, Portugal, Romania, Sweden, 

Switzerland, United Kingdom

Cooperating Countries: Canada, Estonia, Hungary, 

Poland, Slovenia

Number of Students: College (undergraduate) 30 (period 2009–2011)

Number of Academic Supervisors: At least one per student team

Number of Universities: 13

Ongoing Possibilities: A Fly Your Thesis! campaign is being organized in 2012 (with 14 students 

from four different universities). In 2013, the Fly Your Thesis! program will be suspended until 

further notice.

Description of Student Activity: The Fly Your Thesis! program gives university students the 

opportunity to fly their scientific experiments in microgravity as part of their master’s thesis, Ph.D.

thesis or research program by participating in a series of parabolic flights. These parabolic flights 

take place on the Airbus A300 Zero-G, which is operated and maintained by Novespace in

Bordeaux, France. 

Parabolic flights were proposed by ESA to foster university student interest in microgravity research 

all over Europe. The Student Parabolic Flight Campaign started in 1994 and was the first hands-on 

activity offered by ESA. The last full ESA student campaign was held in 2006. Thereafter, the 

program was thoroughly reviewed, and several managerial and safety recommendations were made 

for future campaigns. Following these recommendations and interactions between the ESA 

Education Office and the ESA Directorate of Human Space Flight, a new program called Fly Your 

Thesis! – An Astronaut Experience was defined. Teams composed of master’s or Ph.D. students can 

apply to the Fly your Thesis! program by submitting a letter of intent to the ESA Education Office. 

A review board composed of experts from ELGRA, the ESA Directorate of Human Space Flight,

and the ESA Education Office preselects as many as 20 teams and invites them to develop more 

detailed scientific and technical proposals. To conclude this pre-selection phase, the student teams 

present their projects to the review board during a dedicated workshop held at an ESA center. After 

this workshop, as many as four teams are selected to build and perform their experiment during an 

ESA parabolic flight campaign. The students accompany their experiments on board the A300 

Zero-G aircraft for a series of three flights of 30 parabolas each, with each parabola providing 

Quentin Galand in the 2011 

campaign: “All of us have profited 

and learned from many different 

things: project management, 

technical buildup of the 

experimental setup, the scientific 

objectives of the experiment and, 

last but not least, the great 

human experience.”
18

approximately 20 seconds of microgravity. During this campaign, students work in close contact 

with several professional teams composed of renowned European scientists carrying out their own 

microgravity research.

Education Lead: Piero Galeone, ESTEC, ESA, Netherlands

Website: http://www.esa.int/SPECIALS/Fly_Your_Thesis/

Students from the University of Amsterdam investigate the water repellence of topsoil in the ARID experiment. 

Image courtesy of ESA.
19

NanoRacks NanoLabs

Expeditions: 25/26, 29/30

Leading Space Agency: NASA

Curriculum Grade Levels: 9–12 (secondary)

Impact: The first ISS Project Team from Valley Christian High School consisted of 22 students. Four 

Valley Christian High School ISS student teams consisting of 38 students were formed the next year; three 

ISS Project Partner high schools — Fremont Christian, Faith Christian Academy and Whittier Christian —

had a total of 45 students.

Participating Country: United States

Participating State: California

Number of 9–12 Students (secondary): 105

Number of Schools: 4

Number of Teachers: 7

Brief Research Summary: Expeditions 25/26 NanoRacks NanoLabs include the following experiments:

• NanoRacks-Valley Christian High School-Plant Seed Growth (NanoRacks-VCHS-Plant Seed)

contains an extended-sized autonomous, self-contained plant-seed growth experiment that is plugged into a 

NanoRacks Platform on board the ISS. The internal camera provides snapshots of the stages of growth 

during the experiment.

Expeditions 29/30 NanoRacks NanoLabs include the following experiments:

• NanoRacks-Faith Christian Academy-Concrete Mixing Experiment (NanoRacks-FCA-Concrete 

Mixing) compares the strength and molecular structure of concrete mixed by two different methods in 

microgravity with those of similar ground-mixed concrete. The comparison will be made using an atomic 

force microscope when the NanoLab is returned to Earth.

• NanoRacks-Fremont Christian High School-Micro-Robot (NanoRacks-FCHS-Robot) examines the 

effects of microgravity on remotely controlled robot control mechanisms and mechanical devices. The 

students programmed the fan-propelled robot to move in an x/y plane. The rate of travel and the total 

amount of travel are measured by analyzing photos. 

• NanoRacks-Valley Christian High School-Bacillus Subtilis Bacteria Growth (NanoRacks-VCHS-B. 

Subtilis) studies the growth and growth rate of Bacillus subtilis bacteria in microgravity. Beef broth is 

added to the Bacillus subtillis, and the rate of growth is determined by measuring the amount of light 

shining through the bacteria-broth solution over time by using lumen sensors and analyzing the bacteria 

photos.

• NanoRacks-Valley Christian High School-Electromagnetic Effects on Ferrofluid (NanoRacks-VCHSElectromagnetic Ferrofluid) studies the effects of a variable magnetic field on ferrofluids in microgravity. 
20

Three-dimensional figures formed by the varying magnetic field are photographed and downlinked to the 

students daily to be analyzed and compared with those formed on the ground.

• NanoRacks-Valley Christian High School-Electroplating (NanoRacks-VCHS-Electroplating) studies 

the effects of electroplating gold and bronze in microgravity aboard the station and compares the results of 

identical electroplating on Earth. Samples of electroplating in space and on the ground are analyzed with 

Valley Christian’s atomic force microscope. 

• NanoRacks-Valley Christian High School-Plant Growth (NanoRacks-VCHS-Plant Growth) examines 

the growth and growth rate of marigold and thyme seeds in microgravity. With the bank of light-emitting 

diodes on to simulate the sun, two Wisconsin fast plants and two English thyme plants are watered at a 

predetermined rate and photographed to measure the rate of growth. The growth is compared with the 

growth of the same plants grown on the ground. 

• NanoRacks-Whittier Christian High School-E.Coli Bacteria and Kanamycin Antibiotic (NanoRacksWCHS-E. Coli and Kanamycin) studies the growth of green fluorescent protein tagged Escherichia coli

(E. coli) bacteria in microgravity and the E. coli bacteria’s resistance to the antibiotic Kanamycin by 

varying the antibiotic dosage. Photos of the bacteria are taken to determine its growth as measured by the 

amount of fluorescence. The bacteria’s resistance to antibiotics is determined by measuring the decrease in 

fluorescence.

Description of Student Participation and Activities: The first ISS project team from Valley Christian High 

School consisted of 22 students. Four new Valley Christian High School International Space Station student 

teams were formed consisting of 38 Valley Christian High School students. Three other International Space 

Station Project Partner high schools — Fremont Christian, Faith Christian Academy and Whittier Christian —

had a total of 45 students, and each school formed one team. Each student team was given a NanoLab to 

house its microgravity science experiments. Each one of the seven teams was responsible for selecting, 

designing, building, programming, testing and delivering its NanoLab to the Valley Christian High School 

International Space Station Student Integration Team.

Principal Investigators: Valley Christian High School, San Jose, California; Faith Christian Academy, 

Coalinga, California; Whittier Christian High School, La Habra, California; and Fremont Christian High 

School, Fremont, California, USA

Education Website: http://www.vcs.net/mathscience/iss-project/2011-12/index.aspx
21

NanoRacks-National Center for Earth and Space Science Education-1, -2, and

-Aquarius (NanoRacks-NCESSE-1, -2, and -Aquarius)

Expeditions: 27/28, 31/32, 33/34

Leading Space Agency: NASA

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary), postsecondary

Impact: As a result of the NCESSE Student Spaceflight Experiments Program (SSEP) announcements of 

opportunity, 39 communities across the United States have joined the program, providing 71,900 students in 

grades 5 through 14 the opportunity to participate.

Participating Country: United States

Participating States: Arizona, California, Connecticut, Florida, Iowa, Illinois, Indiana, Kentucky, Louisiana, 

Massachusetts, Maryland, North Carolina, Nebraska, New Jersey, New Mexico, New York, Ohio, Oregon, 

Texas, Utah, Washington and the District of Columbia

Number of 5–14 Students (elementary/secondary/postsecondary): 71,900

Number of Schools: 193

Number of Teachers: 1756

Ongoing Opportunities: About 50 schools per year

Brief Research Summary: NanoRacks-NCESSE-1, -2 and -Aquarius are part of a commercial program that 

incorporates the science projects of schools from across the United States. Students design their own 

experiments using flight-approved fluids and materials that are flown on the Materials Diffusion Apparatus 

(MDA) or MixStix NanoLabs in a NanoRacks module. Students complete proposals for a flight opportunity, 

experience a science proposal review process, complete a flight safety review and attend their own science 

conference. The goal of this program is to allow students to experience scientific exploration through their 

own involvement. 

Description of Student Participation and Activities: The SSEP, launched by the NCESSE in partnership 

with NanoRacks, LLC, is a remarkable commercial U.S. STEM education initiative 

that provides middle and high school students (grades 5–12) and undergraduates at two-year community 

colleges (grades 13–14) the ability to design and propose experiments to fly in low Earth orbit aboard the 

final flights of the space shuttle or the Soyuz and then aboard the International Space Station.

Principal Investigator: Jeff Goldstein, Ph.D., NCESSE, Capitol Heights, Maryland, USA

Education Website: http://ncesse.org/
22

Table 5 – NanoRacks-NCESSE-Aquarius Investigations

NanoRacks-NCESSE-Aquarius

Investigation School Grade City, State

Effect of Microgravity on the 

Antibacterial Resistance of 

P. aeruginosa

San Marino High School 10 San Marino, California

Microgravity Wine Chaminade College 

Preparatory 9, 10 West Hills, California

How Does Parathyroid Hormone 

Affect Changes in Bone Mass in 

Microgravity?

Annie Fisher STEM Magnet 

School and University High 

School of Science and 

Engineering

8, 12 Hartford, Connecticut

Does Hay Bacillus Break Down 

Human Waste (Represented by Brown 

Egg) in Microgravity as Well as in 

Earth Gravity?

Stuart-Hobson Middle School 8 Washington, DC

Effect of Microgravity on 

Reproduction of Curli Producing 

E. coli O157:H7 438950R

Avicenna Academy 7 Lake County, Indiana

The Effect of Microgravity on the 

Quality and Nutritional Value of the 

Seed Sprout of a Germinated 92M72 

Genetically Modified Soy Bean

Highland Christian School 7, 8 Lake County, Indiana

Killifish in Space OA-BCIG High School 9–12 Ida County, Iowa

The Physiological Effects of 

Microgravity and Increased Levels of 

Radiation on Wild-Type and 

Genetically Engineered 

Caenorhabditis elegans

Henry E. Lackey High School 11 Charles County, 

Maryland

Effect of Arthrobacter on 

Polyethylene Decomposition Rate in 

Microgravity

Montachusett Regional 

Vocational Technical School 10, 12 Fitchburg, Maryland

Escherichia coli in Microgravity Norris High School 12 Pleasanton and Norris, 

Nebraska

Spider Development and Gravity Quebec Heights 5 Cincinnati, Ohio

Yeast in Space! Cincinnati Gifted Academy 6 Cincinnati, Ohio

Hepatocyte Development in 

Bioscaffolds infused with TGFB3 in 

Microgravity

Johnston Middle School 8 Houston, Texas

Will Vitamin C Preserve Bone 

Density in Microgravity? Parker Elementary School 5 Houston, Texas

The Effect of Microgravity on the Use 

of Cactus Mucilage for Water 

Purification

El Paso Community College 

Valle Verde Campus 14 El Paso, Texas
23

Table 6 – NanoRacks-NCESSE-2 Investigations

NanoRacks-NCESSE-2 Investigation School Grade City, State

Microgravity Yeast Experiment Parkridge Elementary 

School 7 Peoria, Arizona

Microgravity’s Effect on Tomato Growth Annie Fisher STEM 

Magnet School 8 Hartford, Connecticut

Will Microgravity Effect the Development 

of Goldfish?

Skinner West Classical, 

Fine Arts, and

Technology School

5 Chicago, Illinois

All Mixed Up (Based on Gause’s 1932 

Experiment): The Effect of Microgravity 

on the Interaction of Paramecium bursaria

and Paramecium caudatum in a Mixed 

Culture, Using Yeast and Bacteria as a 

Food Source

Avicenna Academy and 

Life Learning 

Cooperative

4–6,

4–12 Crown Point, Indiana

How Does Microgravity Affect the 

Maximum Cell Size of Tardigrades?

Ridge View High 

School 9–11 Galva-Holstein, Iowa

Physiological effects of microgravity on 

germination and growth of Arabidopsis 

thaliana

Henry E. Lackey High 

School 9–12 Charles County, Maryland

The Growth Rate of Lactobacillus 

acidophilus in Microgravity

Montachusett Regional 

Vocational Technical 

High School

11 Fitchburg, Massachusetts

Effects of Microgravity on Goodstreak 

Wheat Potter-Dix Schools 6–12 Potter and Dix, Nebraska

The Effects of Microgravity on Oil 

Production in Salt-Stressed 

Chlamydomonas reinhardtii

Lincoln Public Schools 

Science Focus Program 11–12 Lincoln, Nebraska

Effects of Microgravity on Osteoblast 

Specialization and Bone Growth

Bridgewater-Raritan 

High School 11–12 Bridgewater-Raritan, New Jersey

Deposition and Formation of Zinc 

Phosphate Crystals in Microgravity

Yeshiva Ketana of Long 

Island 6–7 Inwood, New York
24

Table 7 – NanoRacks-NCESSE-1 Investigations

NanoRacks-NCESSE-1 Investigation School Grade City, State

Development of Prokaryotic Cell Walls 

in Microgravity Shelton High School 12 Shelton, Connecticut

Apples in Space Crystal Lake Middle 

School 8 Broward County, Florida

The Effect of Microgravity on the 

Ability of Ethanol to Kill E. Coli Maitland Middle School 8 Orange County, Florida

Efficiency of Microencapsulation in 

Microgravity as Compared to Gravity

Lincoln Hall Middle 

School 6 Lincolnwood, Illinois

The Effect of Microgravity on the 

Viability of Lactobacillus GG The Academy@Shawnee 9–11 Jefferson County, Kentucky

What is the Effect of Microgravity on 

the Growth Rate of Murine Myoblasts?

Copper Mill Elementary 

School 5 Zachary, Louisiana

Swimming Patterns and Development 

of Zebra Fish After Exposure to 

Microgravity

Esperanza Middle School 8 Saint Mary’s County, Maryland

Honey as a Preservative on LongDuration Space FlightsHarry A. Burke High 

School 10 Omaha, Nebraska

Effects of Microgravity on Lysozyme’s 

Antibacterial Properties

Omaha North High 

Magnet School 12 Omaha, Nebraska

Does the Radiation Exposure Effect 

Seed Germination Without the 

Protection of the Ozone Layer?

Tse’ Bit’Ai Middle School 8 Shiprock, New Mexico

The Development of Minnow Fish Eggs 

in Space

Milton Terrace South 

Elementary School 5 Ballston Spa, New York
25

Reduced-Gravity Education Flight Program

Expeditions: Ongoing

Leading Space Agency: NASA

Curriculum Grade Levels: K–8 (elementary),

9–12 (secondary), College (undergraduate)

Impact: 3389 student flyers (does not include 

ground crew), 212 institutions, 696 teams, 49 states 

(plus the District of Columbia and Puerto Rico).

Participating Country: United States

Participating States: Alabama, Alaska, Arizona, 

Arkanasa, California, Colorado, Connecticut, Florida, 

Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, 

Kentucky, Maine, Maryland, Massachusetts, Michigan, 

Minnesota, Mississippi, Missouri, Montana, Nebraska, 

Nevada, New Hampshire, New Jersey, New York, North Carolina, North Dakota, Ohio, Oklahoma, 

Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, Texas, Utah,

Virginia, Washington, West Virginia, Wisconsin, Wyoming, plus the District of Columbia and 

Puerto Rico

Number of Students (elementary): 3389

Number of Schools: 212

Experiment Description: Before experiments are sent to the station, they are tested using a variety 

of microgravity simulations. Many new pieces of experimental hardware and research approaches 

are tested in parabolic flight simulations of microgravity. During these parabolic flights, 

experimenters have access to repeated short periods (25 seconds) of microgravity in which to 

conduct their experiments. Many of the microgravity 

simulations in parabolic flight are directly or indirectly 

linked to ISS research.

Description of Student Participation and Activity: 

The Reduced Gravity Education Flight Program 

consists of two areas that allow for student 

participation. The first area is that of research prior to 

an experiment being sent to ISS. Students who are 

affiliated with a principal investigator have assisted in 

many capacities. These students design, build and test 

hardware as well as collect and analyze data from the 

microgravity simulation flights. The overall experience 

includes scientific research, hands-on experimental 

design, test operations and educational/public outreach

“Hey, I did something awesome 

and it involved science and 

experimentation and engineering. 

I really think this program does a 

great job of doing that and is 

worth every second of the work —

even without the flight. You learn 

how to actually put together real 

research and prepare a real 

experiment to fly. That kind of 

experience is invaluable and can 

only serve as a benefit in my 

future endeavors.”

“The program is definitely the 

kind of thing NASA needs more of 

because in reality all these kids 

who dream of being astronauts 

probably won’t be selected. I read 

a statistic that the chances of 

being an astronaut were slimmer 

than being a professional athlete 

who gets struck by lightning! So 

really this is a program that lets 

kids get as close as they can to 

their dreams.”
26

activities. The objectives of the program are (1) to provide students and educators with an 

outstanding educational opportunity to explore microgravity; (2) to attract outstanding young 

scholars to careers in math, science and engineering in general; (3) to introduce young scholars to 

careers with NASA and in the space program in particular; (4) to provide a platform for students and 

educators to understand how microgravity affects research and testing of serious science and 

engineering ideas; and (5) to provide an opportunity for both the general public and school children 

to discover educational and professional opportunities available at NASA.

Description of Teacher Participation and Activities: This program is also open to K–12 teachers 

across the country. More information about program specifics and annual reports can be found on 

the following website: http://microgravityuniversity.jsc.nasa.gov/theArchives/annualreports.cfm.

Education Leads: Douglas Goforth and Sara Malloy, NASA JSC, Houston, Texas, USA

Education Website: http://microgravityuniversity.jsc.nasa.gov

Teachers fly their experiment 

as part of the Reduced Gravity 

Education Flight Program. 

Image courtesy of NASA.
27

Rocket and Balloon Experiments for University Students (REXUS/BEXUS)

Expeditions: Ongoing

Leading Space Agencies: German Aerospace Center (DLR) and the Swedish National Space 

Board (SNSB)

Participating Space Agency: ESA

Participating Countries: Austria, Belgium, Czech Republic, Denmark, Finland, France, Germany, 

Spain, Greece, Ireland, Italy, Luxemburg, Netherlands, Norway, Portugal, Romania, Sweden, 

Switzerland, United Kingdom

Cooperating Countries: Canada, Estonia, Hungary, Poland, Slovenia

Number of University Students: 146 (period 2008–2011)

Number of Academic Supervisors: At least one per student team

Number of Universities: 31

Ongoing Possibilities: REXUS and BEXUS are yearly opportunities

Description of Student Activity: The REXUS and BEXUS programs offer opportunities for 

student experiments to be flown on sounding rockets and stratospheric balloons. Each flight carries

a payload consisting solely of student experiments.

The REXUS/BEXUS programs are realized under a bilateral agency agreement between the DLR 

and the SNSB. The Swedish share of the payload has been made available to students from other 

European countries through collaboration with the ESA.

EuroLaunch, a collaboration between the Esrange Space Center of the Swedish Space Corporation 

(SSC) and the Mobile Rocket Base (MORABA) of DLR, is responsible for the campaign 

management and operations of the launch vehicles. Experts from ESA, SSC and DLR provide 

technical support to the student teams throughout the project.

REXUS is an unguided, spin-stabilized, solid-propellant, single-stage rocket. The vehicle has a 

length of 5.6 meters and a diameter of 35.6 centimeters, and the total available mass for student 

experiments is about 30 kilograms. 

The BEXUS balloon has a volume of 12,000 cubic meters and a diameter of 14 meters when filled. 

The total mass available for the experiments is between 40 and 100 kilograms. The maximum 

altitude is 35 kilometers, and the flight duration is two to five hours.

Education Lead: Piero Galeone, ESTEC, Netherlands

Websites: http://www.esa.int/SPECIALS/Education/SEMTTQJV3AF_0.html,

http://www.rexusbexus.net/
28

JAXA Seeds in Space I (Asagao and Miyako-Gusa)

Expeditions: Ongoing

Leading Space Agency: JAXA

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary) 

Participating Country: Japan

Number of K–8 Students (elementary): 5994

Number of 9–12 Students (secondary): 2716

Number of Schools: 201

Number of Teachers: 201

Description of Student Participation and Activities: In March 2008, seeds of Asagao (Japanese 

morning glory) and Miyako-gusa (Japanese bird’s foot trefoil) were launched to the International 

Space Station aboard space shuttle Endeavour, STS-123. The specimens remained on the ISS for 

nine months and were returned to Earth. In May 2010, the space-flight seeds of Asagao and 

Miyako-gusa were distributed to hundreds of schools in Japan, with another set of ground (negative)

control (never left Earth) and positive control (irradiated with carbon ion beams at RIKEN 

Accelerator Research Facility) seeds. Each group of participating students, 3 to 18 years old, was 

given 10 flight, ground control and positive control seeds as one set for Asagao; for Miyako-gusa, 

20 seeds were distributed. The students continued to cultivate their plants twice for two seasons,

until the fall of 2011, to find the mutants.

Description of Teacher Participation and Activities: Teachers prepare for student activities 

associated with this experiment with a set of seeds. Several educator guides involving cultivation

methods for Asagao or Miyako-gusa, mutant identification methods for Asagao or Miyako-gusa, 

past examples of Seeds in Space education experiments, cosmic radiation, the role of higher plant 

mutants to agriculture and their biological safety have been distributed to each teacher who 

supervises students in classrooms. Furthermore, for each month’s cultivation period, teachers will

review their own students’ crude data and publish the data on the JAXA home page. The summation 

of all the school data becomes one experiment. After two rounds of cultivation, teachers will send 

the final cultivation reports to JAXA, which will perform a final assessment of mutant occurrences.

Education Lead: Tamotsu Nakano, Ph.D.

Education Website: Japanese: http://edu.jaxa.jp/seeds/

English: http://edu.jaxa.jp/en/education/international/ISS/SIS/

Ms. Yoko Akamine, a teacher of Oitaminami High School, Oita City, Oita Prefecture: 

“Since we think this is a very interesting and rare experiment, we would like to tackle 

it as one of our Science Club activities.”
29

Additional Comments on Student/Teacher Involvement in the Investigation: It is JAXA’s hope 

that the students understand that the mutation rates of seeds in space are extremely low compared to 

their expectations and that they learn what scientific experiments are. The final goal of the Seeds in 

Space education program is to have students experience the science and participate in a real 

scientific investigation.

Students scatter seeds of Asagao (Nara University of 

Education Junior High School, Nara City, Nara Prefecture, 

Japan). Image courtesy of Nara University of Education 

Junior High School and JAXA.

Space flight Miyako-gusa, 

pictured to compare three 

experimental groups

(Wakayama Shin-ai Girls’

Junior and Senior High School, 

Wakayama City, Wakayama 

Prefecture, Japan). Image 

courtesy of Wakayama Shin-ai 

Girls’ Junior and Senior High 

School and JAXA.
30

JAXA Spaceflight Seeds Kids I (Himawari)

Expeditions: Ongoing

Leading Space Agency: JAXA

Curriculum Grade Levels: K–8 (elementary) 

Participating Country: Japan

Number of K–8 Students (elementary): 2054

Number of Schools: 44

Number of Teachers: 44

Description of Student Participation and Activities: Schools participating in this program were

provided the opportunity to grow sunflower seeds that flew on the ISS for approximately

nine months in 2008 as a start to Touch the Universe. Through a series of education guides, a deeper 

understanding of the past and near-term future of human space flight, as well as that of Earth and 

life, will be learned. In fact, JAXA intended to have school children experience the pseudo

overview effect by learning about harsh space circumstances disclosed by recent space 

developments. As a result, it would be much easier for them to find that Earth is really not only an 

oasis of space but also a cradle for living things on the Earth. Also, a contest was held for scientific 

reporting on lunar outpost agriculture by campaign participants. All contestants received an 

hourglass gift filled with simulated lunar regolith (※). (Note: The hourglass does not reflect 

time accurately.)

Description of Teacher Participation and Activities: To prepare 

for student activities associated with this experiment, several 

educator guides involving sunflower cultivation, the moon’s surface 

(including lunar regolith), soil and soil organisms, mycorrhizal fungi, 

space farms in microgravity and extraterrestrial agriculture (lunar

and Martian agriculture) were mailed to each teacher who supervises 

students in classrooms. After seed cultivation, teachers led the 

students in writing the final scientific report on lunar outpost 

agriculture, which was primarily proposed by students, to take part 

in JAXA’s contest.

Additional Comments on Student/Teacher Involvement in the 

Investigation: Sponsored by the Space Education Center of JAXA,

which provides opportunities to use the International Space Station

as a new field of education, this is the first campaign of JAXA 

Spaceflight Seeds Kids, designed primarily to promote interest in 

science and inspire school children.

Space flight Himawari, pictured by 

students (Tateyama-Sazanami 

School, Tateyama City, Chiba 

Prefecture, Japan). Image 

courtesy of Tateyama-Sazanami 

School and JAXA.
31

Education Lead: Tamotsu Nakano, Ph.D.

Education Website: Japanese: http://edu.jaxa.jp/himawari/

English: http://edu.jaxa.jp/en/education/international/ISS/SSK/

Mr. Kanta Honma, Teacher of Higashikagura Shibinai Elementary School, 

Higashikagura Town, Hokkaido: “It is a small-scale elementary school of just 

13 children, located at the foot of Asahi-dake, the highest peak of Hokkaido. At 

night, we always have a lot of stars in the heaven. I would like to make them begin 

to interest themselves in space and space development, taking advantage of the 

cultivation of the space-flight sunflower.”

Miss Miku Fujii, third grade student of Ginganosato Elementary school, Fukuyama 

City, Hiroshima Prefecture: “When I played a class helper of the day, I just took 

photographs of sunflowers. We have taken care of sunflowers, which were growing 

on and on, day by day. We really enjoyed every day in this season. Thank you, JAXA.”
32

Take Your Classroom Into Space (TYCIS)

Expeditions: 19/20, 21/22, 27/28, 29/30, 31/32

Leading Space Agency: ESA

Participating Space Agencies: Italian Space Agency (ASI), Netherlands Space Office (NSO)

Impact: Thousands of children and hundreds of schools throughout Europe have participated in 

Take Your Classroom Into Space activities, either during live in-flight calls or in their classrooms

after completion of the expedition.

Participating Countries: Austria, Belgium, Czech Republic, Denmark, Finland, France, Germany, 

Spain, Greece, Ireland, Italy, Luxemburg, Netherlands, Norway, Portugal, Romania, Sweden, 

Switzerland, United Kingdom

Number of Primary School Students: 10,500

Number of Secondary School Students: 10,500

Number of Teachers: 1300

Number of Schools: 1300

Ongoing Possibilities: TYCIS activities are ongoing, with a different activity for each ESA 

astronaut.

Description of Student Activity: The TYCIS activity was initially developed in 2009 when Frank 

de Winne started his OasISS mission, the first long-term ESA astronaut mission. The principle of 

TYCIS is simple: develop an educational payload destined to fly on the International Space Station. 

A crewmember performs the experiment either live during an in-flight call or records it and 

downlinks it at a later time. Schools that wish to participate in TYCIS order the free TYCIS kits,

which resemble the flight hardware. 

ESA astronaut André Kuipers 

with an Educational Payloads 

Operations (EPO) Convection 

experiment. 

Image courtesy of ESA.
33

ESA astronaut André Kuipers 

with an EPO foam stability 

experiment. 

Image courtesy of ESA.

The objective is for the students to perform the control experiment on Earth, bound by Earth’s 

gravity, while the astronaut performs the same experiment in weightlessness. The differences in 

outcome highlight the influence of gravity on the phenomenon being investigated. The TYCIS is 

accompanied by lessons translated into several languages; the lessons can be accessed at any time 

via the ESA education website, even after completion of the expedition. Similarly, the educational 

kits also can be ordered while stocks last.

The TYCIS activity also incorporates an educational in-flight call to the astronaut who is performing

or has performed the relevant TYCIS activity. ESA enables up to four sites (museums or science 

centers) in Europe to interact with the astronaut directly by asking questions. These events typically 

involve 1300 children per in-flight call. The in-flight calls are recorded and available on ESA’s Web 

streaming network (wsn.spaceflight.esa.int).

Education Lead: Nigel Savage, Ph.D., ESTEC, Netherlands

Website: http://wsn.spaceflight.esa.int/education

The 2009 TYCIS kit for a capillarity and mass 

measurement experiment. Image courtesy of ESA.
34

Table 8 – ESA Education Payload Operations and Demonstrations

Demonstration Objective Expedition Crewmember

EPO TYCIS –

Capillarity

This experiment, by Belgian teacher Jef Luyten 

and his Italian colleague Luigi Lombardo, was 

about capillarity. Here on Earth, the capillary 

effect can be seen in fine tubes containing 

liquid: surface tension pulls the liquid column 

up until there is a sufficient mass of liquid for 

gravity to overcome the intermolecular forces. 

As the mass of the liquid column is proportional 

to the square of the tube’s diameter, a narrow 

tube will draw a liquid column higher than a 

wide tube.

19/20

21/22 Frank DeWinne

EPO TYCIS –

Mass Measurement

This experiment, proposed by Theodoros 

Pierratos of Greece, Anicet Cosialls from Spain 

and Mieke Recour in Belgium, looked at 

calculating the mass of an object in space by 

timing its oscillations on a spring. It was 

conducted in a live link from the ISS September 

2009. The experiment clearly illustrated the 

difference between the concepts of weight 

and mass.

19/20

21/22 Frank DeWinne

EPO TYCIS –

Greenhouse in Space

This experiment attempted to yield seeds from 

plants grown from seed. The greenhouse, 

especially designed for growing plants in 

microgravity, was watered initially during a live 

link with Paolo Nespoli in February 2011. 

Hundreds of school children also initiated their 

experiments at the same time and carefully 

monitored the plant growth in the following 

weeks. Unfortunately, the experiment on board 

the ISS was terminated early due to growth of 

mold in the specially designed greenhouse.

25/26 Paolo Nespoli

EPO TYCIS –

Convection

This demonstration illustrates to students on a 

small scale how thermal gradients drive 

convective currents and, on the large scale of a 

planet, how temperature gradients influence 

density-driven convection and create 

atmospheric and oceanic currents.

29/30, 31/32 André Kuipers

EPO TYCIS –

Foam Stability

This experiment demonstrates physical 

properties of wet foams and how gravity 

influences stability as well as how 

understanding foam formation and stability can 

help us make cutting-edge materials. André 

Kuipers shows students how a foam is created 

from pure water in microgravity and observes

its stability.

29/30, 31/32 André Kuipers
35

Tomatosphere-III

Expeditions: 19/20, 27/28-31/32, Ongoing

Leading Space Agency: CSA

Curriculum Grade Levels: 3–8 (elementary), 9–10 (secondary)

Impact: More than 13,000 classrooms are growing seeds, comparing the growth to space-flown and 

control seeds.

Participating Country: Canada

Number of Schools: 12,400

Brief Research Summary: Tomatosphere-III is an 

educational investigation that uses the excitement of 

space exploration as a medium for teaching students 

about science, space, agriculture and Canada’s role 

in support of long-term space flight. The 

Tomatosphere program began in 2001 and has 

expanded each year; the investigation now involves

more than 13,000 classrooms in Canada. In the 

spring of each year, classrooms conduct 

experiments to investigate the effects of the space

environment on the growth of tomato seeds in support of long-duration human exploration, which 

includes establishing a base on the moon and later proceeding to Mars. The students’ findings will 

begin to address the question of how we supply long-duration space exploration missions with the 

life support requirements of food, water and oxygen. Currently, space vehicles are able to carry just 

enough of these to service the crew for short missions; supplies for long-duration crews on the 

International Space Station are currently refreshed by visiting space vehicles.

Description of Student Participation and 

Activities: Students will compare the germination 

rates of the control group with that of the seeds 

exposed to the microgravity environment on board 

the ISS and will report on the growth and 

development of the plants. Students will learn how 

to conduct a scientific experiment and may be 

inspired to pursue further education in the areas of

science and technology. It is essential that we focus on the technical needs of ventures like the space 

program to motivate young people to pursue studies in science and technology. Not all students can 

become astronauts; however, many will be able to find significant, worthwhile roles in providing 

support for knowledge-based programs such as those being developed by CSA and other agencies. 

Tomatosphere-III educational units include: (1) How to Feed a Martian (Grades 3–4): Nutrition 

Focus for Astronauts’ trips to the Red Planet; (2) Surviving on the Red Planet (Grade 6): Recycling 

Jo-Ann LaCharity, Castor Valley 

Elementary School, Ontario: 

“These authentic experiences are 

essential for hooking children on 

science and provide a wealth of 

learning opportunities.”

Larry Burroughs, Cheslakees 

Elementary School, British 

Columbia: “The students really 

enjoyed this project and related very 

well to the project. They made a real 

connection to Canada’s space 

program and thought it was very 

exciting that they were working with 

seeds that had travelled into outer 

space! I am most appreciative of all 

the sponsors for their part in 

providing a relevant, real-life 

classroom experience for the 

students in my school.”
36

Breathable Air; (3) The Martian Environment (Grades 7–8): Weather Station on Mars; (4) The 

Energy to Survive (Grades 9–10): Nutritional Requirements for Long-Duration Missions.

Principal Investigator: Jason Clement, CSA, Saint-Hubert, Quebec, Canada

Education Website: www.tomatosphere.org

During a previous Tomatosphere program, 

students studied the growth of their tomato 

plants in Miss Smith’s grade three class at 

Langley Fundamental Elementary, 

Vancouver, British Columbia, Canada. The 

students took their plants home to grow in 

their gardens over the summer. 

Image courtesy of Tomatosphere.
37

Education Competitions

These educational activities involve a student design competition to which students 

submit proposals for experiments. The proposals are judged, and the students who 

win often have the opportunity to fly their designs on the 

International Space Station.

39

Kids in Micro-g

Expeditions: 23–28

Leading Space Agency: NASA

Curriculum Grade Levels: K–8 (elementary)

Participating Country: United States

Participating States: Alabama, California, Connecticut, Florida, Georgia, Idaho, Maryland, 

Michigan, Missouri, New Jersey, New York, Ohio, Oregon, Pennsylvania, South Carolina, Virginia, 

Washington

Number of K–8 Students (elementary): 951

Number of Schools: 50

Number of Teachers: 53

Description of Student Participation and Activities: Kids in Micro-g was an experiment design 

challenge for students in grades 5–8. Its purpose was to give students a hands-on opportunity to 

design an experiment or a simple demonstration that could be performed both in the classroom and 

aboard the International Space Station. The students were provided a list of materials to use in the 

classroom that can also be found on board the ISS. The winning experiments had observably 

different results when the experiments were performed in the 1-g environment of the classroom, 

compared to when the experiments were performed by astronauts in the micro-g environment of the 

ISS. Video of the astronauts performing the experiments was provided to the students to complete 

their 1 g versus micro-g investigations. 

In 2011, the winning experiment, 

developed by a team of two fifth

graders, was titled Attracting Water 

Drop, which determined if a free 

floating water drop can be attracted to 

a static-charged rubber exercise tube. 

What resulted was an exciting new 

understanding of physics in space. 

The Kids in Micro-g project will be 

replaced by the YouTube Space Lab 

Competition in 2012.

Education Lead: Trinesha Dixon, 

NASA JSC, Houston, Texas, USA

Education Website:

http://www.nasa.gov/tfs

NASA astronaut Douglas (Doug) Wheelock, Expedition 25 

Commander, performs the Liquids in Microgravity experiment from 

the Virginia Academy in Ashburn, Virginia. 

Image courtesy of NASA.
40

NASA astronauts Catherine (Cady) Coleman and Ronald (Ron) Garan perform the Attracting Water Drops 

experiment from Chabad Hebrew Academy. Image courtesy of NASA.

Roger, Potlatch Elementary School, Potlatch, Idaho: “This experience will stick with 

me forever. This is very exciting to have our experiment be performed by trained 

astronauts.” 

Hanna, Hamlin School, San Francisco, California, as she views video of astronaut 

Doug Wheelock performing the experiment she designed: “It’s kind of mind 

boggling. He’s in space. He’s floating. It’s basically my idea in space. Well, it is my 

idea in space!”
41

Table 9 – Kids in Micro-g List of Winners

Kids in Micro-g Investigations School Grade City, State

Water Absorption/Capillary: Determined

the water absorption rates of two different 

materials.

Brownell Middle School 8

Grosse Pointe Farms, 

Michigan

Bottle Blowing in Space: Determined if 

blowing across the tops of bottles filled with 

different amounts of water will create the 

same tones in space as on Earth.

Vaughan Elementary

www.cobbk12.org 5

Powder Springs, 

Georgia

Speed: Determined if the radius (of the 

circle of revolution) affects the speed at 

which an outer object travels around a 

central object, and whether microgravity will 

change the results in this experiment.

Hamlin School

www.hamlin.org 7

San Francisco, 

California

Water and Hot Sauce: Determined if 

adding water to hot sauce in a microgravity 

environment will affect its surface tension.

Brownell Middle School 8

Grosse Pointe Farms, 

Michigan

Newton’s Space Office: Tested Newton’s 

Laws of Motion using a bag of paper clips.

East HartfordGlastonbury Elementary 

Magnet School

5

East Hartford, 

Connecticut

Motion of Projectiles: Investigated the 

effects gravity has on the motion of slingshot 

projectiles. Speed, distance traveled and path 

of projectile specifically will be studied.

Carl Sandburg 

Middle School 6 Old Bridge, New Jersey

Low Gravity Artist: Studied human 

adaptability, focusing on the role that gravity 

plays in a human’s ability to draw a picture.

Henry E. Lackey 

High School 8 Orlando, Florida

Liquids in Microgravity: Determined if 

liquid will move from its original position 

inside a bottle while in microgravity.

Virginia Academy 8 Ashburn, Virginia

Water Absorption: Tested the water 

absorption capabilities of various materials 

in a microgravity environment.

Vaughan Elementary 5

Powder Springs, 

Georgia
42

Table 10 – Kids in Micro-g-2 List of Winners

Kids in Micro-g-2 Investigations School Grade City, State

Attracting Water Drops: This 

experiment determines if a free-floating 

water drop is attracted to a static charged 

rubber exercise tube.

Chabad Hebrew Academy

www.chasd.org 5 San Diego, California

Flight of Paper Rockets Launched by 

Air Cannon: This experiment 

determines the direction and distance 

traveled by a paper air rocket launched 

in microgravity.

Neighborhood After School 

Science Association 5–8 Ava, New York

Pondering the Pendulum: This 

experiment examines the effects of 

microgravity on a pendulum.

Key Peninsula Middle School

www.kpms.psd401.net 8 Lakebay, Washington

Pepper Oil Surprise: This experiment 

investigates the interaction of liquid 

pepper/oil and water in a plastic bag 

in microgravity.

Potlatch Elementary

www.potlatchschools.org 6 Potlatch, Idaho

Buoyancy in Space: This experiment 

determines if the buoyancy of an 

object is affected in a 

microgravity environment.

Gate of Heaven School 8 Dallas, Pennsylvania

Dispersion of Liquid: This experiment 

compares the dispersal of liquid pepper 

in microgravity to its dispersal in 

Earth’s gravity.

Will James Middle School 

in Billings

www.williamsmiddleschool.org

6–7 Billings, Montana
43

Spaced Out Sports

Expeditions: 31/32, Ongoing

Leading Space Agency: NASA

Curriculum Grade Levels: 3–8 (elementary), 9–10 (secondary)

Participating Countries: Turkey, United States

Participating States: Alabama, Arizona, Arkansas, California, Connecticut, Indiana, Kentucky, 

Louisiana, Massachusetts, Minnesota, Mississippi, New Jersey, New York, Ohio, Pennsylvania, 

Vermont, Virginia, 

Number of K–8 Students (elementary): 855

Number of Schools: 24

Number of Teachers: 24

Description of Student Participation and Activities: Spaced Out Sports is a national student 

design challenge geared toward grades 5–8. The purpose is for students to apply Newton’s Laws of 

Motion by designing or redesigning a game for International Space Station astronauts to play in 

space. As students design a new sport, they learn Newton’s Laws of Motion and the effect of gravity 

on an object. They learn to predict the difference between a game or activity played on Earth and 

one played in the microgravity environment of the ISS. Student teams submit game demonstrations 

via a playbook and a video; submissions are accepted from schools, home school groups, and afterschool or enrichment programs. 

Students involved in the Spaced Out Sports competition.

Image courtesy of Stennis Space Center.
44

Spaced Out Sports’ winning teams are selected regionally and nationally by NASA Stennis Space 

Center’s Education Office. The first place team is awarded a NASA school-wide or program-wide 

celebration. The top three teams’ games are played on the ISS and recorded for a future broadcast, 

the date and time of which will be determined later. All contributing schools and programs 

participate in a Digital Learning Network (DLN) webcast with ISS NASA astronauts. The date and 

time of the webcast also will be determined later.

Education Lead: Cheryl Guilbeau, NASA Stennis Space Center, Mississippi, USA

Education Websites: http://www.nasa.gov/education/tfs,

http://education.ssc.nasa.gov/spacedoutsports.asp
45

Synchronized Position Hold, Engage, Reorient, Experimental Satellites 

(SPHERES) – Zero Robotics

Expeditions: 21/22-25/26, 29/30-33/34, Ongoing

Space Agencies: NASA, ESA

Curriculum Grade Levels: 6–8 (elementary), 9–12 (secondary), college (undergraduates)

Participating Countries: United States, European Union

Experiment Description: Zero Robotics is a student competition that takes arena robotics to new 

heights — literally. The robots are miniature satellites called SPHERES, and the final competition 

of every tournament is held aboard the International Space Station! Zero Robotics was created in 

2009 by the Massachusetts Institute of Technology (MIT) Space Systems Laboratory (SSL) and 

astronaut Greg Chamitoff with the goal of opening research on the station to large groups of 

secondary school students. Zero Robotics draws significant inspiration from For Inspiration and 

Recognition of Science and Technology (FIRST) Robotics (hence the name) and the competitions 

share common goals, including building lifelong skills in science, technology, engineering and math. 

Zero Robotics is envisioned to be a competition complementary to FIRST, since FIRST Robotics 

concentrates on the building of hardware and human control techniques, while Zero Robotics 

concentrates on the development of autonomous software.

Gregory (Greg) Chamitoff, Ph.D., works with Synchronized Position Hold, 

Engage, Reorient, Experimental Satellites (SPHERES) in the 

U.S. Laboratory during Expedition 17. NASA image ISS017E015118.
46

In the fall of 2009, the SSL conducted a pilot program of the Zero Robotics competition with two 

schools from northern Idaho. The competition was motivated by the idea of a satellite assistant 

robot. The first robotics competition aboard the ISS took place December 9, 2009. Zero Robotics 

was a component of NASA’s Summer of Innovation, a nationwide program targeted at encouraging 

STEM education for middle school students. 

In the fall of 2010, Zero Robotics conducted a nationwide pilot tournament for high school students 

named the Zero Robotics SPHERES Challenge 2010: HelioSPHERES.

In 2011, ESA joined NASA and MIT in giving high school students all over Europe an opportunity 

to participate in the competition. Several schools from ESA member states are invited to create rival 

programs that control three SPHERES in real time on the space station.

Each European school is assigned a local SPHERES expert familiar with the coding requirements of 

the droids. Several university staff members were trained at MIT with ESA’s sponsorship. The 

competition is not only about feeding the satellites sets of commands. The local experts help 

students build critical engineering skills, such as problem solving, design thought process, operations 

training and teamwork. Their results can lead to important advances for satellite servicing and 

vehicle assembly in orbit.

Teams in the U.S. and Europe test their algorithms under realistic microgravity conditions. They 

compete against each other in elimination rounds, with finals on both sides of the Atlantic.

The software of the top 10 winners is uploaded and run in the three weightless spheres by the 

astronauts. The exciting final is streamed live at ESA’s technology center in the Netherlands, known 

as ESTEC, with a unique touch: a three-dimensional (3D) video is shown so that viewers can fully

appreciate the guidance, navigation and control of the SPHERES.

The SPHERES – Zero Robotics program is led by MIT, TopCoder, and Aurora Flight Sciences 

under the sponsorship of Defense Advanced Research Projects Agency (DARPA) and NASA.

In 2012, three teams combined to win. The teams that made up Alliance Rocket were Team Rocket, 

River Hill High School, Clarksville, Maryland; Defending Champions, Storming Robots, 

Branchburg, New Jersey; and SPHEREZ of Influence, Rockledge High School, Brevard County, 

Florida. Alliance CyberAvo consisted of CyberAvo, I.T.I.S. Amedeo Avogrado, Turin, Italy; 

Ultima, Kaethe Kollwitz Oberschule, Berlin, Germany; and Lazy, Heinrich Hertz Gymnasium, 

Berlin, Germany.

Description of Student Participation and Activities: Students program the satellites to play a 

challenging game. Students can create, edit, share, save, simulate and submit code, all from a Web 

browser, to the Zero Robotics website. All tournaments are free of charge, and all that is required to 

participate is a team, mentorship and the Internet! An astronaut conducts the championship 

competition in microgravity with a live broadcast from the ISS.
47

The SPHERES – Zero Robotics Competition includes four steps in the process:

Step 1: Proposal Preparation and Submission 

Students submit a proposal outlining their plans for the competition, specifically addressing 

algorithm development.

Step 2: Algorithm Development in Simulation 

Students code and test the game algorithm in the MIT-developed simulation.

Students send final algorithm files to MIT for review and scoring.

Step 3: Ground Hardware Testing (Regional) 

Students direct the testing of algorithm files on SPHERES satellites at multiple NASA and/or 

industry facilities that have flat floors around the country.

Step 4: International Space Station Hardware Testing 

Students update algorithms based on lessons learned from ground hardware testing to be operational 

on the station SPHERES.

MIT packages, tests and sends the final files to NASA.

A crewmember runs the code in space in a test session (live video of session is sent to winning 

teams, which may be invited to MIT).

Principal Investigators: Jeffrey Hoffman and David W. Miller, MIT, Cambridge, Massachusetts; 

Nigel Savage, Ph.D., ESA

Education Websites: http://www.zerorobotics.org
48

YouTube Space Lab

Expeditions: 29/30, 31/32

Leading Space Agencies: NASA, ESA, JAXA, Global

Curriculum Grade Levels: 9–12 (secondary)

Participating Countries: Global

Participating States: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, 

Delaware, Florida, Georgia, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, 

Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, Nebraska, 

Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, North Dakota, 

Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, South Dakota, Tennessee, 

Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wisconsin, Wyoming

Number of 9–12 Students (secondary): 2,000 entries from 80 countries (list not available at time 

of this publication)

Description of Student Participation and Activities: YouTube and Lenovo, in cooperation with 

Space Adventures and space agencies, including NASA, ESA and JAXA, launched the YouTube 

Space Lab contest, a global initiative that challenges 14 to 18 year old students to design a science 

experiment that can be performed in space. The winning team’s experiment is conducted aboard the 

International Space Station, making it the universe’s largest science lesson streamed live for the 

world to see via YouTube. Space Lab is part of a larger YouTube for Schools initiative aimed at 

highlighting and providing educators access to the wealth of educational content available on 

YouTube and is also part of Lenovo’s focus on equipping students with 21st century skills via 

personal computer (PC) technology.

Alone or in groups of up to three, 14 to 18 year-olds may submit a YouTube video describing their 

experiment to YouTube.com/SpaceLab. Of the 2,000 entries received from around the world, 60 

finalists were selected. A prestigious panel of scientists, astronauts, and teachers judge the entries 

with input from the YouTube community. Six regional finalists gathered in the United States in 

March 2012 to experience a zero-gravity flight, and those who were not finalists received other 

prizes. The two global winners will see their experiments performed 250 miles into space and live 

streamed on YouTube in the summer. These experiments examine the predatory behavior of a 

jumping spider and the anti-fungal properties of Bacillus subtilis, a naturally occurring bacteria that 

is commonly used as an anti-fungal agent for agricultural crops. Also, the global winners will choose 

a unique space experience as a prize: either a trip to Japan to watch their experiment blast off to 

space or a trip to Russia for an authentic space training experience at the facilities where Yuri 

Gagarin became a cosmonaut.

YouTube Space Lab is one component of YouTube for Schools, a new opt-in program that allows 

educators to access YouTube’s broad library of educational content from inside their school 

network. Through the YouTube for Schools network setting, schools can access the educational 
49

videos housed under YouTube.com/EDU while filtering out non-educational content. They may 

also select unlimited additional channels not included under YouTube.com/EDU to make them 

accessible inside their school network (visit YouTube.com/teachers for more information).

Principal Investigator: Zahaan Bharmal, Google, London, UK; Dorothy Chen, Troy, Michigan, 

USA; Sara Ma, Troy, Michigan, USA; Amr Mohamed, Alexandria, Egypt

Education Website: YouTube.com/Spacelab

51

Students Performing Classroom Versions of 

ISS Investigations

These experiments, which are performed by students in their classrooms, mimic 

experiments that are being conducted or have been conducted by professional 

researchers on the station. The focus of these experiments is for students to observe 

differences between their results and the results of experiments being performed by 

crews on the International Space Station.

53

Commercial Generic Bioprocessing Apparatus Science Insert – 05: Spiders,

Fruit Flies and Directional Plant Growth (CSI-05)

Expeditions: 27/28, 29/30

Leading Space Agencies: NASA, Global

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary), Undergraduate (college,

postsecondary), Graduate (master’s, Ph.D., M.D.) 

Impact: More than 119,000 students and 2000 teachers and schools worldwide have participated in 

this classroom version of the International Space Station experiments.

Participating Countries: Australia, Brazil, Canada, Chile, China, Colombia, Ecuador, Egypt, 

Germany, Hong Kong, India, Iran, Ireland, Italy, Japan, Mexico, Pakistan, Panama, Poland, 

Romania, Russia, South Africa, Switzerland, Taiwan, United Arab Emirates, United Kingdom, 

United States

Participating States: Alabama, Alaska, Arizona, Arkansas, California, Colorado, Connecticut, 

District of Columbia, Delaware, Georgia, Florida, Hawaii, Idaho, Illinois, Indiana, Iowa, Kansas, 

Louisiana, Maine, Maryland, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, Montana, 

North Carolina, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, Ohio, 

Oklahoma, Oregon, Pennsylvania, Puerto Rico, Rhode Island, South Carolina, South Dakota, 

Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, Wyoming

Number of K–8 Students (elementary): 106,416

Number of 9–12 Students (secondary): 13,009

Number of Undergraduate Students (college, postsecondary): 8

Number of Graduate Students (master’s, Ph.D., M.D.): 8

Number of Schools: 1989

Number of Teachers: >2000

Description of Student Participation 

and Activities: The Commercial 

Generic Bioprocessing Apparatus 

Science Insert (CSI) program provides 

the K–12 community opportunities to 

use the unique microgravity environment 

of the International Space Station as part 

of the regular classroom to encourage 

learning and interest in STEM. CSI-05 

examines the web spinning 

characteristics of an orb weaving spider

and the motility behavior of the fruit fly. 

One of the golden orb spiders aboard the International 

Space Station. Image courtesy of NASA.
54

The students follow curriculum designed for the classroom that examines how the organisms eat, 

grow, molt, spin webs and move in space. Many classrooms are provided a classroom kit with the

organisms so that students are able to compare what is happening on the ISS experiment with the 

experiment in their classroom. Classrooms that did not receive an official classroom kit are provided 

instructions on how to build their own kit and secure their own organisms. Daily images and video 

are downlinked from the station and uplinked to the bioedonline.org website, providing students 

easy access to the experiment data. The second half of CSI-05 is a plant experiment, which began in 

September 2011.

Description of Teacher Participation and Activities: Teachers facilitated all classroom activities.

Education Lead: Stefanie Countryman, BioServe Space Technologies, Boulder, Colorado, USA

Education Websites: http://bioedonline.org/, http://www.colorado.edu/engineering/BioServe/

NASA astronaut Catherine 

(Cady) Coleman shows the spider 

habitat. Image courtesy of 

NASA.
55

Students Participating in ISS Investigator Experiments

Many research investigators have enlisted students to help with their experiments. 

Some of these experiments are performed solely to inspire the next generation of 

scientists, engineers and explorers. Others involve undergraduate and graduate 

students as well as postdoctoral fellows who are working on research under the 

guidance of investigators and university professors.

57

Crew Earth Observations (CEO)

Expeditions: 1–33/34, Ongoing

Leading Space Agencies: NASA, Global

Curriculum Grade Levels: 3–12, College (undergraduate)

Participating Country: United States 

Number of K–8 Students: 11,000

Number of 9–12 Students: 10,500

Number of Undergraduate Students (college, postsecondary): 1000

Number of Graduate Students (master’s, Ph.D., M.D.): 1000

Number of Teachers: 5000

Experiment Description: The goal of CEO is to obtain qualitative and quantitative digital 

photographs of Earth for use in educational and scientific applications. The imagery is taken by 

space station crews using digital cameras over specified regions of the Earth. CEO site-selection 

criteria include indicators of global change, conservation management monitoring sites, terrestrial 

analogs of features found on other planetary surfaces, human settlements and events demonstrating 

the dynamism of our planet. Examples of selected targets include river deltas, glaciers and water 

level changes in lakes (global change); ecological preserves and coral reefs (conservation);

The labeled image at right is a subset

excerpt of the image above.

In 2003, these images were posted on 

the Goddard Space Flight Center Earth 

Observatory website on a Lewis and 

Clark Geosystem Portal, a NASA 

Stennis-sponsored teacher support site 

run by GCS Research, LLC, at the 

University of Montana – Missoula.

http://eol.jsc.nasa.gov/EarthObservatory/O

mahaCouncilBluffsLewisClarkTrail.htm
58

impact craters and volcanic fields (planetary studies); cities, agriculture and explorer trail geography 

(human settlements); and large storms, forest fires or dust storms (dynamic events). Image data 

resulting from the CEO experiment are distributed via the publicly accessible Gateway to Astronaut 

Photography found at http://eol.jsc.nasa.gov, which contains more than 185,000 images of the Earth 

taken from the International Space Station. The database, which is accessed by educators, students, 

scientists and the general public from over 130 countries, supports roughly 750,000 image 

downloads per month.

Description of Student Participation and Activities: Over the life of the International Space 

Station Program, the CEO staff has conducted or participated in numerous educational venues, such 

as distance learning lectures, in-class or school projects or lectures, onboard educational video 

material, career day conferences, and student intern programs. In more focused efforts, such as 

Paige Graff’s project, Expedition Earth and Beyond, the CEO staff has engaged the students and 

taught the process of science using crewmember Earth Observations photography. The direct 

activities include conducting hands-on image interpretation, taking measurements from imagery, 

relating maps to imagery, and learning many aspects of geography. In 2003, students used the 

interactive displays in museums across the country, where they worked together and provided 

imagery to celebrate the 200th year of the Lewis and Clark expedition. 

Description of Teacher Participation and Activities: Over the life of the International Space 

Station Program, the CEO staff has conducted or participated in numerous educational venues, such 

as teacher workshops, distance learning lectures, in-class or school projects or lectures, onboard 

educational video material, career day conferences, and student intern programs; attended

educational conferences; and in more focused efforts, such as Expedition Earth and Beyond, 

engaged students and taught the process of science using astronaut Earth Observations photography.

More recently, Expedition Earth and Beyond participants at Charleston Middle School successfully

completed studies of coral reefs. They selected this image (ISS027-e-14219) as a reward for 

completing the research objectives.

Mozambique Channel, 

Juan de Nova Island and 

Reef (17.0S 42.7E).
59

Principal Investigators: Kim Willis and Paige Graff, NASA JSC, Houston, Texas, USA

Education Websites:

Gateway to Astronaut Photography of Earth (GAPE) – http://eol.jsc.nasa.gov

Expedition Earth and Beyond – http://ares.jsc.nasa.gov/ares/eeab/index.cfm
60

Student Involvement in Other ISS Investigations

As information was being gathered for this document, International Space Station principal 

investigators were asked to supply information about student involvement in their research. A 

sustained and cumulative impact of ISS research was reported by many investigators. There is likely 

additional student involvement in projects that did not respond to our survey. In most cases, the 

responding investigators had invited university students at a variety of levels to participate in some 

aspect of their ISS research. Investigations with associated student activities that have not been 

included elsewhere in this document are summarized below. First the basic objectives of the 

research and then the student participation are described. Numbers of participating students are 

summarized in Table 10.

Table 11 – Student Involvement in Other International Space Station Investigations

Investigations

Number of Students

Schools Teachers

K-12 Undergraduate Graduate Postdoctoral

Analysis of a Novel Sensory 

Mechanism in Root 

Phototropism (Tropi)

5 3 2

Binary Colloidal Alloy Test-3 

Critical Point (BCAT-3-CP) 1 1 1

Capillary Channel Flow 

(CCF) 1 3 1 1 1

Capillary Flow Experiments 

(CFE) 10,100 200 14 1 2 3

Cardiovascular and 

Cerebrovascular Control on 

Return from International 

Space Station (CCISS);

Cardiovascular Health 

Consequences of LongDuration Space Flight 

(Vascular)

100 12 3 2 3

Constrained Vapor Bubble 

(CVB) 3 7 2 2

Coulomb Crystal

Device for the Study of 

Critical Liquids and 

Crystallization – Directional 

Solidification Insert 

(DECLIC-DSI)

3 4

ELaboratore Immagini 

TElevisive – Space 2 

(ELITE-S2)

1 1 1
61

Investigations

Number of Students

Schools Teachers

K-12 Undergraduate Graduate Postdoctoral

Hyperspectral Imager for 

Coastal Ocean (HICO) and 

Remote Atmospheric and 

Ionospheric Detection 

System (RAIDS) Experiment 

Payload – Remote 

Atmospheric and Ionospheric 

Detection System 

(HREP-RAIDS)

5 2 1 6 3

Integrated Resistance and 

Aerobic Training Study 

(SPRINT)

2 1 2

Investigating the Structure of 

Paramagnetic Aggregates 

from Colloidal Emulsions–2 

(InSPACE-2)

1 1 1 3

Materials International Space 

Station Experiment – 7 

(MISSE-7)

5 1

Mental Representation of 

Spatial Cues During 

Spaceflight 

(3D-Space)

5

Microheater Array Boiling 

Experiment (MABE): Flight 

Research Using the Boiling 

Experiment Facility (BXF)

9 3 2

Nucleate Pool Boiling 

Experiment (NPBX) 6 6 8 4 1 2

Nutritional Status 

Assessment (Nutrition) and 

Dietary Intake Can Predict 

and Protect Against Changes 

in Bone Metabolism during 

Spaceflight and Recovery 

(Pro K)

7 20 1

Physiological Factors 

Contributing to Changes in 

Postflight Functional 

Performance (Functional 

Task Test)

5 6 1 8 1

Psychomotor Vigilance SelfTest on the ISS (Reaction 

Self Test)

3 2

Sensor Test for Orion 

Relative Navigation Risk 

Mitigation (STORRM)

12 1 8
62

Investigations

Number of Students

Schools Teachers

K-12 Undergraduate Graduate Postdoctoral

Space Communication and 

Navigation Testbed (SCAN 

TESTBED)

Space-Dynamically 

Responding Ultrasound 

Matrix System (SPACE 

DRUMS)

7 1 1

Total 10,107 364 99 26 35 17

Analysis of a Novel Sensory Mechanism in Root Phototropism (Tropi)

John Z. Kiss, Ph.D., Miami University, Oxford, Ohio, USA

Tropi is a plant growth experiment that investigates how plant roots from Arabidopsis thaliana (thale

cress) respond to varying levels of light and gravity. The plants grown are analyzed to determine 

which genes are responsible for successful plant growth in microgravity. This experiment provides

insight into the growth of plants in space, which will help scientists and engineers create sustainable 

life-support systems for long-term space travel.

Students were involved in ground-based baseline studies, mission operations during station

experiments and postflight data analyses.

NASA astronaut Jeffrey Williams, 

Expedition 22 Commander, services the 

Tropi experiment in the Columbus 

Laboratory of the International 

Space Station.

NASA image ISS022E087465
63

Expedition 12 Commander and 

science officer William (Bill) 

McArthur photographs BCAT-3 

experiment samples. 

NASA image ISS012E07685

Binary Colloidal Alloy Test-3 and -4: Critical Point (BCAT-3-4-CP)

David Weitz, Ph.D., and Peter Lu, Ph.D., Harvard University, Cambridge, Massachusetts, USA

In the BCAT-3-4-CP experiment, crewmembers photograph samples of polymer and colloidal 

particles (tiny nanoscale spheres suspended in liquid) that model liquid-gas phase changes. The 

results help scientists understand the phase behavior of a model colloid-polymer system that is near 

its critical point, the point in atomic systems at which the material has both liquid and gas properties.

Several graduate students have assisted with training crewmembers and designing the science and 

have prepared the samples and presented the results.

Capillary Channel Flow (CCF)

Michael Dreyer, Ph.D., University of Bremen, Bremen, Germany

The CCF experiment helps scientists design innovate ways to transport liquids (e.g., fuels and lowtemperature liquids, such as liquid nitrogen and water) in microgravity. By understanding capillary 

fluid flow in microgravity, hardware can be developed to pump liquids from one reservoir to another 

without the need for a pump with moving parts. The reduced cost and weight and improved 

reliability of such equipment make this a particularly attractive technology for NASA.

Students perform the experiment (operations on the station), evaluate experiments, and perform 

computations with 3D and 1D models. The teachers lead the investigation, coordinate the different 

activities, and maintain contact with agencies (e.g., NASA and DLR) and with the payload 

developer.
64

Capillary Flow Experiments (CFE)

Mark Weislogel, Ph.D., Portland State University, Portland, Oregon, USA

Capillary Flow Experiments (CFE) is a suite of fluid physics experiments that investigates how 

fluids move up surfaces in microgravity. The results are meant to improve current computer models 

that are used by designers of low-gravity fluid systems and may improve fluid transfer systems for 

water on future spacecraft. Wetting describes the ability of a liquid to spread across a surface. 

Understanding how wetting occurs in microgravity is important for a wide variety of engineering 

systems being developed for human space flight. CFE studies may demonstrate how liquids can be 

separated from gas in the absence of gravity — a key procedure for water purification systems in 

microgravity.

Students attend seminars, give class presentations, launch high-altitude balloons and perform aircraft 

piggyback experiments. They also design and conduct drop tower experiments and have summer 

research opportunities. In addition to the activities listed above, undergraduate students design 

projects related to drop towers, aircraft and space experiments. They assist with experiment design 

as well as data reduction and presentation. Graduate students are involved in all of the above 

activities as well as crew procedures development, crew training, flight experiment control, data 

collection and reduction, presentation, thesis completion and publication. Postdoctoral students are 

involved in all of the above, plus they mentor graduate students and assist in course preparation and 

presentation.

NASA astronaut Catherine (Cady) Coleman, 

Expedition 26 flight engineer, performs a 

CFE Interior Corner Flow 2 (ICF-2) test.

NASA image ISS026E018760
65

Cardiovascular and Cerebrovascular Control on Return 

From International Space Station (CCISS); Cardiovascular Health 

Consequences of Long-Duration Space Flight (Vascular)

Richard L. Hughson, Ph.D., University of Waterloo, Waterloo, Canada

The CCISS investigation studies the effects of long-duration space flight on crewmembers’ heart 

functions and the blood vessels that supply the brain. Learning more about the cardiovascular and 

cerebrovascular systems could lead to specific countermeasures that might better protect future space 

travelers. This experiment is a collaborative effort with the CSA.

Approximately 30 to 40 undergraduate and graduate students have an opportunity each year to 

take a course in microgravity hypo- and hyperbaric physiology. The major part of the course 

focuses on microgravity physiology and CCISS and Vascular data collection experiences. Students 

are also provided an opportunity to see a demonstration laboratory that contains equipment used to

collect data on the crewmembers. Four students have been extensively involved in CCISS data 

analysis. One student participated in data collection at Dryden Space Flight Center, where she 

processed the Holter and Actiwatch data from all crewmembers. She has also presented data at 

several conferences and was the first author on a manuscript recently submitted to the Journal of 

Applied Physiology.

Constrained Vapor Bubble (CVB)

Peter C. Wagner, Ph.D., and Joel L. Plawsky, Sc.D., Rensselaer Polytechnic Institute, Troy, 

New York, USA

Constrained Vapor Bubble (CVB) aims to achieve a better understanding of the physics of 

evaporation and condensation and how they affect cooling processes in microgravity using a 

remotely controlled microscope and a small cooling device. Certain types of cooling devices, known 

as wickless heat pipes, contain no moving parts and, as a result, are highly reliable in spaces where 

access to replacement parts is difficult or impossible. The results from these experiments could lead 

to the development of more efficient cooling systems in microelectronics on Earth and in space.

Students were involved in all phases of the experimental and theoretical program. They provided the 

ground-based testing to verify the experimental configuration and developed the theory and models 

needed to analyze the data. Two spent a considerable amount of time at Glenn Research Center 

helping to build and test the apparatus. In addition, one student was primarily responsible for being 

at Glenn Research Center during ISS operations, ensuring that needed data was obtained. This 

research and investigation involved the participation of several doctoral students. Seven doctoral 

students associated with this research received their Ph.D. degrees.
66

Coulomb Crystal 

V. E. Fortov, Academician, Joint Institute for High Temperatures of the Russian Academy of 

Sciences (JIHT RAS), Russia

The Coulomb Crystal investigation gives graduate and postgraduate students the opportunity to 

prepare and conduct the experiment to study the dynamics of solid and dispersed environments in 

inhomogeneous magnetic fields in microgravity.

The Coulomb Crystal experiment includes 

sessions in the microgravity properties of 

dispersed dust, Coulomb crystals and 

Coulomb’s liquids, which form charged 

macro particles in a magnetic trap. Pilot 

studies on board the ISS explore the 

structural properties of Coulomb clusters,

liquid crystal phase transitions. They also 

examine the wave processes; thermal,

physical and mechanical characteristics; and 

transport phenomena in Coulomb systems of 

charged particles. These charged particles 

are found in a magnetic field.

Website: http://knts.tsniimash.ru/en

Coulomb Crystal equipment: electromagnetic set with 

plug-in container, including model material.

Image courtesy of Roscosmos.

The Coulomb Crystal scientific experiment is implemented by the 

Russian cosmonaut A. Yu. Kaleri (onboard engineer on 

Expedition 25/Expedition 26). Image courtesy of Roscosmos.

Buildup of the ellipsoidal form Coulomb 

cluster in the magnetic trap. The particle 

size is 300 micrometers.

Image courtesy of Roscosmos.
67

Device for the Study of Critical Liquids and Crystallization –

Directional Solidification Insert (DECLIC-DSI)

Nathalie Bergeon, Ph.D., Université Paul Cézanne (Aix-Marseille III), Marseille, France;

Rohit Trivedi, Ph.D., Ames Laboratory, U.S. Department of Energy, Iowa State University, Ames,

Iowa, USA

DECLIC-DSI involves the in situ and real-time observation of the microstructures that form at the 

liquid-solid interface when transparent materials solidify. This makes it possible to simulate metallic 

alloys with the advantage of recording the dynamic formation and selection of the microstructures. 

Another practical advantage is that images, instead of heavy samples, are transferred to the ground 

for post-mortem characterization, since the transport into orbit and the return to Earth greatly 

increases the cost of missions.

Students are involved in designing a laboratory model and testing the concepts. For ground 

experiments, students are involved in choosing and testing different alloys, analyzing solidification 

experiments on the laboratory device in a gravity environment, and improving the instrument. For 

flight experiments, students are involved in defining and realizing the flight experiments and

analyzing the results.
68

ELaboratore Immagini TElevisive – Space 2 (ELITE-S2)

Giancarlo Ferrigno, Ph.D., Politecnico di Milano, Milano, Italy

ELITE-S2 investigates the connection between the brain, visualization and motion in the absence of 

gravity. By recording and analyzing the 3D motion of crewmembers, this study helps engineers 

apply ergonomics to future spacecraft designs and determines the effects of weightlessness on 

breathing mechanisms for long-duration missions. The experiment was designed and performed in 

cooperation with ASI. 

On Earth, the ability to catch a ball depends on a mental model of the physical behavior of that 

object, a model that includes gravity. In a microgravity environment, crewmembers adjust their 

motor control strategies to respond to new rules, but still show evidence that the old gravity-based 

rules are hard wired into their brains through neural networks. This experiment evaluates 

differences in the way the brain controls conscious and unconscious motions, such as breathing, 

sitting and standing in environments with and without gravity.

A student with a master’s degree in bioengineering from Politecnico di Milano, NearLab, developed 

his final project for the first campaign of ELITE-S2 on board the International Space Station; his 

activity was focused on kinematic and dynamic analyses of data coming from two crewmembers

involved in Movement in Orbital Vehicle Experiments (MOVE) acquisitions (whole body pointing 

movements). A doctoral student followed and supported the pre-flight, in-flight and postflight 

sessions of ELITE-S2; she joined the training and the Base Data Collection (BDC) pre-flight and 

postflight sessions at JSC in Houston, Texas. She supported the in-flight experiments through the

control base station and was involved primarily in the data analysis and interpretation. A 

postdoctoral student was involved mainly in the preliminary phases of protocol and procedure 

definition and the setup testing.

Hyperspectral Imager for Coastal Ocean (HICO) and Remote Atmospheric and 

Ionospheric Detection System (RAIDS) Experiment Payload – Remote 

Atmospheric and Ionospheric Detection System (HREP-RAIDS) 

Scott Budzien, Naval Research Laboratory, Washington, D.C., USA

The HREP-RAIDS experiment combines two experiment sensors into one payload and provides 

atmospheric scientists with a complete description of the major constituents of the thermosphere and 

ionosphere. The thermosphere is the layer of the Earth’s atmosphere where the International Space 

Station orbits the Earth, and the ionosphere is the portion of the upper atmosphere that affects radio 

waves. RAIDS provides density, composition, temperature and electron density profiles at altitudes 

between 95 and 300 kilometers.
69

Undergraduate students’ participation has ranged from assembling and testing flight hardware to 

developing ground system software and performing science data analysis. The RAIDS data set has 

been distributed to a number of co-investigators who have involved undergraduate, graduate, and 

postdoctoral students in science analysis and conference presentations.

Integrated Resistance and Aerobic Training Study (SPRINT)

Lori Ploutz-Snyder, Ph.D., NASA JSC, Houston, Texas, USA

SPRINT evaluates the use of high-intensity, low-volume exercise training to minimize loss of 

muscle, bone, and cardiovascular function in station crewmembers during long-duration missions.

Current exercise countermeasures on the International Space Station are insufficient to prevent 

muscle atrophy, cardiovascular deconditioning and bone loss associated with long-duration space 

flight. There is a need to prevent space-flight-related deconditioning to protect the health and 

mission readiness of the current crew as well as to enable NASA to protect the fitness of 

crewmembers who anticipate missions of even longer duration to the moon and Mars. The 

investigator’s long-range goal in the Exercise Physiology and Countermeasures Project is to develop 

and optimize exercise countermeasures for use in long-duration space flights.

For the elementary grades (K–8), the team works with NASA education as a content area expert in 

development of Train Like an Astronaut, which uses examples and information from the SPRINT 

study. At the secondary level (grades 9–12), presentations about the SPRINT study are given to high 

school audiences in support of careers in math and science. Doctoral students and postdoctoral 

fellows are involved in the actual SPRINT data collection.

A selection of HICO best images.
70

Investigating the Structure of Paramagnetic Aggregates from 

Colloidal Emulsions–2 (InSPACE-2)

Eric M. Furst, Ph.D., University of Delaware, Newark, Delaware, USA

InSPACE-2 studies the fundamental behavior of magnetic colloidal fluids under the influence of 

various magnetic fields. Observations of the microscopic structures yield a better understanding of 

the interplay of magnetic, surface and repulsion forces between structures in magnetorheological 

fluids. These fluids are classified as smart materials that transition to a solid-like state by forming

and cross-linking microstructures in the presence of a magnetic field. On Earth, these materials are 

used for vibration damping systems that can be turned on or off.

Secondary and postsecondary students, working with the principal investigator and postdoctoral 

researchers, designed and executed ground-based experiments and aided in processing ISS 

experimental data.

Materials International Space Station Experiment – 7 (MISSE-7)

James R. Grier, NASA Glenn Research Center, Cleveland, Ohio, USA

MISSE-7 is a suite of experiments that includes more than 700 new and affordable materials. The 

samples tested have the potential for use in advanced reusable launch systems and advanced 

spacecraft systems, including solar cells, optics, sensors, electronics, power, coatings, structural 

materials and protection for the next generation of spacecraft. The development of the next 

generation of materials and material technologies is essential to the mission of traveling beyond 

Earth’s orbit. Undergraduate students helped with pre-flight and postflight analysis of the MISSE-7 

Spacesuit Fabric Exposure Experiment.

Mental Representation of Spatial Cues During Space Flight (3D-Space)

Prof. Gilles Clement, Centre National de la Recherche Scientifique, Toulouse, France

The Mental Representation of Spatial Cues During Space Flight (3D-Space) experiment investigates 

the effects of exposure to microgravity on the mental representation of spatial cues by crewmembers 

during and after space flight. The absence of the gravitational frame of reference during space flight 

could be responsible for disturbances in the mental representation of spatial cues, such as the 

perception of horizontal and vertical lines, an object’s depth, and a target’s distance.

Senior scientists participated with the students in the Mice Drawer System (MDS) experiment,

leading the research and providing all required advice to their younger colleagues.
71

Microheater Array Boiling Experiment (MABE): 

Flight Research Using the Boiling Experiment Facility (BXF)

Jungho Kim, Ph.D., University of Maryland, College Park, Maryland, USA

Boiling efficiently removes large amounts of heat by generating vapor from liquid; this process is 

currently being used in many power plants to generate electricity. An upper limit, called the critical 

heat flux, exists when the heater is covered with so much vapor that liquid supply to the heater 

begins to decrease, potentially destroying the heater. MABE determines the critical heat flux during 

boiling in microgravity to design optimal cooling systems for future space exploration vehicles as 

well as for use on Earth.

The students design, build and operate experiments for the low-gravity aircraft, then analyze the 

data. They must perform stress analysis to meet aircraft requirements, design and build control 

hardware and data acquisitions systems, acquire and analyze the data, compare the data with data 

from existing models and develop new models as necessary.

Nucleate Pool Boiling Experiment (NPBX)

Vijay Dhir, Ph.D., University of California Los Angeles, Los Angeles, California, USA

Nucleate boiling is bubble growth from a heated surface and the subsequent detachment of the 

bubble to a cooler surrounding liquid (bubbles in microgravity grow to different sizes than bubbles 

on Earth). As a result, these bubbles can transfer energy through fluid flow. The NPBX 

investigation provides an understanding of heat transfer and vapor removal processes that take place 

during nucleate boiling in microgravity. This understanding is needed for optimum design and safe 

operation of heat exchange equipment that uses nucleate boiling as a way to transfer heat in extreme 

environments of the deep ocean (submarines) and microgravity.

Students participated in ground-based experiments of bubble dynamics and nucleate boiling heat 

transfer. They also developed numerical simulation of the process and used the simulation tool to 

predict the influence of reduced gravity, including the level of gravity on the ISS.

This is the first time simulation of the boiling process in microgravity has been carried out prior to 

experiments.
72

Nutritional Status Assessment (Nutrition) and Dietary Intake Can Predict 

and Protect Against Changes in Bone Metabolism during Spaceflight and 

Recovery (Pro K)

Scott M. Smith, Ph.D., NASA JSC, Houston, Texas, USA

Nutritional Status Assessment (Nutrition) is a comprehensive in-flight study designed to understand 

changes in human physiology during long-duration space flight. This study includes measures of 

bone metabolism, oxidative damage, and chemistry and hormonal changes as well as assessments of 

the nutritional status of the crewmembers participating in the study. The results affect the definition 

of nutritional requirements and development of food systems for future exploration missions to the 

moon and Mars. This experiment also helps researchers understand the effectiveness of measures 

taken to counteract the effects of space flight and the impact of exercise and pharmaceutical 

countermeasures on nutritional status and nutrient requirements for crewmembers. 

Approximately 27 undergraduate and graduate students have worked in the nutrition laboratory

during the past five years [since 2006, which matches the start of our space station experiments

Nutrition Supplemental Medical Objective (SMO) and Stability, with Pro K beginning in 2008]. 

These students have been involved in four-week to three-month internships with the laboratory. One 

of the students is finishing a Master of Science thesis at Texas Woman’s University, analyzing bedrest data (with a distinct Pro K spin). Countless tours; briefings; seminars; and local, national, and 

international presentations have been supported by this work. A Space Nutrition Newsletter was 

developed in 2001 as a way to engage children in the upper elementary and intermediate grades. 

This continued through approximately 2007. All materials are available online at 

http://www.nasa.gov/centers/johnson/slsd/about/divisions/hacd/education/kids-zone.html. 

In 2011, work was done to expand content from the Space Nutrition Newsletters to create a book, 

which is currently in manuscript form. 

Food cans and packets float freely on

board ISS during Expedition 7. 

A balanced meal is important to the 

overall nutrition and health of the crew 

during long-duration exploration.

NASA image ISS007E06700
73

Physiological Factors Contributing to Changes in Postflight Functional 

Performance (Functional Task Test) 

Jacob Bloomberg, Ph.D., NASA JSC, Houston, Texas, USA 

The Physiological Factors Contributing to Changes in Postflight Functional Performance (Functional 

Task Test) payload tests crewmembers on an integrated suite of functional and physiological tests 

before and after short- and long-duration space flight. The study identifies critical mission tasks that 

may be impacted, maps physiological changes to alterations in physical performance and aids in the 

design of countermeasures that specifically target the physiological systems responsible for impaired 

functional performance. Students participated in supporting ground-based studies for this 

investigation.

Psychomotor Vigilance Self Test on the International Space Station 

(Reaction Self Test)

David F. Dinges, Ph.D., University of Pennsylvania School of Medicine, Philadelphia, 

Pennsylvania, USA

Reaction Self Test is a portable, five-minute reaction time task that allows crewmembers to monitor 

the daily effects of fatigue on performance while on board the International Space Station. It aids 

crewmembers in objectively identifying when their performance capability is degraded by various 

fatigue-related conditions that can occur as a result of ISS operations and time in space (e.g., acute 

and chronic sleep restriction, slam shifts, extravehicular activity (EVA), and residual sedation from 

sleep medications). The Reaction Self Test also evaluates the extent to which the performance of 

station crewmembers is sensitive to fatigue from sleep loss and circadian [a rhythm of biological 

functions occurring in a 24-hour periodic cycle (e.g., sleeping and eating)] disruption during the 

mission, fatigue from work intensity during the mission, decline of performance with time during the 

mission, and carryover effects of medications for sleep on board the ISS. The Reaction Self Test 

also evaluates the extent to which performance feedback (via a graphical interface) is perceived by 

crewmembers as a useful tool for assessing performance capability.

Undergraduate students worked to develop a computer calibrator for crewmember computers used in 

Reaction Self Test data acquisition as well as to develop a timeline of space station activities related

to Reaction Self Test data acquisition for study. In addition, they worked to summarize and plot 

Reaction Self Test data from the ISS.
74

Sensor Test for Orion Relative Navigation Risk Mitigation (STORRM)

Heather Hinkel, NASA JSC, Houston, Texas, USA

STORRM tested the Vision Navigation Sensor, Star Tracker, and docking camera planned for Orion 

during the space shuttle’s approach to and departure from the International Space Station. This test 

determined how well the navigation system performed during the mission.

The STORRM project flew a cutting-edge relative navigation sensor on the shuttle and tested it on a 

mission to ISS. Students assisted with developing tools for data analysis, performed data analysis, 

performed alignment calculations, and assisted with mission support activities.

Space Communications and Navigation Testbed (SCAN Testbed) 

Richard Reinhart, NASA Glenn Research Center, Cleveland, Ohio, USA

The SCAN Testbed consists of reconfigurable software-defined radios with software-based 

communications and navigation functions that provide ground mission planners the ability to change 

the functionality of the radio on-orbit. The ability to change the operating characteristics of the 

radio’s software after launch allows missions to change the way a radio communicates with ground 

controllers and offers flexibility to adapt to new science opportunities and increased data return. 

Also, this flexibility allows teams to recover from anomalies in the science payload or 

communication system and potentially reduce development cost and risk by using the same 

hardware platform for different missions while using software to meet specific mission 

requirements.

Students at any level conceive an experiment with the flight system. For graduate and postgraduate 

students, experiments include developing and providing software to run on the software defined 

radios for the flight system and the ground system. Investigators are expected to secure development 

funding and publish their results. For younger students, an experiment that explains orbits and 

communications and perhaps sends pictures to space and back is conceivable.
75

Space Dynamically Responding Ultrasonic Matrix System (SpaceDRUMS)

Jacques Guigne, Ph.D., Guigne Space Systems, Inc., Paradise, Newfoundland, Canada

The goal of Space Dynamically Responding Ultrasonic Matrix System (SpaceDRUMS) is to provide 

a suite of hardware capable of facilitating containerless advanced materials science, including 

combustion synthesis and fluid physics. Inside SpaceDRUMS®, samples of experimental materials 

can be processed without touching a container wall.

Graduate students worked on research associated with developing the science for this investigation.

SpaceDRUMS 

processing chamber. 

Image courtesy of CSA.

77

Students Participating in ISS Engineering Education: 

Hardware Development

These activities typically involve high school and college students who are 

developing hardware to support the International Space Station Program.

79

High School Students United With NASA to Create Hardware (HUNCH)

Expeditions: 2003–present

Leading Space Agency: NASA

Curriculum Grade Levels: 7–8 (elementary), 9–12 (secondary)

Impact: Almost 1500 students from 12 states have been involved in HUNCH projects.

Participating Country: United States

Participating States: Alabama, Colorado, Kentucky, Louisiana, Massachusetts, Mississippi, 

Montana, Pennsylvania, South Dakota, Tennessee, Texas, Wyoming

Number of Students: 1488

Number of Teachers: 51

Description of Student Participation and Activity: HUNCH is an innovative, school-based 

program that joins NASA with high schools and middle schools in states across the nation. The 

partnership involves students fabricating real-world products for NASA as they apply their science, 

technology, engineering and mathematics skills and

learn to work in teams and think creatively. Career 

and technical education courses provide the perfect 

settings for the HUNCH program.

NASA receives cost-effective hardware, soft goods 

and educational videos that are produced by the 

students. The students receive hands-on experience 

and, in some cases, NASA certification in the 

development of training hardware for International 

Space Station crewmembers or ground support 

personnel. NASA provides the materials required 

for building the hardware and soft goods along with 

drawings and other documents needed to fabricate 

the items. NASA also provides quality inspection 

oversight during the fabrication of the hardware. 

The school provides technical direction, provides a 

safe working environment, teaches the students how 

to use the tools and provides pictures of the process.

Education Lead: Stacy L. Hale, NASA JSC, 

Houston, Texas, USA

Education Website: www.nasahunch.com

Lusher students Kendall LaSalle, left, and 

David Lopez with the drawings and finished model 

of an Ortho Grid, which the class team created. 

The Ortho Grid is a storage area on the 

International Space Station. Image courtesy of

Eliot Kamenitz, The Times-Picayune.
80

“I was already interested in engineering, and this confirmed I was good at it,” said 

Kendall LaSalle, a student at Lusher Charter School who hopes to attend Baylor 

University in Texas.

With knowledge gained in a concurrent geometry class, LaSalle was able to apply 

theorems to solve the real life, spatial problems posed by the NASA project. “I 

learned the basics of engineering — what you have to observe about what you're 

going to make,” he said.
81

International Space Station Agricultural Camera (ISAAC)

Expeditions: 27/28–33/34, Ongoing

Leading Space Agency: NASA

Curriculum Grade Levels: Undergraduate (college, postsecondary), Graduate (master’s, 

Ph.D., M.D.)

Participating Country: United States

Participating State: North Dakota

Number of Undergraduate Students (college, postsecondary): 41

Number of Graduate Students (master’s, Ph.D., M.D.): 23

Experiment Description: ISSAC is a multispectral camera used on the ISS as a subrack payload of 

the Window Observational Research Facility (WORF). It takes frequent images in visible and 

infrared light, principally of vegetated areas (growing crops, grasslands, forests) in the northern 

Great Plains region of the United States. The sensor also is being used to study dynamic Earth 

processes around the world, such as melting glaciers, ecosystem responses to seasonal changes, 

human impacts, and rapid-response monitoring of natural disasters. 

Description of Student Participation and Activities: ISSAC was designed, developed, tested, and 

is being operated by university graduate and undergraduate students at the University of North 

Dakota. To date, 64 students from eight different departments across campus have contributed to the 

project. The students’ technical contributions have been made predominately through graduate 

research assistantships, although there have been only 13 of these to date. Of these, nine were thesis

and four were non-thesis graduate projects. Almost half of the students have been compensated in 

an hourly position; most of these have been undergraduates, although a few were graduate students 

at the time of their employment. Contributions from a number of students came through their 

participation in a Research Experiences for Undergraduates (REU) project funded by the National 

Science Foundation. A few students, such as those who participated as part of an undergraduate 

senior design project or graduate-level independent research topic, participated for academic credit 

only.

Education Lead: Doug Olsen, University of North Dakota, Grand Forks, North Dakota, USA

Education Website: www.umac.org/issac

George Seielstad, Director of AgCam and the University of North Dakota Center for 

People and Environment: “AgCam provides students with the opportunity to do real 

engineering and provide valuable data to protect our environment now and in the 

future.”
82

Students at the University of North Dakota conducting on-orbit operations at the 

ISSAC Science Operations Center on the campus of the University of North Dakota. 

Front (left to right) Miyuru Arangala, a computer science student, and Scott 

Arbuckle, a commercial aviation and entrepreneurship student. Back (left to right) 

David Butz, a commercial aviation student, and Bhanu Chennamaneni, a computer 

science student.

AgCam components installed in the Window 

Observational Research Facility (WORF) 

ground test rack are shown with the 

installation of EarthKAM. 

Image courtesy of NASA.
83

Polymers Erosion and Contamination Experiment (PEACE) and Polymers 

Experiments on MISSE 2, 5, 6, 7, and 8

Expeditions: 8–28, Ongoing

Leading Space Agency: NASA

Curriculum Grade Levels: 9–12 (secondary), Undergraduate (college, postsecondary)

Participating Country: United States

Participating State: Ohio

Number of 9–12 Students (secondary): 28

Number of Undergraduate Students (college, postsecondary): 2

Experiment Description: PEACE is a collaboration between Hathaway Brown students and 

engineers at NASA’s Glenn Research Center. The experiment studies 41 polymer samples that are 

part of MISSE. Managed by NASA’s Langley Research Center, MISSE is a collection of thousands 

of material samples and devices mounted on the outside of the space station. Researchers plan to 

test the samples for long-term durability in the harsh environment of space.

Description of Student Participation and 

Activities: Students at Hathaway Brown 

School for girls help with preflight research, 

flight sample fabrication, pre-flight and 

postflight characterization, data analysis, 

paper writing and presentations. They analyze 

polymers, long-chain molecular materials 

often used for spacecraft applications due to 

their light weight and flexibility. Their goal is

to determine which polymers can withstand 

ultraviolet radiation and atomic oxygen in low

Earth orbit.

Description of Teacher Participation and 

Activities: The teacher (Patty Hunt, Director 

of Research) provides a weekly research 

seminar at Hathaway Brown School and helps 

the students with logistics and science fair 

entrances. 

Grace Yi, Student, Hathaway Brown 

School: “As technology continues to 

advance, it is vital that we have 

knowledge of the world and also what 

happens around it. Taking into account 

the countless number of satellites and 

communications that primarily depend 

on space-related functions, and on a 

larger scale, our society, which depends 

so heavily on this rapid communication, 

information garnered from MISSE 

experiments is invaluable. Data from the 

ISS MISSE experiments provides 

scientists with knowledge on how to 

construct spacecraft and other space 

applications that are a necessity in the 

world today, as well as the most suitable 

materials to build them with as to ensure 

the best functionality and longevity.”
84

Additional Comments on Student/Teacher Involvement in the Investigation: The Hathaway 

Brown School has collaborated with Glenn Research Center on the MISSE PEACE experiments 

since 1998. The students work at Glenn Research Center on Friday afternoons after school and 

six weeks full time in the summer throughout their high school careers. Usually, there are three to 

six students on the team at a time. The students enter their research in national and international 

science competitions and have won more than $80,000 in scholarships and awards because of their 

MISSE research. 

Education Lead: Kim K. de Groh, NASA Glenn Research Center, Cleveland, Ohio, USA

Students working in the laboratory and at a 

science fair competition. Image courtesy of NASA.
85

Image of Robonaut courtesy of 

NASA.

Robonaut

Expeditions: 27/28–33/34, Ongoing

Leading Space Agency: NASA

Curriculum Grade Levels: Undergraduate (college, postsecondary), Graduate (master’s, 

Ph.D., M.D.)

Participating Country: United States

Number of K–8 Students (elementary): 300

Number of 9–12 Students (secondary): 300

Number of Undergraduate Students (college, postsecondary): 200

Number of Schools: 5

Number of Teachers: 12

Description of Student Participation and Activities: Student activities included question and 

answer sessions via Twitter — some of these were with one classroom, some were with multiple 

schools at once. Several members of the team visited various schools to conduct demonstrations. 

Live video conferences, which included students remotely controlling Robonaut, were held. 

Students visited the Robonaut laboratory for a live demonstration. The team also took Robonaut to 

the Smithsonian, where for an entire day classes passed through for live demonstrations and 

interactions with the Robonaut.

Education Lead: Joe Bibby, NASA JSC, Houston, Texas, USA

Education Website: http://robonaut.jsc.nasa.gov
86

View of the SPHERES satellites floating in the Destiny laboratory 

module as seen by the Expedition 14 crew. Flight engineer Thomas 

Reiter is visible in the background. NASA image ISS014E08025

Synchronized Position Hold, Engage, Reorient, Experimental Satellites 

(SPHERES)

Expeditions: 8–28, Ongoing

Leading Space Agency: NASA

Curriculum Grade Levels: Undergraduate (college, postsecondary), Graduate (master’s, 

Ph.D., M.D.)

Impact: A total of 15 test sessions have been performed on ISS to date, starting with Expedition 13 

and continuing through Expedition 18. The first few test sessions verified the functionality of many 

general utilities applicable to a variety of space missions. While continual improvements are being 

made to general algorithms on SPHERES, specialized algorithms are also being developed and 

tested to advance the areas of autonomous docking and formation flight.

Participating Country: United States

Participating State: Massachusetts

Number of Undergraduate Students (college, postsecondary): 30

Number of Graduate Students (master’s, Ph.D., M.D.): 23

Experiment Description: SPHERES is a testbed for satellite formation flying — the theories and 

calculations that coordinate the motion of multiple bodies maneuvering in microgravity. To achieve 

this inside the station’s cabin, bowling-ball-sized spheres perform various maneuvers (or protocols), 

with one to three spheres operating simultaneously. The SPHERES experiment tests relative attitude 

control and station-keeping between satellites, retargeting and image plane filling maneuvers,

collision avoidance and fuel 

balancing algorithms, and an array 

of geometry estimators used in 

various missions. 

SPHERES consists of three selfcontained satellites, which are 

18-sided polyhedrons that are 

0.2 meter in diameter and weigh 

3.5 kilograms. Each satellite 

contains an internal propulsion 

system, power, avionics, software, 

communications, and metrology 

subsystems. The propulsion system 

uses carbon dioxide (CO2), which is 

expelled through the thrusters. 

SPHERES satellites are powered by
87

AA batteries. The metrology 

subsystem provides real-time position 

and attitude information. To simulate 

ground station-keeping, a laptop will 

be used to transmit navigational data 

and formation flying algorithms. 

Once these data are uploaded, the 

satellites will perform autonomously 

and hold the formation until a new 

command is given. SPHERES is an 

ongoing demonstration. Each session 

tests progressively more complex two 

and three-body maneuvers that include 

docking (to fixed, moving, tumbling 

targets), formation flying and 

searching for ―lost‖ satellites.

Description of Student Participation and Activities: The MIT Department of Aeronautics and 

Astronautics (Aero/Astro) has developed a new curriculum linking engineering fundamentals with 

real-world demands on engineers. Students gain engineering experience through all stages of the 

process, from concept to design, implementation and operations. The course features active group 

learning experiences in both the classroom and laboratory, rigorous assessment and evaluation. 

Junior, senior, and graduate students attending MIT have the opportunity to enroll in this threesemester course that focuses on preparing the students for engineering in the real world. Students 

design and build aerospace vehicle prototypes. These cutting-edge vehicles are then transferred to 

the Aero/Astro graduate program, where they are used in research. Student projects are 

complemented by internships in industry. During the first semester of the course, students develop 

requirements and conduct design trades to balance cost, complexity, risk, performance and safety. 

They also conduct full system reviews and, once completed, begin development of the highest risk 

subsystems and procure long-lead components. In the second semester, students refine the design, 

begin assembly, test system components and complete a critical design review. Students in the third 

semester complete assembly, conduct environmental and performance verification tests, conduct a 

hardware acceptance review and deploy the system.

Principal Investigator: David W. Miller, MIT, Cambridge, Massachusetts, USA

Education Website: http://ssl.mit.edu/spheres/

On December 9, 2009, the Zero Robotics pilot teams observed the 

demonstration of their code running on the SPHERES robots aboard 

the space station. Image courtesy of MIT.

89

Educational Demonstrations and Activities

In addition to the numerous experiments students are supporting on ISS, several

other educational activities and demonstrations are performed to be used as 

teaching aids, to supply educational resource materials, or simply to provide 

additional mechanisms to inspire students.

91

Butterflies, Spiders and Plants in Space

Expeditions: Ongoing

Leading Space Agency: NASA

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary)

Impact: These three projects involved more than 5000 teachers and 370,000 students worldwide.

(Please note these numbers are accounted for in the CSI:03 and CSI:05 investigations.)

Participating Country: United States

Participating States: All

Number of K–12 Students (elementary): 370,000 

Number of Teachers: 5000

Project Description: Four life science 

experiments conducted on the 

International Space Station from 2008 to 

2012 demonstrated the effectiveness of 

using the ISS as a platform for studentcentered experiments and STEM 

learning. The first experiment, which 

was a pilot, featured orb-weaver spiders 

(Araneidae) and painted lady butterflies 

(Vanessa cardui) transported inside 

special habitats on Space Shuttle 

Endeavour (STS-126). Once on board 

the ISS, the habitats were placed inside 

compartments that provided suitable 

living environments and permitted hourly 

photographs and video of the organisms’ 

life cycles and behaviors in microgravity. 

Related teaching materials and photo 

archives were made available on the 

World Wide Web. The successful pilot 

led to three large-scale projects involving 

more than 5000 registered teachers and 

370,000 students worldwide. 

The 2009 experiment featured four painted lady butterfly larvae, which underwent metamorphosis 

and emerged as adults while in microgravity. In 2011, two golden orb spiders (Nephilla clavipes) 

and mustard seeds (Brassica rapa) were transported to ISS on Space Shuttle Endeavour (STS-134) 

for experiments conducted in the spring and fall of the same year. Student investigators replicated 

the ISS habitats in their classrooms and coordinated their observations with near-real-time 

Butterflies in Space Teachers Guide. 

Image courtesy of BioServe Space Technologies.
92

downloads of images, videos and other data posted on Baylor College of Medicine’s (BCM’s) BioEd 

Online (www.bioedonline.org) website. Students collected and shared data and observations as they 

sought answers to their own questions related to life in microgravity. BioServe Space Technologies 

of the University of Colorado and BCM were partners in the educational experiments, which were 

conducted with support and collaboration from the NASA and the National Space Biomedical 

Research Institute. All project-related teaching resources and photo archives continue to be 

available free of charge for use by students and teachers around the world. Given the inexpensive 

materials required for these experiments, the open-ended nature of the student investigations, the 

availability of free curricular guides and resources, and the ongoing interest in space-based content, 

this model is highly replicable and likely to appeal to students and teachers from a wide range of 

primary and secondary schools.

Education Lead: Nancy Moreno, Ph.D., Baylor College of Medicine, Houston, Texas, USA

Education Website: http://bioedonline.org

Plants in Space.

Image courtesy of BioServe Space Technologies

Spiders in Space. 

Image courtesy of BioServe Space Technologies.
93

Education Payload Operations – Demonstrations (EPO-DEMOS)

Expeditions: 1–34, Ongoing

Leading Space Agency: NASA

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary)

Impact: More than 4 million students at the K–12 level have participated in education payload 

operations demonstrations. These demonstrations are used as teaching aids to inspire and motivate 

students in the study of science, mathematics and technology.

Participating Country: United States

Participating States: All

Number of K–8 Students (elementary): 2 million 

Number of 9–12 Students (secondary): 2 million

Number of Teachers: 1.5 million

Project Description: Education Payload Operation – Demonstrations (EPO-Demos) records video 

education demonstrations performed on the International Space Station by crewmembers using 

hardware already onboard the ISS. EPO-Demos enhance existing NASA education resources and 

programs for educators and students in grades K–12. EPO-Demos support the NASA mission to 

inspire the next generation of explorers. The products are used for demonstrations and to support 

curriculum materials that are distributed across the United States and internationally to educators to 

encourage students to pursue studies and careers in science, technology, engineering and 

mathematics and inspire the next generation of space explorers. The individual EPO projects are 

designed to explore physical phenomena such as force, motion, and energy. Each International Space 

Station Expedition involves different on-orbit activities and themes as well as different partners,

such as museums, universities, and public school districts.

Education Lead: Trinesha Dixon, NASA JSC, Houston, Texas, USA

Education Website: http://www.nasa.gov/education/tfs

Images of education demonstrations conducted by crewmembers on board the 

International Space Station. Images courtesy of NASA.
94

Table 12 – NASA Education Payload Operations – Demonstrations

No. Demo Objective Expedition Crewmembers

1 EPO-Tools-Demo

Compare ISS and EVA tools and 

their use to similar tools on Earth; 

discuss adaptations.

7 Edward (Ed) Lu

2

EPO-Newton’s LawsDemoUse bodies to demonstrate Newton’s 

Laws in microgravity. 7 Edward (Ed) Lu

3

EPO-Center of MassDemoDemonstrate center of mass using 

rolled socks and string.

7 Edward (Ed) Lu

4

EPO-Lewis and ClarkDemo

Collaboration between CEO and 

Teaching from Space. Crew 

photographs significant sites on path 

of Lewis and Clark; still images.

7 Edward (Ed) Lu

5

EPO-Bernoulli’s 

Principle-Demo

Demonstrate Bernoulli’s Principle 

with paper and straw.

8

C. Michael (Mike) Foale,

Alexander Kaleri

6 EPO-Lab Tour-Demo Give a complete tour of the lab 

pointing out significant items.

8

C. Michael (Mike) Foale,

Alexander Kaleri

7 EPO-Living Area-Demo Show personal living space. 8

C. Michael (Mike) Foale,

Alexander Kaleri

8 EPO-Hygiene-Demo

Demonstrate simple hygiene activities

and compare to the same activities 

on Earth.

8

C. Michael (Mike) Foale

Alexander Kaleri

9

EPO-Water DropletDemoShow how a water droplet behaves 

in microgravity.

9 E. Michael (Mike) Fincke

10

EPO-Conservation of 

Angular MomentumDemo

Spin body and move arms to show 

conservation of angular momentum.

9 E. Michael (Mike) Fincke

11 EPO-Weight and MassDemo

Demonstrate and explain the 

difference between weight and mass.

9 E. Michael (Mike) Fincke

12 EPO-Free Time-Demo Demonstrate and discuss what the 

crew does during their free time.

12 William (Bill) McArthur

13 EPO-First Aid-Demo Show medical supplies and discuss 

medical care on board.

12 William (Bill) McArthur

14 EPO-Sports-Demo

Demonstrate a variety of sports on 

orbit and use Newton’s Laws to 

describe what happens.

12 William (Bill) McArthur

15 EPO-Sleep-Demo

Demonstrate and explain how the 

crew sleeps and eats; compare to 

similar activities on Earth.

12 William (Bill) McArthur

16 EPO-Arm OperationsDemo

Demonstrate robotic arm work 

stations and describe how they work.

12 William (Bill) McArthur
95

No. Demo Objective Expedition Crewmembers

17 EPO-Spacesuits-Demo Show and compare Russian and 

American spacesuits.

12 William (Bill) McArthur

Valery Tokarev

18 EPO-Supplies-Demo Show a Progress and the supplies 

it brings.

12 William (Bill) McArthur

19 EPO-Recycling-Demo

Show and explain how water gets to 

the on the ISS and discuss the 

importance and conservation 

of resources.

12 William (Bill) McArthur

20 EPO-Solar Arrays-Demo

Explain how the solar panels 

work and show and describe uses 

for electricity.

12 William (Bill) McArthur

21 EPO-Lab Safety-Demo

Demonstrate lab safety procedures 

and compare to lab procedures 

on Earth.

12 William (Bill) McArthur

22 EPO-Floor/CeilingDemo

Show that in microgravity the crew 

can work in different planes.

12 William (Bill) McArthur

23 EPO-Vibrations-Demo

Demonstrate how daily activities 

produce vibrations and talk about 

problems associated with vibrations.

12 William (Bill) McArthur

24

EPO-Morning RoutineDemo/EPO-ECLSSDemoDescribe the crewmembers’ morning 

routine and Environmental Control 

and Life Support System.

14

Sunita (Suni) Williams,

Michael (Mike) LopezAlegria

25 EPO-Fitness-Demo

Provide an overview of the exercise 

equipment used on ISS and the 

importance of fitness.

14

Sunita (Suni) Williams,

Michael (Mike) LopezAlegria

26 EPO-Comm-Demo

Highlight the different equipment 

used on board the ISS for 

communicating with the ground.

14

Sunita (Suni) Williams,

Michael (Mike) LopezAlegria

27 EPO-IPY-Demo

Describe ISS role in polar 

investigations and International 

Polar Year.

14

Sunita (Suni) Williams,

Michael (Mike) LopezAlegria

28 EPO-Sports-Demo Describe how sports would be 

different in microgravity.

15 Clayton (Clay) Anderson

29 EPO-Hobbies-Demo Describe crewmember hobbies on 

the ISS.

15 Clayton (Clay) Anderson

30 EPO-Earth,Moon,MarsDemo

Describe the distance and size 

between the Earth, moon, and Mars. 15 Clayton (Clay) Anderson

31 EPO-Sanitation on 

Station-Demo

Describe how crewmembers keep the 

ISS sanitary.

16 Peggy Whitson

32 EPO-ISS Living Area 

Tour-Demo

Describe the living area onboard 

the ISS.

16 Daniel (Dan) Tani

33 EPO-Newton’s 

Laws/Rotation-Demo

Describe Newton’s Laws and rotation 

in microgravity.

16 Daniel (Dan) Tani
96

No. Demo Objective Expedition Crewmembers

34 EPO-ISS Research 

Demo-Nutrition

Describe the nutrition research being 

conducted on the ISS.

16 Peggy Whitson

35 EPO-ISS Research 

Demo-InSPACE

Describe InSPACE research dealing 

with magnets that is conducted on 

the station.

16 Peggy Whitson

36 EPO-ISS Research 

Demo-SPHERES

Describe the SPHERES experiment 

and research being conducted on 

the ISS.

18

Gregory (Greg)

Chamitoff,

E. Michael (Mike) Fincke

37 EPO-Buzz LightyearDemo

Developed for Walt Disney. Not 

available for public distribution. 18

Gregory (Greg)

Chamitoff,

E. Michael (Mike) Fincke

38 EPO-Careers-Demo Describe careers involved with ISS. 18 Sandra (Sandy) Magnus

39 EPO-ARISS ContactDemo

Describe ham radio contacts from 

the ISS.

18 E. Michael (Mike) Fincke

40 EPO-ARISS-Demo Demonstrate a live school contact. 18 Sandra (Sandy) Magnus

41 EPO-Renovation-Demo Provide a tour of the ISS and describe 

the construction and renovations.

18 Sandra (Sandy) Magnus

42 EPO-Spacesuits2-Demo Describe a spacesuit and what it is 

like to work inside of one.

18 Sandra (Sandy) Magnus

43 EPO-CEO-Demo Describe CEO that take place on

the ISS.

18 E. Michael (Mike) Fincke

44 EPO-Weight vs. MassDemo

Describe the difference between 

weight and mass using 

demonstrations in microgravity. Used 

with SSC Notice of Intent (NOI).

19/20 Robert (Bob) Thirsk,

Koichi Wakata

45 EPO-SLAMMD-Demo

Describe the Space Linear 

Acceleration Mass Measurement 

Device experiment and how it applies 

to Newton’s Second Law of 

Motion: F=MA.

19/20 Michael (Mike) Barratt,

Koichi Wakata

46 EPO-Recycling-Demo

Describe how astronauts recycle 

their urine and sweat into drinking 

water. Used with Waste Limitation, 

Management, and Recycling 

(WLMR) Kennedy Space 

Center NOI.

19/20 Robert (Bob) Thirsk,

Timothy (Tim) Kopra

47 EPO-Eating-Demo Describe how astronauts eat in space. 19/20 Robert (Bob) Thirsk,

Frank DeWinne

48 EPO-Bernoulli’s 

Principle-Demo

Describe Bernoulli’s Principle using 

demonstrations in microgravity. 19/20 Koichi Wakata,Frank DeWinne

49 EPO-ISS Research 

Demo-LOCAD

Describe the Lab-on-a-Chip 

Application Development

(LOCAD) experiment.

19/20 Koichi Wakata,

Michael (Mike) Barratt
97

No. Demo Objective Expedition Crewmembers

50 EPO-Linear MomentumDemo

Describe linear momentum using 

demonstrations in microgravity. 19/20 Robert (Bob) Thirsk,Frank DeWinne

51 EPO-Time-Demo Describe time zones and what time it 

is on the ISS. 19/20 Robert (Bob) Thirsk,Frank DeWinne

52 EPO-Weight vs Mass2-

Demo

Describe the difference between 

weight and mass using 

demonstrations in microgravity. 

Used with SSC NOI.

19/20 Robert (Bob) Thirsk,

Nicole Stott

53 EPO-Wave MotionDemo

Describe waves, their motion, 

and interactions. 19/20 Robert (Bob) Thirsk,Frank DeWinne

54 EPO-Surface TensionDemo

Describe surface tension of water and 

intermolecular forces. 19/20 Robert (Bob) Thirsk,Frank DeWinne

55 CBPD Continuous Blood Pressure Device 

heart experiment 19/20 Robert (Bob) Thirsk

56 IRIS Experiment Eye experiment 19/20 Robert (Bob) Thirsk

57 Neurospat Brain and Nervous System 19/20 Robert (Bob) Thirsk

58 BISE Bodies in the Space Environment 

experiment 19/20 Robert (Bob) Thirsk

59 Integrated Immune Immune System Experiment 19/20 Robert (Bob) Thirsk

60 CCISS Blood Pressure Experiment 19/20 Robert (Bob) Thirsk

61 EPO-Rotation Set-Demo Describe center of mass, rotation, and 

moments of inertia. 21/22 Jeffrey (Jeff) Williams

62

EPOSpeed/Work/EnergyDemoDescribe differences in speed between 

ISS and celestial objects. Describe 

the work and energy involved.

21/22 Jeffrey (Jeff) Williams

63 EPO-Eye in the SkyDemo

Describe the many phenomena that 

are uniquely observable from the ISS. 21/22 Jeffrey (Jeff) Williams

64

EPO-Centripetal 

Force/AccelerationDemo

Describe centripetal acceleration, how 

it arises, and its practical uses 

onboard the ISS.

21/22 Jeffrey (Jeff) Williams

65 EPO-Sesame Street 1-

Demo

This video is developed in 

collaboration with Sesame Street and 

will be used in Season 41. Letter A/F 

is discussed and Word on the 

Street-Float.

22/23 Soichi Noguchi

66 EPO-Cloud ObservationDemo

This video is part of the S’COOL 

collaboration and discusses cloud 

formations as viewed from the ISS.

23/24 Tracy Caldwell-Dyson

67 EPO-Dress4Scess-Demo

Describe why astronauts dress the 

way they do for work and why 

clothing is made differently for space.

25 Douglas (Doug) Wheelock
98

No. Demo Objective Expedition Crewmembers

68 EPO-Exercise2-Demo Describe how astronauts exercise

in space.

25 Douglas (Doug) Wheelock

69 EPO-Hobbies2-Demo

Describe what hobbies the astronauts 

take part in on the ISS and how those 

hobbies are impacted by the 

microgravity environment.

25 Douglas (Doug) Wheelock

70 EPO-Sesame Street 2-

Demo

This video is developed in 

collaboration with Sesame Street and 

will be used in Season 42. Counting 

to 10 using floating items.

27

Catherine (Cady)

Coleman,

Ronald (Ron) Garan

71 EPO-EarthMoonMarsDemo

Describe the differences in distance 

and size between the Earth, moon, 

and Mars. Describe scale modeling.

29 Michael (Mike) Fossum

72 EPO-Gyroscopes-Demo Describe how gyroscopes stabilize 

the ISS.

29 Michael (Mike) Fossum

73 EPO-Sleep2-Demo

Describe the crew sleeping quarters 

including those in the 

Russian segment.

29

Satoshi Furakawa,

Michael (Mike) Fossum,

Sergei Volkov

74 EPO-Eye in the Sky 2-

Demo

Illustrate the many phenomena that 

are uniquely observable from 

the Cupola.

29 Michael (Mike) Fossum,

Satoshi Furukawa

75 EPO-R2EDU101-Demo Describe the purpose of robotics and 

Robonaut on the ISS.

29 Michael (Mike) Fossum

76 EPO-ISS Orbit-Demo

Describe and illustrate the orbit of the 

ISS. Describe the path of the ISS as

illustrated on a world map.

29 Michael (Mike) Fossum

77 EPO-Space SportsDemo

Demonstrate student designed games 

in the microgravity environment 

of the ISS.

30 Daniel (Dan) Burbank

From Jason Pittman, science teacher at Hollin Meadows Math and Science Elementary 

School in Alexandria, Virginia: “I was really impressed with the ideas that they came up 

with. As a teacher, I was pleasantly surprised at how thorough their investigation was.

This is a great way for me to connect our state curriculum with something that really 

does get to kids' imaginations. The enthusiasm for science and for space and for NASA 

has all really, really just given kids a real charge about science in general. When they 

come into the science lab, they are just really interested.”

From Lino, a student at Hollin Meadows Math and Science Elementary School in 

Alexandria, Virginia: “Most of us thought that they (the space seeds) would never 

grow, but we were wrong. They grew better than the Earth plants. Looking at the seeds 

under the microscope made them look like they were from another dimension. I didn't 

think they would look any different.”
99

JAXA Education Payload Operations – Demonstrations (JAXA EPO–Demos)

Expeditions: 17/18, 19/20, 21/22, 23/24, 33/34 

Leading Space Agency: Japan Aerospace Exploration Agency (JAXA)

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary)

Participating Country: Japan

Description of Public Participation and Activities: The JAXA EPO-Demos allow the Japanese 

community the opportunity to interact with International Space Station crewmembers through 

various activities for educational purposes. These activities help to enlighten the general public about 

microgravity utilization and human space flight via crewmember performances of on-orbit 

demonstrations exhibiting that microgravity is useful not only for scientists and engineers, but also 

for writers, poets, teachers, artists and others.

Description of Student Participation and Activities: The Education Payloads Operation for 

education consists of various activities that attract attention to Japanese manned space flight 

activities to gain the support of the Japanese community for future manned space exploration.

Principal Investigator: Naoko Matsuo, Japan Aerospace Exploration Agency, Tsukuba, Japan

JAXA astronaut Soichi Noguchi, Expedition 23 flight 

engineer, watches a water bubble float freely between 

him and the camera, showing his image refracted, in 

the Kibo laboratory of the International Space Station. 

Image ISS023-E-025091 (April 19, 2010)

JAXA astronaut Satoshi Furukawa, Expedition 29 

flight engineer, demonstrates the building of a 

model space station in the Kibo laboratory of the 

International Space Station. Image 

ISS029e011045 (October 2011)
100

Table 13 – JAXA Education Payload Operations – Demonstrations

No. Demo Objective Expedition Crewmembers

1 JAXA EPO 1

Modeling Clay in Space shows the inspiration of 

space and the human space flight by clay figures. 

Videos are taken by the crewmember to 

document the experiment. The dried figures are 

returned to Earth and used as art for a tribute to 

space flight.

17, 18, 

19/20, 

21/22, 

23/24

Koichi Wataka, 

Soichi Noguchi

Artistic Experiments Using a Water Sphere aims 

to record the motion of a water sphere after 

external oscillations in microgravity 

environment with a high-definition television 

(HDTV) camera.

Marbling Painting on a Water Ball records and 

obtains the ink flow on the water sphere.

Sparkling Neurons will obtain imagery with 

HDTV. Imagery will be returned to Earth for 

examination. The investigator will then create an 

intuitive image of the space environment.

―Moon‖ score: A space station astronaut will 

capture various pictures of the Moon from the 

ISS. Images will be returned to Earth, where a 

musical score will be composed to match 

the images.

2 JAXA EPO 2

Spiral Top aims to record the motion of a 

luminous spinning top onboard the ISS.

18, 19/20, 

21/22,

Koichi Wataka, 

Soichi Noguchi

Space Clothes investigates body movement in

microgravity and obtains basic data for 

future clothes.

Hiten (Dance) records a crewmember 

performing some postures of ancient east Asian 

flying deities in microgravity.

Space Poems Chain consists of a collection of 

poems composed by famous poets and the 

general public, which is recorded on a Digital 

Video Disk (DVD) and stored on board ISS in 

the Japanese Experiment Module (JEM).

3 JAXA EPO 3

Dewey’s Forest showed how gravity controls 

the laws of nature and influences our ways of 

thinking. The project was a catalyst to 

rediscover our relationship with plants on the 

ground and the age old history of our gardens.

19/20, 

21/22, 

23/24

Koichi Wataka, 

Soichi Noguchi

4 JAXA EPO 4

Crewmembers videotaped or took digital 

imagery of JAXA EPO4 activities in the 

ISS/JEM.

23/24 Soichi Noguchi
101

No. Demo Objective Expedition Crewmembers

5 JAXA EPO 5

Message in a Bottle created a unique 

communication interface between space and 

Earth, as well as present and future humankind. 

During an EVA, a small cylinder was filled 

with space. The astronaut created a memento of 

his or her time in space, but also a message for 

people on Earth. Once the ―Message in a 

Bottle‖ was brought back to Earth and placed in 

people’s hands, it became a conduit between 

humans and space, and between this world and 

the one beyond us.

23/24 Soichi Noguchi

6 JAXA EPO 6 Spiral Top-II aims to record the motion of a 

luminous spinning top on board the ISS. 23/24 Soichi Noguchi

7 JAXA EPO 7

These were artistic experiments and cultural 

activities. These activities were implemented to 

enlighten the general public about microgravity 

utilization and human space flight. JAXA 

understands that the space station’s JEM, Kibo, 

is useful for scientists and engineers as well as 

writers, poets, teachers, artists and others.

27/28, 

29/30 Satoshi Furukawa

8 JAXA EPO 8

This is a demonstration of educational events 

and artistic performances on board the Kibo 

module. These activities are expected to 

enlighten the general public about the wonders 

of microgravity phenomena and human 

space flight.

29/30 Satoshi Furukawa

9 JAXA EPO 9

EDUCON consists of educational events and 

artistic performances on board the Kibo module 

through the EPO 9 activities. These activities 

are expected to enlighten the general public 

about the wonders of microgravity phenomena 

and human space flight.

31/32 Akihiko Hoshide

JAXA REPORT is an activity to write a report 

in Japanese concerning ordinary life on the 

station to attract attention for manned space 

activity and to gain the support of the Japanese 

public for future manned space exploration.

SPACE SOUND: We will investigate the 

effects of the space environment on the 

feelings, opinions and minds of astronauts. We 

will focus our study on humans’ sense of 

hearing. Astronauts will use a bowl made of a 

copper alloy called CHUON, a sound emitting 

object, to produce a sound and listen to it.
102

No. Demo Objective Expedition Crewmembers

UNWINDING: We will search for conditions 

that promote relaxed living, utilizing the 

entirety of a limited space, with no gravity, by 

exploring how people’s sense of space in the 

ISS and on the ground differs. In doing so, we 

will contribute to the design of comfortable 

living spaces in the ISS and, in turn, come up 

with new ideas for the design of living spaces 

on the ground.

VIDEO: This activity is to shoot a tour of the 

station, introducing Kibo experiments and life 

in space, to show life in space to children and 

the public to gain support for manned space 

exploration. The appearance of these 

experiments is recorded with the G1 

camcorder and downlinked for the purpose 

of scientific study.

REPORT is an activity to write a report in 

Japanese concerning ordinary life on the station

to attract attention for manned space activity

and to gain the support of the Japanese public 

for future manned space exploration.

10 JAXA EPO 10

EDU CON: This activity is to shoot the 

educational activity demonstration in space. 

These experiment appearances are recorded 

with the G1 camcorder and downlinked for the 

purpose of scientific study.

31/32 Akihiko Hoshide

VIDEO: This activity is to shoot a tour of the 

station, introducing Kibo experiments and life 

in space, to show life in space to children and 

the public to gain support for manned 

space exploration.

REPORT is an activity to write report in 

Japanese concerning ordinary life on the station 

to attract attention for manned space activity 

and to gain the support of the Japanese public 

for future manned space exploration.
103

ESA – Mission Digital Video Disk (DVD) Series

Expeditions: 7, 9, 11, 13, 14

Leading Space Agency: ESA

Curriculum Grade Level: 9–12 (secondary) 

Impact: Twenty thousand prints of each DVD (1–4) have been printed and distributed to European 

schools. The DVD series is also available on YouTube and has several thousand views months after 

publication. The DVD series is an ideal, modern and fast paced modular film series that can easily

be used by teachers to suit their teaching needs. The DVDs cover topics of Newton’s Laws, the 

effect of space on the body, chemistry of matter and robotics.

Participating Countries: Austria, Belgium, Czech Republic, Denmark, Finland, France, Germany, 

Greece, Ireland, Italy, Luxembourg, Netherlands, Norway, Portugal, Romania, Spain, Sweden, 

Switzerland, United Kingdom

Number of Secondary School Students: >10,000

Number of Teachers: >500

Number of Schools: >500

Description of Student Participation and Activities: The DVD series is an ideal, modern and fastpaced modular film which can be used easily by teachers to suit their teaching needs. 

The DVDs cover topics of Newton’s Laws, the 

effect of space on the body, chemistry of matter 

and robotics. During their missions, ESA 

astronauts Pedro Duque, André Kuipers, Roberto 

Vittori and Thomas Reiter participated in this 

DVD series by performing experiments on board 

the ISS. Assisted by students on the ground, all 

aspects of human space flight and space in general 

are touched upon in this series.

Schools can order the educational kits by clicking 

the link http://wsn.spaceflight.esa.int/education/.

Education Lead: Nigel Savage, Ph.D., ESTEC, 

Netherlands 

Education Website: www.esa.int/spaceflight

Pedro Duque is filmed by Alexander Kaleri for the 

educational experiment which will demonstrate basic 

physical phenomena featured in Mission 1 DVD: 

Newton in Space. Image courtesy of ESA.
104

Table 14 – ESA DVD and Educational Kits

Demo Objective Expedition Crewmember

ISS-DVD-1 – Newton in 

Space

This demonstration explains Newton’s 

Three Laws of Motion. 7 Pedro Duque

ISS-DVD-2 – Body in 

Space

This demonstration shows a number of 

physiology demonstrations showing 

the effects of weightlessness on the 

human body.

9 André Kuipers

ISS-DVD-3 – Space

Matters

This demonstration was designed to 

explore the different structures, states and 

properties of matter.

11 Roberto Vittori

ISS-DVD-4 – Space 

Robotics

This demonstration includes a series on 

space robotics. 13, 14 Thomas Reiter

Kit – Primary

ESA has produced a binder for primary school teachers who are eager to use space as 

a motivating tool for teaching subjects ranging from science to art.

The A4-sized binder contains four chapters devoted to explaining various aspects of 

life in space and what is it like to live and work on board the International Space 

Station. Each chapter contains background information, worksheets and a teacher’s 

guide. A glossary and color posters complete the content.

The kit can be used as the basis for classroom lessons or group exercises or be given 

out as homework. Individual pages can be photocopied and distributed to each pupil. 

The kits can be downloaded in various languages in pdf format.

Kit – Secondary

In 2001, ESA organized Teach Space 2001, our first International Space Station 

Education Conference, providing an opportunity for teachers to exchange practical 

ideas on the theme of space. The recommendations of the conference led to the 

production of a pilot ISS Education Kit for use by teachers of pupils aged 12 to 15 

years old (International Standard Classification for Education – ISCED – level 2).

Five chapters explain various aspects of the International Space Station, including 

what it is, how it is being built, living and working on board, and what future voyages 

will be like. There are not only text and explanations about the International Space 

Station, but related inter-disciplinary exercises, a teacher’s guide, a glossary and color 

overhead transparencies.

Modules can be taught in the classroom, used to facilitate group exercises, given as 

homework, or copied and distributed to each pupil.
105

ESA – Space in Bytes Series

Expeditions: 16, 27/28

Leading Space Agency: ESA, Global

Impact: More than 85,000 views

Ongoing Possibilities: The Space in Bytes series 

is still being implemented, and new clips will be 

published with each expedition.

Description: ESA is developing a series of short 

video lessons (Space-in-Bytes) for upper 

secondary school students and their teachers. The 

extensive use of videos and the Internet by 

youngsters today makes Space-in-Bytes an 

attractive and innovative tool to reach out to a broad audience of students.

The aim of Space-in-Bytes is to develop educational content in the form of online video lessons that

• Explain the importance of space research

• Show and explain scientific phenomena that have a different behavior in the space environment

• Show and explain scientific phenomena that are relevant to the European science curricula

• Familiarize pupils with the uniqueness of the weightless environment

• Increase the interest of upper secondary school students in science and technology.

Space-in-Bytes is based on key space topics related to the International Space Station, future space 

exploration and current ESA research projects. Each video is accompanied by an online lesson that

includes scientific explanations of some of the concepts illustrated in the video. The lesson is 

intended to provide teachers and their students more information about the topics covered in the 

video and suggest curriculum-relevant exercises that can be carried out in class.

Space-in-Bytes is intended to present ―byte-size‖ scientific information, offering a starting point for 

further individual or classroom investigation. These videos are available to download from ESA’s 

website in several languages and are also available from ESA’s YouTube educational playlists in 

most ESA member state languages.

Education Lead: Nigel Savage, Ph.D., ESTEC, Netherlands 

Website: http://www.esa.int/SPECIALS/Space_In_Bytes/index.html

Space in Bytes, ESA’s short educational films.
106

Global Water Experiment

Leading Space Agency: NASA, Global

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary)

Participating Countries: Global

Participating States: California, Florida, Georgia, Iowa, Indiana, Massachusetts, Maryland, 

Michigan, Minnesota, Oregon, Pennsylvania, Texas, Utah, Virginia, Wisconsin

Number of K–8 (elementary), 9–12 Students (secondary): More than 24,000

Number of Schools: 619

Number of Teachers: 1174

Description of Student 

Participation and Activities: The 

United Nations Educational, 

Scientific and Cultural Organization 

(UNESCO), in partnership with the 

International Union of Pure and 

Applied Chemistry (IUPAC),

designated 2011 as the International 

Year of Chemistry. As a part of the 

year-long activities, students across 

the world sample water in their 

communities and conduct 

experiments to learn about the pH 

of the planet, the salinity content in 

water, various water treatment and 

disinfection methods and methods of desalination. The results collected will be used to build an 

interactive, global water data map.

The American Chemistry Society is sponsoring Water: A Chemical Solution that will provide 

students in the United States an opportunity not only to learn about the water challenges other people 

face but to encourage interest in chemistry among young people, generate enthusiasm for the 

creative future of chemistry and enhance international cooperation. Through this experience, 

students learn how the International Space Station water resources are managed. They learn about 

the fundamental technology that is used as a part of the Environmental Control Life Support System,

which handles up to 23.2 pounds of condensate, crew urine, and urinal flush water to produce a 

purified distillate. This distillate is combined with other wastewater sources collected from the crew 

and cabin and is processed, in turn, by a water processor assembly (WPA) to produce drinking water 

for the crew. The ISS WPA has an iodinated resin that is used in the filtration process. Iodine is 

added to the water to control the growth of microorganisms — just like chlorine is added to the 

water we drink at home. However, iodine is used instead of chlorine because iodine is much easier 

Students at Pacifica High School conduct a water filtration 

experiment. Image courtesy of Pacifica High School.
107

to transport to orbit and it is less corrosive. This iodinated resin has been developed as a commercial 

water filtration solution for use in disaster and humanitarian relief zones in a number of countries 

throughout the world.

Education Lead: Matthew Keil, Teaching From Space, NASA JSC, Houston Texas, USA

Education Websites: http://www.nasa.gov/education/tfs, http://water.chemistry2011.org

Rita Nobile, 15, of Pacifica High School, speaks to the members of NASA’s Digital Learning 

Network as part of a webcast. Photo by Anthony Plascencia, Ventura County Star.
108

International Space Station In-flight Education Downlinks (In-flight Education 

Downlinks)

Expeditions: 1–34, Ongoing

Leading Space Agency: NASA, CSA, ESA, JAXA, Roscosmos

Curriculum Grade Levels: K–8 (elementary); 9–12 (secondary)

Impact: More than 37 million students ranging from elementary to secondary school levels have 

participated in in-flight live downlinks from the station.

Participating Countries: Belgium, Canada, England, Greece, Italy, Japan, Russia, Spain, 

United States

Participating States: Alabama, Alaska, Arizona, California, Connecticut, Florida, Georgia, Hawaii, 

Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Maine, Maryland, Massachusetts, Michigan, 

Minnesota, Mississippi, Missouri, Montana, Nebraska, Nevada, New Mexico, New York, North 

Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South Carolina, 

Tennessee, Texas, Utah, Virginia, Washington, West Virginia, Wisconsin

Number of K–8 Students (elementary): 24,870,924

Number of 9–12 Students (secondary): 12,436,392

Number of Schools: 825

Number of Teachers: 1,285,646

Description of Student Participation and Activities: Downlinks afford students the opportunity to 

learn first-hand from space explorers what it is like to live and work in space. Students participate in 

educational activities that prepare them to pose questions to the on-orbit crew. During a downlink, 

20 students have the opportunity to ask the crew questions, and the audience watches as 

crewmembers discuss and demonstrate STEM concepts in ways that are unique to the environment 

of space. Following the downlink, students participate in educational activities to continue the

impact of the downlink.

Expedition 13 crewmembers on board the 

space station answered questions students 

asked in four languages during the 

International Education Week event held 

November 14, 2006, at the U.S. Department 

of Education. Image courtesy of NASA 

Educational Technology Services.
109

Description of Teacher Participation and Activities: This activity is mainly student focused, but 

teachers actively prepare the students for a downlink by conducting preliminary activities designed 

to increase the students’ knowledge of space, the astronauts and a variety of STEM topics.

Additionally, teachers also conduct educational activities after the downlink to extend the impact of 

the downlink.

Education Leads: Becky Kamas, NASA JSC; Naoko Matsuo, JAXA; Nigel Savage, Ph.D., ESA

Education Website: http://www.nasa.gov/education/tfs

From Lori Beth Bradner, science teacher at Central Florida Aerospace Academy in 

Lakeland, Florida, USA: “A lot of our students at the Central Florida Aerospace 

Academy, because of our focus, they want to be those people. So, for them to talk to 

those leaders, the people that are living the dream they have, was unbelievable.”

From Alejandro Aybar-Moto, student at Central Florida Aerospace Academy in 

Lakeland, Florida, USA: “That's a moment I'll never forget. It’s going to live with me for 

the rest of my life.”

From Colleen Brannan, Senior Assistant to the President of State University of New

York – Oneonta in Oneonta, New York: “We’re excited to bring so many students here 

for what's shaping up to be a fantastic experience. The college is thrilled to give these 

young people the opportunity to talk with an astronaut in orbit. We’re also grateful to 

our alumnus, Colonel Garan for his enthusiasm and generosity in sharing his 

knowledge with kids from local schools.”

NASA Associate Administrator for Education Leland 

Melvin and NASA education specialist Trinesha Dixon 

with a New York high school student (center) await a 

response from astronaut Catherine (Cady) Coleman 

aboard the International Space Station during a special 

downlink held in honor of Women’s History Month. 

(Women’s Academy of Excellence, New York, New 

York.) Image courtesy of NASA/Bill Ingalls.
110

International Space Station Ham Radio (ISS Ham Radio) [Also Known as 

Amateur Radio on the International Space Station (ARISS)]

Expeditions: 1–34, Ongoing

Leading Space Agency: NASA, CSA, ESA, JAXA, Roscosmos

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary)

Impact: Almost 120,000 students from 693 schools from 44 countries worldwide have participated.

Participating Countries: Argentina, Australia, Belgium, Brazil, Canada, Croatia, Ecuador, 

Finland, France, Germany, Greece, Hungary, India, Ireland, Israel, Italy, Japan, Kuwait, 

Luxembourg, Malaysia, Mali, New Zealand, Northern Ireland, Norway, Puerto Rico, China, Peru, 

Poland, Portugal, Republic of Korea, Russia, Senegal, Slovenia, South Africa, Spain, Sweden, 

Switzerland, Taiwan, Thailand, Netherlands, Trinidad and Tobago, Turkey, United Kingdom, United 

States

Participating States: Alabama, Alaska, Arizona, California, Colorado, Florida, Georgia, Hawaii, 

Idaho, Illinois, Indiana, Iowa, Kentucky, Maine, Maryland, Massachusetts, Michigan, Mississippi, 

Missouri, Montana, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, 

North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Pennsylvania, Rhode Island, South 

Carolina, South Dakota, Tennessee, Texas, Utah, Vermont, Virginia, Washington, West Virginia, 

Wisconsin, Wyoming and the District of Columbia and Puerto Rico

Number of K–8 Students (elementary): 82,000

Number of 9–12 Students (secondary): 37,000

Number of Schools: 693

Number of Teachers: 9500

“The experience has excited me in the field of astronomy by re-inspiring me to 

accomplish my dream to become an astronaut.” 

“The space communication experience has been truly remarkable; the ARISS program 

has been educational and influential on a career based on this field.”

“The communication with the astronauts was an amazing experience. It was 

something I have never experienced before and I think that it is a program that should 

be continued and further improved. My interest is in accounts and business but this 

historical moment has made me begin to consider space a bit more. Thank you for the 

tremendous opportunity of being a part of this moment.”

“I was a student who asked a question via radio to an astronaut aboard the ISS. It was 

a unique, informative, and most of all, an awesome experience to be able to establish 

contact.”
111

Description of Student Participation and Activities: International students and teachers use ham 

radio to talk with ISS crewmembers. In preparation for the contact, students research topics such as 

the ISS, space exploration, radio waves and amateur radio. They participate in hands-on activities 

such as building model rockets, models of the solar system or crystal radios, and they may listen to 

other amateur radio satellites. They use what they have learned to prepare a list of questions for the 

ISS crewmember about life in space, the ISS and the experiments onboard the ISS, or other spacerelated topics. Through this experience, students are inspired to continue their education in STEM 

fields and pursue STEM-related careers.

Description of Teacher Participation and Activities: Teachers prepare students for an ARISS 

contact through their science and math curricula, employing lesson plans that concentrate on such 

topics as force and motion, satellite orbits, satellite tracking, radio signals and wave propagation. A 

variety of NASA and Amateur Radio Relay League education resources are used in conjunction with 

these lessons.

Education Leads: Trinesha Dixon, NASA JSC; Naoko Matsuo, JAXA 

Education Website: http://www.arrl.org/ARISS/

Astronaut Sunita L. Williams, flight engineer 

on Expeditions 14 and 15, talks with students at 

the International School of Brussels in 

Belgium during an ARISS session in the 

Zvezda Service Module. 

NASA image ISS014E18307

Students attending Space Camp at the 

Euro Space Center in Belgium are 

gathered in an auditorium to speak with 

astronaut Ed Lu, who was on board the 

station during Expedition 7 in July 2003. 

Image courtesy of ESA.
112

Map of countries that participated in ARISS missions.
113

Table 15 – Countries and Number of Schools That Conducted ARISS Contacts

Country No. of Schools Country No. of Schools

Argentina 1 New Zealand 4

Australia 37 Northern Ireland 1

Belgium 33 Norway 2

Brazil 4 P.R. China 3

Canada 50 Peru 4

Croatia 1 Poland 7

Ecuador 1 Portugal 5

Finland 3 Republic of Korea 2

France 17 Russia 35

Germany 16 Senegal 1

Greece 3 Slovenia 1

Hungary 2 South Africa 4

Ile de La Réunion 1 Spain 6

India 6 Sweden 2

Ireland 1 Switzerland 9

Israel 2 Taiwan 1

Italy 76 Thailand 2

Japan 59 Netherlands 6

Kuwait 2 Trinidad and Tobago 1

Luxembourg 1 Turkey 2

Malaysia 9 United Kingdom 14

Mali 1 United States 252

Total – 693 schools
114

Table 16 – ARISS Contacts by U.S. States

State No. of Schools State No. of Schools

Alabama 2 Montana 2

Alaska 1 Nebraska 2

Arizona 4 Nevada 1

Arkansas 0 New Hampshire 1

California 20 New Jersey 8

Colorado 5 New Mexico 3

Connecticut 0 New York 25

Delaware 0 North Carolina 4

District of Columbia 8 North Dakota 0

Florida 13 Ohio 12

Georgia 2 Oklahoma 3

Hawaii 3 Oregon 3

Idaho 3 Pennsylvania 7

Illinois 18 Puerto Rico 2

Indiana 10 Rhode Island 0

Iowa 1 South Carolina 3

Kansas 0 South Dakota 0

Kentucky 5 Tennessee 2

Louisiana 1 Texas 39

Maine 1 Utah 2

Maryland 4 Vermont 0

Massachusetts 4 Virginia 8

Michigan 9 Washington 4

Minnesota 0 West Virginia 0

Mississippi 2 Wisconsin 1

Missouri 4 Wyoming 0

Total U.S. Schools – 252
115

International Space Station Live! (ISSLive!)

Expeditions: 29/30, Ongoing

Leading Space Agency: NASA

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary), Undergraduate (college,

postsecondary) 

Participating Country: United States 

Participating States: All 

Description of Student Participation and Activities: Students participated in the beta testing of 

the website after it was released in October 2011 by accessing the oxygen generator lesson and 

interacting with the live data that was released. Students were exposed to the website. A 

contributing ISS flight controller gave a presentation at the University of Minnesota and informed 

the physics department about ISSLive!; the link to the ISSLive! website and a direct link to the ethos 

console handbook part of the page were added to the university’s website to facilitate educational 

use of the oxygen generator lesson.

Description of Teacher Participation and Activities: Teachers participated in the beta testing of 

the website after it was released in October 2011 by accessing the oxygen generator lesson and 

interacting with the live data that was available. Teachers were exposed to the website. 

Additional Comments on Student/Teacher Involvement in the Investigation: Many of our beta 

test viewers informed their educational friends (teachers from all over the country) about the 

ISSLive! website, but data on how many persons have proactively used the site in their classroom is 

unavailable (at the time of this publication). Mechanisms and processes are being pursued to obtain 

this information in 2012. 

ISSLive! is available as a mobile application on the Android and iPhone.

Seven additional lessons that will use live data from the ISS and apply to additional console 

positions in the mission control room will be available for classroom use at the end of the 2012 

school year.

Education Leads: Jennifer Price, NASA JSC; Dr. Regina B. Blue, NASA JSC; and Monica 

Trevathan, Tietronix

Education Website: http://spacestationlive.jsc.nasa.gov
116

ISSLive! Interact in 3D: Explore Mission Control. Images courtesy of NASA.
117

International Toys in Space

Expeditions: 5, Ongoing

Leading Space Agency: NASA, Global

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary)

Impact: To date, more than 500 videos, DVDs, and video clips have been produced and distributed 

to science teachers and schools throughout the United States. Each year, approximately 1500 

teachers are trained to use the materials in their classrooms.

Participating Countries: Worldwide 

Participating States: All

Description of Student Participation and Activities: The objective of the Education Payload 

Operations – International Toys in Space (EPO-International Toys in Space) investigation is to

use toys, tools and other common items in the microgravity 

environment of the International Space Station to create 

educational video and multimedia products that inspire the 

next generation of engineers, mathematicians, physicists and 

other scientists. The products are used in demonstrations and 

to support curriculum materials distributed across the United

States and internationally.

EPO-International Toys in Space involves students in the 

principles of physics by studying how everyday items (toys 

and games) act in a microgravity environment. A variety 

of toys are flown to the station, including international toys 

representing the International Space Station International 

Partners, and video is captured of crewmembers 

experimenting with the toys. The video footage is used to 

produce a DVD and an accompanying teacher’s guide. 

Following the activity guide, students investigate how the 

toys behave on Earth and compare their results to video 

footage taken on board ISS. Both the video and the toys 

are available for teachers at NASA’s Central Operation of 

Resources for Educators (CORE).

Education Lead: Matthew Keil, NASA JSC, 

Houston, Texas, USA

Education Website:

http://www.nasa.gov/education/tfs

Cover of the DVD produced by the 

Education Payloads Office for Increment 5 

EPO-International Toys in Space. This 

DVD is available to the public to help 

educate students about how toys are used 

differently in space than on Earth. 

Image courtesy of NASA.
118

Lego® Bricks 

Expeditions: 27/28, Ongoing

Leading Space Agency: NASA, Global

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary)

Participating Countries: Worldwide 

Participating States: All

Description of Student Participation and Activities: NASA has partnered with the LEGO Group

to develop innovative educational materials and activities. This partnership, documented in a 

Space Act Agreement between the two organizations, 

is designed to support NASA’s educational programs 

in exploration, technology, science and aeronautics. 

This opportunity provides the unique learning 

environment of microgravity to promote student 

interest in STEM content and careers. To accomplish 

this task, LEGO kits are flown on board the 

International Space Station. Crewmembers perform 

tasks to demonstrate simple science concepts and 

show how LEGO bricks work differently in a 

microgravity environment.

Students dig into a pile of LEGO® bricks to 

begin constructing their miniaturized visions of 

the future of space travel. Image courtesy of

Jack Pfaller/NASA.

Students used LEGOs to ―Build the Future‖ at 

NASA’s Kennedy Space Center in Cape 

Canaveral, Florida. The Build the Future event 

was part of the pre-launch activities for the 

STS-133 mission. Image courtesy of

Bill Ingalls/NASA.
119

Description of Teacher Participation and Activities: LEGO is also developing a website from 

which teachers can download all on-orbit video and corresponding activities. The information can 

be accessed at www.legospace.com. NASA and LEGO also co-sponsored several Build the Future 

events at Kennedy Space Center, where students, children, parents and teenagers are encouraged to 

build a model of a future rocket out of LEGOs. 

Education Lead: Teresa Sindelar, NASA JSC, Houston, Texas, USA

Education Website: http://www.nasa.gov/education/tfs; http://www.legospace.com
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Mission X: Train Like an Astronaut

Expeditions: Ongoing

Leading Space Agency: NASA, Global

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary)

Impact: This project involved 12 countries, 11 space agencies, 4164 students and 1 mission.

Participating Countries: Austria, Belgium, Colombia, Czech Republic, France, Germany, Italy, 

Japan, Netherlands, Northern Ireland, Russia, Spain, United Kingdom, United States 

Number of K–8 Students (elementary), 9–12 Students (secondary): 4164

Description of Student Participation and Activities: Mission X is an international educational 

challenge that focuses on fitness and nutrition, teaching students how to train like an astronaut.

Teams of students from the United States, Netherlands, Italy, France, Germany, Austria, Colombia, 

Spain and the United Kingdom are participating in this pilot project, while Japan hosts a modified 

version of the challenge. Russia, Belgium, the Czech Republic and Northern Ireland are supporting 

the implementation effort as observing countries. This first-of-its-kind global outreach project, 

sponsored by NASA’s Human Research Program, brings together 11 space agencies and partner 

institutions to teach students principles of healthy eating and exercise. Mission X features training 

modules, such as FitKid, Astro Charlie and Walk-to-the-Moon, which compare to those used by 

astronauts and cosmonauts during all phases of space flight. 

Education Lead: Chuck Lloyd, NASA JSC, Houston, Texas, USA

Education Website: http://trainlikeanastronaut.org 

Students from Sharon, Massachusetts, participate in Mission X: 

Train Like An Astronaut. Photos courtesy of Ana Gonzalez.
121

Table 17 – Countries and Number of Students Participating in 

Mission X: Train Like an Astronaut

Country Lead Space Agency Students Teams Partners

Colombia Columbia Commission 

of Space (CCE)

810 40 Agustín Codazzi Geographic Institute

(IGAC), Fundacion Cuidad Horizon 2050

USA NASA 807 7 College Station Independent School District

United Kingdom UK Space Agency 500 8

Venture Thinking, Royal Observatory 

Greenwich

Netherlands ESA, Netherlands Space 

Office 490 21

Spain CDTI 359 18 Universidad Politecnica Madrid

Italy ASI 300 7 Turin Planetarium (Infinito)

Germany DLR 297 12

Austria

Austrian Research 

Promotion Agency 

(FFG)

250 10 Planetarium Wien

France

Centre National 

d’Études Spatiales 

(CNES)

221 10

Czech Republic ESA 75 3 Czech Space Office

Japan JAXA 598 4

Tsukuba Young Astronauts Club, 

Kanazawa Juichiya Elementary School, 

Waseda University and Miraikan

Belgium ESA 25 1

12* 11 4164 137 9

*Russia and Northern Ireland were included in the working group as observing partners; they supported the effort as it 

developed, but did not host teams for the pilot.

Students from Sharon, Massachusetts,

participate in Mission X: Train Like An 

Astronaut. Photos courtesy of Ana Gonzalez.
122

Image taken by the reception and processing 

Center MAI. Image courtesy of Roscosmos.

Space Devices and Modern Technology for Personal Communication (MAI-75)

Expeditions: 11–28, Ongoing

Leading Space Agency: Roscosmos

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary), College (undergraduate)

Impact: This experiment attracted a large number of educational institutions and amateur operators 

in Russia and abroad. Sessions with the space station were conducted on a regular basis. 

Participating Country: Russia

Description of Student Participation and Activities: The educational objectives of MAI-75 are to 

(1) check the personal communication between users and information resources on the ground and 

crews inside the ISS and (2) verify the ability to use standard Internet protocols to access 

information resources within the ISS. These objectives are included in the educational process 

related to higher profile aerospace information and telecommunication resources used in the 

experiment. 

The use of images of Earth taken from space in the learning process is a promising application. In 

the experiment MAI-75, quick video from space in is downlinked and distributed in near-real time to 

face the challenges of educational institutions at various levels. 

Education Lead: Sergey Avdeev, Roscosmos

Website: http://knts.tsniimash.ru/en

MAI Control Center for receiving and processing 

information seen during communications with the ISS. 

Image courtesy of Roscosmos.
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Ten-Mayak (Shadow-Beacon)

Expeditions: 10–28, Ongoing 

Leading Space Agency: Roscosmos

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary), College (undergraduate) 

Participating Country: Russia 

Description of Investigation: The goal of the experiment is to study very high frequency (VHF)

radio reception and transmittal signal conditions from an onboard radio beacon located on the ISS

Russian Segment (RS) using the world radio amateur network and determine the characteristics 

of the radio signals broadcasting and re-transmitting using an onboard transceiver. A secondary 

goal is to have reception of the input data and experience of operative work to use in the

development of proposals concerning use of the space experiment Ten-Mayak technique to benefit 

educational programs. 

The experiment tasks include (1) generating sounding impulses with an onboard radio beacon in the 

form of control time tags and signal reception by a ground reception network that includes amateur 

VHF receivers with subsequent transfer of measurement results via the Internet; (2) checking the 

principle of enforced blackout during short package generation under radio communication protocol 

АХ25; (3) assessing the influence of sensitivity differences within the ground reception network on 

the accuracy of spatiotemporal measurements with the application of the given ―board-ground‖ interspace radio sounding technique; (4) checking technical capabilities and preconditions to use in the

development of proposals for the creation of laboratory works based on the methodology of space 

experiment Ten–Mayak. 

Description of Student Participation and Activities: The students engaged in this project study 

conditions of admission and transfer of the VHF-radio beacon onboard mode on the Russian

Locations of ground receiving stations. 

Image courtesy of Roscosmos.
124

Segment using the world amateur radio network to define the characteristics and spatial distribution 

of the intensity of radio broadcast and rebroadcast using the onboard transceiver transmitter. 

Students also baseline data and operational experience to develop proposals on how to use the 

methodology of Ten-Mayak (Shadow-Beacon) for comprehensive programs, in particular those in 

the laboratory format. The methodology for Ten-Mayak (Shadow-Beacon) radio amateur packetoriented communication provides opportunities for students to use the transport digital environment 

of the Internet to alert participants to experiments and to collect scientific information. The project 

Ten-Mayak (Shadow-Beacon) has received significant support from radio amateurs (with more than

200 applications for participation), which formed a continental dimensional field. 

Principal Investigator: O. M. Alifanov, corresponding member RAS, Moscow Aviation Institute 

(MAI), Russia

Principal Investigator Website: http://knts.tsniimash.ru/shadow/en

Diagram of the experiment Ten-Mayak 

(Shadow-Beacon).

Image courtesy of Roscosmos.

The initiative of the Center for Social 

Assistance for Families and Children 

―Pechatniki‖ consists of a proposal for a 

new Ten-Mayak (Shadow-Beacon) space 

experiment application to be used for 

practical training in educational 

institutions. The implementation of 

collective sessions of proving signal 

reception, which can be particularly 

successful and effective, notably 

applies to extracurricular activities in 

secondary school.

Image courtesy of Roscosmos.
125

Try Zero-Gravity (Try Zero-G)

Expeditions: 19/20, 21/22, 23/24, 29/30, 31/32

Leading Space Agency: JAXA

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary)

Participating Country: Japan

Investigation Description: Try Zero-Gravity (Try Zero-G) allows the public, especially kids, to 

vote for and suggest physical tasks for JAXA astronauts to perform to demonstrate the difference 

between 0 g and 1 g for educational purposes. Some of tasks included putting in eye drops, 

performing push-ups on the ceiling, arm wrestling and flying a magic carpet.

Student Activity: Try Zero-Gravity (Try Zero-G) allows children to interact with ISS

crewmembers through various activities for educational purposes. These activities help to enlighten 

the general public about microgravity and human space flight and demonstrate that microgravity is 

useful not only for scientists and engineers, but also for writers, poets, teachers and artists. The Try 

Zero-G activities are downlinked, edited and used to support educational resources for educators 

throughout Japan.

Principal Investigator: Naoko Matsuo, Japan Aerospace Exploration Agency, Tsukuba, Japan

HD video screen shot of Astronaut Koichi 

Wakata performing the Magic Carpet activity as 

part of the Try Zero-G experiment. 

Image courtesy of JAXA.

HD video screen shot of Astronaut 

Koichi Wakata performing the Water Pistol 

activity as part of the Try Zero-G experiment. 

Image courtesy of JAXA.

127

Cultural Activities

These educational activities provide a cultural experience for students and 

link science with the humanities.

129

Great Start

Expeditions: 27/28, 29/30, Ongoing

Leading Space Agency: Roscosmos

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary), College (undergraduate) 

Participating Country: Russia 

Description of Student Participation and Activities: This is an experiment aimed at popularizing

the achievements of cosmonautics in Russia and in the world. A special questionnaire was 

developed to allow students, educators and the general public to express their attitudes about a great 

event in human history — the first human flight in space — as well as to get acquainted with the 

results of experiments and to participate virtually in today’s space program. 

This experiment promotes and enhances international cooperation on the ISS to further integrate

Russia into the world of cultural, educational and scientific relations. As a result, the experiment 

holds scientific-educational workshops and events to popularize the achievements of Russian 

manned space and, consequently, brings the exploration of space to the general population —

students, teachers, specialists and researchers in various areas of possible utilization of the results of 

space missions. 

Education Lead: M. U. Belyaev, S. P. Korolev RSC ―Energia,‖ Russia 

Education Website: http://gagarin.energia.ru/

Russian students.

Image courtesy of Xinhua.

Members of Expedition 29/30 to the International Space 

Station, U.S. astronaut Dan Burbank, left, and Russian 

cosmonauts Anton Shkaplerov, right, and Anatoly Ivanishin 

gesture after a news conference at the Baikonur Cosmodrome 

in Kazakhstan, Saturday, November 12. The crew blasted off 

for the International Space Station Monday, November 14,

2011, aboard a Russian-made Soyuz spacecraft, 

demonstrating international cooperation — one of the benefits 

of the space station. Image courtesy of Associated Press.
130

JAXA Uchu Renshi (Space Poem Chain)

Expeditions: Ongoing

Leading Space Agency: JAXA, Global

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary)

Participating Country: Japan

Number of K–8 Students (elementary): 560

Number of 9–12 Students (secondary): 60

Number of Schools: 15

Number of Teachers: 20

Description of Student Participation and Activities: From the beginning of recorded time, the 

skies above have been sometimes a field on which human beings painted their dreams, sometimes a 

mirror for our own lives. Today, when scientific progress continues to unravel the world’s mysteries 

one by one, the skies above, extending to outer space, continue to inspire in us a limitless curiosity 

and at the same time school us in awe for the infinite. The Space Poem Chain is an attempt to create 

a collaborative place through ―linked verse‖ by thinking together about the universe, Earth, and life 

itself, unfettered by barriers of nation, culture, generation, profession, and position or rank.

Chain poetry itself (renshi), a form developed from traditional Japanese linked verse (renga and 

renku) by the members of the Kai group, including poet and critic Makoto Ooka and poet Shuntaro 

Tanikawa, is known and practiced almost worldwide. Space Poem Chain Volume 3 was compiled,

with the supervision of Ooka and the contributions of Tanikawa, from entries contributed over the 

Internet by the general public combined with contributions from poets and other cultural figures.

During the first phase (October 2006 to 

March 2007) we combined public 

submissions and contributions to create a 

sequence 24 poems long. The first poem 

was contributed by the JAXA astronaut 

Naoko Yamazaki, and after that we received 

submissions from approximately 800 people 

from Japan and abroad; contributors ranged 

in age from 8 to 98. Planetariums and 

schools also began to incorporate the Space 

Poem Chain into their programs. The 

completed poem chain was read at the Space 

Poem Chain Symposium Astronaut Takao Doi on board the station with a DVD 

containing the Space Poem. NASA image S123E007866
131

and then recorded on a DVD, which was entrusted to astronaut Takao Doi in March 2008 and stored 

in the International Space Station’s Japanese Experiment Module, Kibo (Hope). While the space 

station was in orbit, astronaut Doi took a commemorative photograph of the DVD. 

During the second phase (July 6, 2007 to February 8, 2008), we compiled another Space Poem 

Chain of 24 poems titled ―There Are Stars.‖ Among the contributors were poets from Asia and the 

Pacific region, and submissions were sent by people in many countries around the world. The 

number of planetariums and schools in Japan and abroad that integrated the Space Poem Chain into 

their curricula also increased. Now that the complete 24-poem chain has been made public at the 

Space Poem Chain symposium, it will be uploaded and stored on Kibo by astronaut Koichi Wakata.

During the third phase (September 5, 2008 to April 10, 2009), we again looked forward to a 

24-poem Space Poem Chain. By expressing thoughts and feelings about the universe and life in 

poetry, we hope to create a space in which imagination can flourish. Fortunately, linked verse, 

growing as it does out of a collaborative interweaving of minds, has an organic quality that lends 

itself well to these aims. To help the process along, we added a comment corner that will explain the 

choices of poems and add thoughts about the next poem to come. We invited young poets and 

Koichi Wakata, a JAXA astronaut aboard Kibo during the long-term expeditions, to contribute. This 

was the first mission in which the Space Poem Chain was compiled with astronauts aboard the 

station, and the mission was successfully accomplished. Many people enjoyed Wakata’s video 

images from Kibo.

For the fourth phase (fiscal year 2010), Ryoko Shindo, a poet, was invited to participate as a 

supervisor, and she compiled a Space Poem Chain incorporating verses written by children and 

adults. We would like to explore the universe in children or a children’s universe, led by them. 

The completed Space Poem Chain was launched in 2011.

Education Leads: Teruhiko Tabuchi

Education Websites: http://iss.jaxa.jp/utiliz/renshi/index.html
132

Summary of International Space Station Education Opportunities

Table 18 – Student, Teacher and School Summary of ISS Education Opportunities

Investigations

Number of Students

Schools Teachers

K-12 Undergraduate Graduate Postdoctoral

Student-Developed 

Investigations 557,312 326 9 0 17,273 19,308

Education Competitions 3806 74 77

Students Performing 

Classroom Versions of ISS 

Investigations

119,425 8 8 1989 2000

Students Participating in 

ISS Investigators 

Experiments

31,607 1364 1099 26 35 5017

Students Participating in 

ISS Engineering 

Education: Hardware 

Development

2116 273 46 6 63

Educational 

Demonstrations and 

Activities

41,464,680 2,637 2,796,820

Cultural Activities 620 15 20

Totals ~42,180,000 ~2,000 ~1,100 ~26 ~22,000 ~2,800,000
International Space Station Education Accomplishments

These educational activities and projects were designed and conducted from the first 

element launch of the International Space Station to Expedition 27/28, but are no 

longer actively involving students. 

Student-Developed Investigations

These experiments typically were developed by students under the aegis of a teacher 

or scientist mentor and performed solely for the benefit of the students.

137

Analysis of Inertial Solid Properties (APIS)

Expeditions: 7, 8

Leading Space Agency: ESA

Grade Levels: 10–12

Investigation Description: The main scientific objective of the experiment was to demonstrate 

solid body rotation principles and to prepare a video for later use in education. The experiment was 

focused on the behavior of a rigid body rotating around its centre of mass. The experimental 

configuration was seen as an approximation of a much more complex system, a rotating spacecraft 

(which can be considered, from the mechanical point of view, to be composed of a number of rigid 

bodies joined by complex links). To keep efforts required for the analysis reasonable, experiments 

were concerned only with torque-free rotational motion. The experiments intended to show the 

different types of motion that appeared with changes in the mass distribution of the body (that is, 

changes that depended on the inertia tensor structure: spherical, cylindrical or ellipsoidal) and 

changes in the mechanical energy dissipation effect caused by external or internal actions. An 

undesirable effect of internal energy dissipation was a change in the axis of rotation, such as that 

experienced by the first American satellite, Explorer I. Similar changes to the spin axis also 

appeared during mass distribution changes (e.g., deployment of booms, solar panels, and antennae).

Principal Investigator: Ana Laveron Simavilla, Universidad Politecnica de Madrid, Madrid, Spain

Biological Research in Canisters – 16: Actin Regulation of Arabidopsis Root 

Growth and Orientation During Space Flight (BRIC-16-Regulation)

Expeditions: 23/24

Leading Space Agency: NASA

Grade Level: College (undergraduate)

Investigation Description: This investigation studied how actin cytoskeleton dictates root growth 

orientation during space flight and involved an extensive set of genome-wide microarray studies to 

unravel actin-dependent gene regulatory networks that modulate root growth and orientation during 

space flight.

Principal Investigator: Elison Blancaflor, Ph.D., Samuel Roberts Noble Foundation Incorporated, 

Ardmore, Oklahoma, USA
138

Drop Your Thesis! 2011: Falling Roots

Leading Space Agency: ESA

Grade Level: College (undergraduates)

Investigation Description: The Falling Roots team comprises two students from the University of 

Florence, Italy, who have been selected to develop and perform a microgravity experiment during 

ESA’s Drop your Thesis! 2011 campaign. Their experiment is a continuation of their investigation 

into how biological processes are affected by microgravity and hypergravity. Plants have evolved 

under the constant force of gravity, and its presence strongly influences their growth and 

development. For this reason, a change in gravitational field strength can be considered a source of 

stress that is perceived in the plant’s roots and then transmitted to the other organs by signaling 

chains, resulting in an adaptation of plant physiology.

Student Activity: In this experiment, several roots were placed, together with water, in an array of 

syringes. The experimental setup was placed in a capsule and suspended at the top of the ZARM 

drop tower. A few minutes prior to the drop, a plunger depressed several syringes, and control 

samples were collected in small containers. These control samples were later used to determine the 

level of reactive oxygen species production in roots that have been subjected to all of the same 

conditions as the test samples, except for microgravity. Comparison of the concentration of

compounds in the test samples with that in the control samples permitted the acquisition of 

scientifically significant results on the production of signaling molecules in microgravity conditions.

Principal Investigator: Stefano Mancuso, University of Florence, Florence, Italy

The Falling Roots team. 

Image courtesy of N. Callens/ESA.
139

Drop Your Thesis! 2010: Bubble Jet Impingement in Microgravity Conditions

Leading Space Agency: ESA

Grade Level: College (undergraduates)

Investigation Description: A group of three students from Universitat Politècnica de Catalunya 

(UPC) developed an experimental setup to investigate the collision of bubble jets in microgravity. 

The experiment was carried out at the Center of Applied Space Technology and Microgravity

(ZARM) drop tower in Bremen, Germany. The results could improve our understanding of how 

two-phase flows behave in a low-gravity environment. In particular, the effects of gas-liquid flow 

rates and separation between jets on the bubble coalescence probability will be investigated.

Student Activity: In this experiment, two opposed bubbly jets were introduced in a tank initially 

filled with a quiescent liquid. The data obtained from this experiment will complement the work of 

Carrera et al., performed at the ZARM drop tower in 2003, in which the structure of a single bubbly 

jet was investigated. The results of this experiment will help to improve our general understanding 

of two-phase flows, in particular the bubble generation process, bubble-bubble interactions 

(coalescences, bouncing), and the jet-collision phenomenon in a low-gravity environment.

Principal Investigator: Ricard González Cinca, Applied Physics Department, UPC, Barcelona, 

Spain

The Bubble Jet team. Image courtesy of ESA.
140

Drop Your Thesis! 2009: New Polymer Dispersed Liquid Crystal (PDLC)

Materials Obtained From Dispersion of Liquid Crystal in Microgravity 

Conditions

Leading Space Agency: ESA

Grade Level: College (undergraduates)

Investigation Description: Porto (FCUP) used the ZARM drop tower in Bremen, Germany, to 

conduct an experiment involving polymerization of different types of PDLCs in microgravity 

conditions. The polymerization was achieved using ultraviolet illumination. PDLCs consist of 

micron-sized droplets of liquid crystal dispersed in a polymer matrix. This mixture combines the 

mechanical properties of polymers with the electromagnetic properties of liquid crystals, allowing 

control of the optical anisotropy of the PDLC film through the application of a specific electrical or 

magnetic field. 

Student Activity: In this experiment, three different mesophases of liquid crystal were used: the 

nematic E7 from Merck, the chiral nematic E7+CB15 from Merck, and the chiral smetic C Felix 

017/100 from AZ-Electronics. Each was mixed with a photopolymer, NOA-81 (Norland). The 

resulting mix was inserted into glass cells, where it was pre-cured in microgravity. The remaining 

full-cure process was performed in normal gravity conditions. In addition, some samples were 

polymerized with induced inhomogeneities. These were expected to provide unique structures that 

can be produced only in a microgravity environment. 

Principal Investigator: Carla Carmelo Rosa, Physics Department, Faculdade de Ciências da 

Universidade do Porto (FCUP), Porto, Portugal
141

Educational Demonstration of Basic Physics Laws of Motion 

(Fizika-Obrazovanie)

Expeditions: 18, 19/20, Ongoing

Leading Space Agency: Roscosmos

Grade Levels: 7–12

Investigation Description: Integrated experiment FIZIKA-OBRAZOVANIE consisted of three 

sections: FIZIKA-LT, FIZIKA-FAZA and FIZIKA-OTOLIT. In the experiment, the following 

physical phenomena were proposed to be demonstrated in microgravity: reactive and aerodynamic 

action on a solid body of revolution (a series of experiment sessions using a Letauschaya Tarelka 

device), aggregation of gas bubbles during the phase separation of a gas-liquid fine-dispersion 

medium (an experiment session using a Faza device), and processes of the motion and effect transfer 

to the human vestibular apparatus (a series of experiment sessions using an Otolit device).

Principal Investigator: N.L. Shoshunov, S. P. Korolev, RSC ―Energia,‖ Russia

Website: http://knts.tsniimash.ru/en

Fizika-Obrazovanie space experiment equipment.

Russian cosmonaut Yu. V. Lonchakov (onboard 

engineer on Expedition 18) carries out the FizikaObrazovanie SE television session using 

Letauschaya Tarelka equipment.
142

Students of Moscow lycée No. 1537 during the 

Earth–ISS onboard television session in the 

Russian Mission Control Center (MCC-M).

Russian cosmonaut G. I. Padalka (commander of Expedition 19) performs an experiment using 

Letauschaya Tarelka equipment.
143

Electrostatic Self-Assembly Demonstration (ESD)

Expeditions: 10, 11

Leading Space Agency: ESA

Grade Levels: 7–12

Investigation Description: This educational activity involved the self-assembly of components 

larger than molecules into ordered arrays, an efficient way of preparing microstructured materials 

with interesting properties. Electrostatic self-assembly occurs when different types of components 

charge with opposite electrical polarities. The interplay of repulsive interactions between likecharged objects and attractive interactions between unlike-charged objects results in the selfassembly of these objects into highly ordered, closed arrays. This educational experiment 

demonstrated the electrostatic self-assembly of two different types of macroscopic components or 

spheres of identical dimensions to create different molecular structures in weightless conditions on 

board the station; three demonstrations were filmed. For all in-space demonstrations, comparable 

on-ground experiments were performed and filmed to familiarize students with the differences 

between the Earth and space environments.

Student Activity: Videos of both the on-ground and in-space demonstrations were recorded, and 

the footage was used to develop a ISS DVD lesson fitting the basic European science and technology 

curriculum of the target 12- to18-year-old age group. The DVD was distributed in 12 languages to 

secondary school teachers in ESA member states.

Principal Investigator: William Carey, Erasmus User Centre and Communication Office, 

Noordwijk, Netherlands
144

Fly Your Thesis! 2009: ABC Transporters in Microgravity

Leading Space Agency: ESA

Grade Level: College (undergraduates)

Investigation Description: A team comprising two students from the Autonomous University of 

Barcelona and two from the Polytechnic University of Catalonia developed an experiment to 

investigate the behavior of certain biological agents involved in the assimilation of drugs by the 

human body. The results could help to improve medical treatments in space. ATP-binding cassette 

(ABC) transporters are enzymes present in all cells of the human body. Their main function is to 

remove toxic waste and drugs from the body. Unfortunately, this means that they have a negative 

impact on current drug treatments, especially in cancer cells, where they are a major cause of 

resistance to tumor therapy. 

Student Activity: The aim of this project was to develop technology that could make it possible to 

study drug behavior in space without testing humans directly. It involved study of the activity of an 

ABC transporter model known as Multidrug Resistance-Associated Protein 2 (MRP2) in 

microgravity conditions. The experiment worked well during the parabolic flight campaign and 

provided the student team with a large number of samples to be analyzed. The performance of 

MRP2 was then compared with similar control experiments on Earth to ascertain whether MRP2’s

function was altered by microgravity. 

The results of this research may lead 

to a better understanding of the ABC 

transporters and their role in space 

and terrestrial pharmacology. By 

providing new information and 

introducing new research methods 

involving microgravity, the project

may eventually help to improve 

treatments for cancer patients and 

foster research into drugs that are 

suitable for use on future moon and 

Mars missions.

Principal Investigator: Felip 

Fenollosa Artés, Polytechnic 

University of Catalonia and 

Autonomous University of Barcelona

The ABC team working on its experiment. 

Image courtesy of ESA.
145

Fly Your Thesis! 2009: AstEx – Simulating Asteroidal Regoliths: 

Implications for Geology and Sample Return

Leading Space Agency: ESA

Curriculum Level: College (undergraduates)

Investigation Description: The AstEx team comprised three students — two from the Open 

University in the United Kingdom and one affiliated with both the Open University and the 

University of Nice-Sophia Antipolis in France. The aim of the experiment was to study the behavior

of granular material in microgravity; possible applications include the design of future asteroid 

sample return missions and the interpretation of asteroid geology. There is still some uncertainty 

about how such asteroidal regolith material behaves in this low-gravity regime. The AstEx 

experiment investigated how a steady-state (constant) flow could be achieved in a granular material 

in microgravity conditions. 

Student Activity: Glass beads were tracked during the period of microgravity available during a 

single parabola flown by the Airbus A300 aircraft. By calculating the velocities of the glass beads, 

the time required to initiate a steady-state flow was determined. Comparisons with ground-based 

experiments should show how a steady-state flow in microgravity differs from a steady-state flow on 

Earth. Another investigation was carried out to determine what effect reversing the direction of 

shear had on the steady-state flow, and the results are being compared with ground-based results. 

Each of the studies was repeated with glass beads of different sizes and with different shear rates. 

The AstEx experiment worked well during the parabolic flight campaign and provided the student 

team with a very large amount of data to be analyzed. 

Principal Investigator: Dr. Simon F. Green, The Open University, United Kingdom, and the 

University of Nice-Sophia Antipolis, France
146

Fly Your Thesis! 2009: Complex — Microgravity Studies of the Effect of

Volume Fraction and Salinity on Flow in Samples of Clay Nanoparticles 

Dispersed in Water

Leading Space Agency: ESA

Grade Level: College (undergraduate)

Investigation Description: Complex comprised three students from the University of Science and 

Technology in Trondheim, Norway. The aim of their experiment was to study the flow of clay 

nanoparticles in salty water to provide a deeper understanding of the self-organization of such small 

particles. This experiment concerned the basic properties of clay nanoparticles. It investigated flowinduced order in aqueous suspensions of synthetic smectite clay, sodium fluorohectorite. In 

particular, it studied the decay of this order in microgravity conditions due to Brownian rotational 

motion. Performing the study in a weightless environment was important because it eliminated 

problems related to sedimentation and convection that could interfere with the pure Brownian 

dynamics of the system. 

Student Activity: During the parabolic flight campaign, the Complex experiment was successful 

and provided the student team with interesting data to be analyzed. The team’s research may have 

several practical applications. For example, a more fundamental understanding of the properties of 

nanoparticles in flow is essential in key industries, such as storage of nuclear waste, crude oil 

extraction, and the development of new, smart nanoapplications. In addition, the role of flow and 

orientation of clay particles in soil stability is not yet properly understood, so this experiment may 

help to prevent catastrophic landslides.

Principal Investigator: Prof. Dr.-Ing. Jon Otto Fossum, Norwegian University of Science and 

Technology, Trondheim, Norway
147

Fly Your Thesis! 2009: Dust Side of the Force — The Importance of the 

Temperature Gradient Effect in Planet Formation Processes and Dust Devils

or Storms on Mars

Leading Space Agency: ESA

Grade Level: College (Undergraduate)

Investigation Description: The Dust Side of the Force was a team of five students from the 

Institute of Planetology at the University of Münster, Germany. The objective of their experiment 

was to investigate the force induced by a temperature gradient in dust beds, which is thought to be 

important in planet formation and the formation of dust storms on Mars. 

Student Activity: The experiment comprised an evacuated vacuum chamber in which a sample of 

simulated Martian soil was placed and then illuminated by a high-power halogen lamp. The induced 

dust particle ejections were observed and recorded in microgravity, 1 g and 2 g conditions. The 

gravitational dependency of the ejection forces was then reconstructed. The experiment worked 

successfully during all the parabola phases and provided the student team with a large number of 

videos to be analyzed. The research is relevant to understanding the deposition of dust into the 

Martian atmosphere and in protoplanetary disks, such as the solar nebula from which the Earth and 

other planets formed about 4.5 billion years ago. 

Principal Investigator: Prof. Dr. Gerhard Wurm, Faculty of Physics, University of DuisburgEssen, Essen, Germany

The Dust Side of the Force team working on its experiment. 

Image courtesy of ESA.
148

Expedition 20 flight engineer

Frank De Winne is pictured 

near an ESA Foam-Stability 

experiment floating freely in the 

Columbus laboratory of the 

International Space Station.

Image ISS020E042309.

Foam Optics and Mechanics – Stability (Foam-Stability)

Expeditions: 19/20, 21/22

Leading Space Agency: ESA

Grade Levels: 10–12

Investigation Description: Foam-Stability was an investigation of aqueous and non-aqueous foams 

in microgravity. The behavior of foams in microgravity is very different from their behavior on 

Earth because the process of drainage is absent in microgravity.

Student Activity: Students explored the following fundamental questions: How long can those 

foams be stable? What is the role of solid particles in the liquid in water foam stabilization? Is it 

possible to create very ―wet‖ foams in microgravity?

Principal Investigator: Pr. Dominique Langevin, Universite Paris-Sud, Orsay, France
149

Image Reversal in Space (Iris)

Expeditions: 19/20

Leading Space Agency: CSA

Grade Levels: 7–12

Investigation Description: The Iris experiment was an educational experiment developed by 

students at the International Space University. This experiment studied the effects of microgravity 

on the way people perceive two-dimensional (2D) and 3D objects. The experiment and its software 

were designed by a multidisciplinary group of students, giving them valuable experience as they 

prepared to launch their own careers in space.

Student Activity: Iris was developed in the summer of 2008 by several students at the International 

Space University when they were charged to create a simple experiment that could be performed in 

space. The purpose was to teach the students how to design an experiment for testing in 

microgravity.

Principal Investigator: Gilles Clement, Ph.D., Centre National de la Recherche Scientifique, 

Toulouse, France

Space Experiment Module (SEM)

Expeditions: 10, 11, 13, 14

Leading Space Agency: NASA

Grade Levels: 7–12

Impact: Eleven schools and 3300 students were engaged in running experiments on the first SEM 

satchel flight.

Investigation Description: The SEM introduced students to the concept of performing space-based 

research on the International Space Station. It provided students the opportunity to conduct their 

own research on the effects of microgravity, radiation and space flight on various materials.

Student Activity: Research objectives for each experiment were determined by the students, but 

generally included hypotheses on changes in the selected materials caused by the space environment.

Students were provided space capsules to contain passive test articles for flight. The capsules were 

then packed in satchels (10 per satchel) containing formed foam layers for flight.

Principal Investigator: Ruthan Lewis, Ph.D., NASA Goddard Space Flight Center, Greenbelt, 

Maryland, USA
150

Test of the Basic Principles of Mechanics in Space (THEBAS)

Expeditions: 7, 8

Leading Space Agency: ESA

Grade Levels: 7–12

Investigation Description: The objectives of the experiment were to illustrate with relatively 

simple hardware the principles of dynamics, ranging from the classical, rational mechanics of solid 

bodies to the continuous media mechanics, and to prepare a video for later use in education. The 

students analyzed the behavior of transparent, closed containers of the same size and total mass that 

were filled with solid bodies (spheres) of different radii. The mass of the contents of each container 

was the same in all considered cases. The experiment studied the interaction of a container and the 

particles inside it when the system is periodically oscillated in one dimension. In addition to the 

experiment performed in space, reference experiments with identical hardware were performed on

the ground (being the displacement perpendicular to gravity) to quantify the effect of gravity on the 

system.

Principal Investigator: Ana Laveron Simavilla, Universidad Politecnica de Madrid, Madrid, Spain
151

University Research Centers–Microbial-1 (URC-Microbial-1)

Expeditions: 21/22

Leading Space Agency: NASA

Grade Level: College (undergraduate)

Investigation Description: University Research Centers–Microbial-1 (URC-Microbial-1) evaluated 

morphological and molecular changes in Escheria coli and Bacillus subtilis in microgravity. This 

investigation was a proof-of-concept model providing space flight experience to stimulate and excite 

University Research Center scientists and students at Texas Southern University. The experiment 

involved the study of morphological and molecular changes of Escheria coli and Bacillus subtilis

microbes brought about by the space flight environment.

Each component of the experiment was designed to be reproduced easily in the classroom, providing 

hands-on experience to the students who were involved. Postflight repeat experiments were 

conducted in schools across the nation, and samples from this flight experiment were shared among 

principal investigators in other institutions. Texas Southern University developed courses 

incorporating the data into the microbiology curriculum.

Principal Investigator: Olufisayo Jejelowo, Ph.D., Texas Southern University, Houston,

Texas, USA

Students in the Center for 

Bio-nanotechnology and Environmental 

Research at Texas Southern University 

prepare samples for the URC-Microbial-1 

investigation. Image courtesy of Texas 

Southern University.

139

Education Competitions

These were educational activities that involved a student design competition. They 

usually involved students having an opportunity to submit proposals of experiments 

that were judged and assessed with the winners often having the opportunities to fly 

their designs on the International Space Station.

155

SUCCESS Programme

Expeditions: 2002–2010

Leading Space Agency: ESA

Impact: The investigation attracted hundreds of applications from students, and a dozen students 

were selected to have their payloads developed and their experiments operated in space or to have an 

internship at ESTEC, ESA’s technological center.

Investigation Description: Space Station Utilization Contest Calls for European Student initiativeS

(SUCCESS) was a competition that called for European university students of all disciplines to 

propose an experiment that could fly on board the International Space Station. The goal of the

competition was to make today’s students the International Space Station users of tomorrow. The 

first prize of the competition was a one-year internship at ESA’s space research and technology 

centre, ESTEC, in the Netherlands or the opportunity to participate in designing the hardware for the 

proposed experiment.

Education Lead: Nigel Savage, Ph.D., ESTEC, Netherlands

Website: http://www.esa.int/esaHS/SEMU9TGHZTD_education_0.html

SUCCESS Bug Energy — Study of Output of Bacterial Fuel Cells in 

Weightlessness

Expeditions: 8, 9

Leading Space Agency: ESA

Grade Levels: K–8 (elementary), 9–12 (secondary)

Investigation Description: The BugNRG experiment studied the influence of weightlessness on the 

output of bacterial fuel cells. The aim was to acquire precision data on the output during a total 

drain of a fuel cell in weightlessness. In the right circumstances, bacteria are capable of transferring 

carbohydrates into free electrons, protons and carbon dioxide. This process was performed in 

bacterial fuel cells. When placed inside a two-chamber fuel cell, bacteria produced an electrical 

current, and the output was measured and recorded to enable study of the properties of the fuel cell. 

BugNRG was one of two experiments that won a student competition organized by the Dutch 

government through the Department of Education, Culture and Science.

Principal Investigator: Sebastiaan de Vet, Technical University of Delft, Delft, Netherlands
156

SUCCESS Chondro – Study on the Development of Methods To Produce

Artificial Cartilage

Expeditions: 7, 8

Leading Space Agency: ESA

Grade Level: College (undergraduate)

Investigation Description: People all over the Earth are suffering from cartilage problems. 

Modern medicine is trying to develop methods to produce cartilage artificially so it can be implanted

in humans. The influence of gravity, however, disturbs the process of cartilage structure formation 

in such a way that the structure does not completely satisfy the needs of today’s medicine. The 

objective of the microgravity experiment was to find a more stable cartilage structure and to test the 

experiment hardware.

Student Activity: Students designed the incubator that contained the nutrient and cartilage cells.

Principal Investigators: Georg Keller, Vlada Stamenkovic, ETHZ University, Zurich, Switzerland

SUCCESS Graphobox – Study Into the Interaction of Effects of Light and 

Gravity on the Growth Processes of Plants

Expeditions: 8, 9

Leading Space Agency: ESA

Grade Level: College (Undergraduate)

Investigation Description: The GraPhoBox experiment investigates the presence of a link between 

phototropism (growth toward a light source) and gravitropism (growth toward the gravitational 

vector) in wild and mutant seeds of Arabidopsis thaliana.

Student Activity: Students designed and developed the experiment and performed analysis on the 

ground.

Principal Investigator: Karel Buizer, University of Utrecht, Utrecht, Netherlands.

Cell Cultivation System flown on the station

during Expedition 7. Image courtesy of the 

Space Biology Institute, ESA.
157

SUCCESS UTBI – Under the Background Influence 

Expedition: 14

Leading Space Agency: ESA

Grade Levels: College (undergraduate)

Investigation Description: The main goal of UTBI was the measurement of the background 

radiation inside spacecraft. Measurements of the X-ray, gamma ray and other particles (protons, 

neutrons, electrons) have a very important effect outside the Earth’s geomagnetic field that can help 

in the development of future space vehicles and other space technologies.

Student Activity: University students created a new detector to measure radiation on board the 

International Space Station.

Understanding the effect of radiation on humans is an important factor that must be addressed before 

long-duration missions to the moon and Mars are planned.

Principal Investigator: Andres Russu, Universidad de Valencia, Valencia, Spain

SUCCESS Winograd – Effects of Gravity on Bacterial Development 

Expeditions: 7, 8

Leading Space Agency: ESA

Grade Levels: College (undergraduate); Graduate (master’s, Ph.D., M.D.)

Investigation Description: The Winograd experiment was used to grow Winogradski columns in a 

weightless environment. A Winogradski column is a colony of different types of bacteria wherein 

the waste products of one bacterium serve as the nutrients of the other. The systems were found in 

ordinary pond or lake water and needed no other input than light for photosynthesis. 

Student Activity: The returned samples were analyzed by students to determine where certain 

bacteria were located during flight and hence determine the effect of weightlessness on the formation 

of Winogradski columns. The experiment clarified whether the bacteria in the water organized 

themselves in a pattern similar to the pattern they would form on Earth.

Principal Investigator: Darren Smillie, Tamara Banerjee, and Rishi Dhir, University of Edinburgh, 

Edinburgh, Scotland

139

Students Performing Classroom Versions of ISS Investigations

These experiments were performed by students in their classroom and mimic 

experiments that were conducted by professional researchers on the station. 

The objective of the experiments was for students to observe differences between the 

results of their experiments and the results of the experiments performed 

by crewmembers on the ISS.

161

Advanced Astroculture (ADVASC) and Photosynthesis Experiment and System 

Testing and Operation (PESTO)

Expeditions: 2, 4, 5

Leading Space Agency: NASA

Grade Levels: K–8 (elementary), 9–12 (secondary)

Investigation Description: Advanced AstrocultureTM (ADVASC) was a commercially sponsored

payload that provided precise control of environmental parameters for plant growth, including 

temperature, relative humidity, light, fluid nutrients and atmosphere. ADVASC hardware was used 

in a series of tests performed over the course of three different expeditions. On Expedition 2, 

ADVASC demonstrated the first ―seed-to-seed‖ experiment in space by growing Arabidopsis

thaliana (thale cress) through a complete life cycle. On Expedition 4, 35 percent of the space-grown 

seeds and 65 percent of the wild Arabidopsis seeds were grown on orbit, with samples preserved for 

genetic analysis. Finally, on Expedition 5, soybean plants were grown through an entire life cycle,

from seed to seed.

Student Activity: The Orbital Laboratory was an Internet-based multimedia tool that allowed 

students and educators to conduct their own ground-based plant experiments and to analyze data 

returned from the ADVASC units in their classrooms on Earth. The student activities for 

Expedition 2 focused on plant growth. As the seeds grew in ADVASC on ISS, students on Earth 

were growing seeds in their own plant growth systems. The on-orbit Expedition 4 activities used 

seeds harvested from the first generation of plants that grew on ISS. Focusing on genetics, the 

students grew the same seeds on Earth along with four mutations of the original seed. 

Principal Investigator(s): Weijia Zhou, University of Wisconsin – Madison, Madison, Wisconsin; 

Tom Corbin, Pioneer Hi-Bred International, Inc.(ADVASC); and Gary Stutte, Dynamac 

Corporation, NASA KSC, Cape Canaveral, Florida (PESTO), USA

Agrospace Experiment Suite (AES)

Expedition: 10

Leading Space Agency: ESA

Grade Levels: 5–12

Investigation Description: The aim of this part of the experiment, Space Beans for Students, was

to involve and interest children in space science to help with the continuous exploitation of space 

technology and its application to everyday life on Earth. To this end, the experiment consisted of 

beans germinating in space at the same time that beans were germinating in classrooms on Earth. 

The germination of seeds in space had been demonstrated previously, but this experiment involved

students in the mission and increased their knowledge of the space environment and the potential 

applications of space technology. 
162

Student Activity: Most students are already aware that plants begin their life cycle when a dormant 

seed germinates and a seedling begins growing. In this activity, students investigated the conditions 

that lead to the germination of seeds and observed in parallel the early stages of the plant life cycle 

on Earth and in space. The main purpose of the experiment was to provide the student with answers 

to the following key questions: What do plant seeds need to germinate? What changes do seeds and 

seedlings undergo during germination and early growth? What are the main differences between 

seeds germinating on Earth and those germinating in the weightlessness of space?

Principal Investigator: Gui Colla, Universita della Tuscia, Viterbo, Italy

Brazilian Seeds Phaseolus Vulgaris: Demonstration of Gravitopism and 

Phototropism Effects on the Germination of Seed in Microgravity (SED)

Expedition: 13

Leading Space Agency: Brazilian Space Agency 

Grade Levels: 5–8 (elementary), 9–12 (secondary)

Investigation Description: SED (Brazilian Seeds) was an educational experiment that tested the 

germination and growth of Brazilian plant seeds under different light conditions. The experiment 

also featured a control group of similar seeds that was being grown on Earth under similar conditions 

and for the same time period. The main objective of this experiment was to stimulate and engage 

students across Brazil in the vast possibilities of space research. Pictures of the growing seeds on 

ISS were downlinked daily and posted on an Internet site for Brazilian students to see and to 

compare with their own ground-based seeds.
163

Commercial Generic Bioprocessing Apparatus Science Insert–01: C. Elgans and 

Seed Germination (CSI-01)

Expeditions: 14, 15

Leading Space Agency: NASA

Grade Levels: 5–8

Impact: This investigation reached 4500 elementary, 5250 secondary, 10 undergraduate, and 5 

graduate students as well as 130 schools and 150 teachers.

Investigation Description: Commercial Generic Bioprocessing Apparatus Science Insert–01 

(CSI-01) was composed of two educational experiments used by middle school students in the 

United States and Malaysia. One experiment examined seed germination in microgravity, including 

gravitropism (plant growth toward gravity) and phototropism (plant growth toward light). The 

second experiment examined how microgravity affects the model organism, Caenorhabditis elegans, 

a small nematode worm. Thousands of students began participating in the experiments in 

February 2007.

Student Activity: Each experiment was designed to be easily reproducible in the classroom,

providing hands-on experience to the students. The students were able to view the progress of the 

CSI-01 investigation on ISS via near real-time downlink and the World Wide Web. These 

experiments have the potential to impact between 7500 and 11,250 students during the first phase of 

this program, which is designed to be conducted annually.

Principal Investigator: Louis Stodieck, Ph.D., University of Colorado, BioServe Space 

Technologies, Boulder, Colorado, USA

Education Lead: Stefanie Countryman, BioServe Space Technologies, Boulder, Colorado, USA
164

Commercial Generic Bioprocessing Apparatus Science Insert–02: Silicate 

Garden, Seed Germination, Plant Cell Culture and Yeast (CSI-02)

Expeditions: 15, 16, 17, 18

Leading Space Agency: NASA

Grade Levels: 5–8

Impact: This investigation reached 500 elementary, 3500 secondary, 5 undergraduate, and 5 

graduate students including 30 schools and 40 teachers.

Investigation Description: CSI-02 was an educational payload designed to interest middle school 

students in science, technology, engineering and math by participating in near real-time research 

conducted on board the ISS. 

Student Activity: Students observed four experiments through data and imagery downlinked and 

distributed directly into the classroom via the Internet. The first experiment examined seed 

germination and plant development in microgravity. The second experiment examined yeast cells’

adaptation to the space environment. The third experiment examined plant cell cultures, and the 

fourth was a silicate garden. The experiments conducted for CSI-02 were designed primarily to 

meet education objectives; however, to the maximum extent possible, meaningful scientific research 

was conducted to generate new knowledge of gravity-dependent biological processes and to support 

future plans for human space exploration. CSI-02 affected more than 15,000 middle school and high 

school students.

Principal Investigator: Louis Stodieck, Ph.D., University of Colorado, BioServe Space 

Technologies, Boulder, Colorado, USA

Education Lead: Stefanie Countryman, BioServe Space Technologies, Boulder, Colorado, USA

This image shows the nickel sulfate silicate garden 

grown during Expedition 17. Image courtesy of 

BioServe Space Technologies, University of 

Colorado, Boulder, Colorado.
165

Commercial Generic Bioprocessing Apparatus Science Insert–03: 

Spiders and Butterflies (CSI-03)

Expeditions: 18, 21/22

Leading Space Agency: NASA

Grade Levels: K–12

Impact: This investigation reached 

over 95,000 elementary and almost 81,000 

secondary students. More than 3000 teachers from 

2900 schools were also impacted.

Investigation Description: CSI-03 was one 

investigation in the CSI program series. The CSI 

program provided the K–12 community 

opportunities to use the unique microgravity 

environment of the International Space Station as 

part of the regular classroom to encourage learning 

and interest in science, technology, engineering and 

math. CSI-03 examined the complete life cycle of 

the painted lady butterfly, including eating, growing and undergoing metamorphosis in space.

Student Activity: CSI-03 examined the 

complete life cycle of the Vanessa cardui, 

painted lady butterfly, (egg to butterfly) and the 

ability of older larvae of a Monarch butterfly 

species to metamorphosis. Students compared 

how the complete life cycle of the butterflies in 

space differs from the life cycle of butterflies on 

Earth. Students also observed the butterflies on 

Earth in their classrooms and compared them to 

imagery from the ISS.

Principal Investigators: Chip Taylor, Monarch 

Watch, University of Kansas, Lawrence, Kansas; 

Ken Werner, Gulf Coast Butterflies, Naples, 

Florida; Louis Stodieck, Ph.D., University of 

Colorado; and BioServe Space Technologies, 

Boulder, Colorado

Education Lead: Stefanie Countryman, BioServe Space Technologies, Boulder, Colorado, USA

Monarch butterflies in the CSI-03 habitat on board the 

International Space Station during Expeditions 21/22. 

Image courtesy of BioServe Space Technologies, 

Boulder, Colorado.

Orb weaving spider with web in CSI-03 habitat 

onboard the International Space Station during 

Expedition 18. Image courtesy of BioServe Space 

Technologies, Boulder, Colorado.
166

Table 19 – Number of Teachers by State That Participated in Butterflies in Space

State Number of 

Teachers State Number of Teachers

Alabama 46 Montana 4

Alaska 17 Nebraska 12

Arizona 41 Nevada 10

Arkansas 34 New Hampshire 14

California 169 New Jersey 93

Colorado 103 New Mexico 18

Connecticut 41 New York 117

Delaware 3 North Carolina 70

Florida 757 North Dakota 2

Georgia 65 Ohio 62

Hawaii 8 Oklahoma 33

Idaho 6 Oregon 11

Illinois 90 Pennsylvania 59

Indiana 36 Rhode Island 11

Iowa 16 South Carolina 16

Kansas 27 South Dakota 17

Kentucky 6 Tennessee 59

Louisiana 19 Texas 360

Maine 24 Utah 17

Maryland 118 Vermont 4

Massachusetts 32 Virginia 78

Michigan 40 Washington 125

Minnesota 22 West Virginia 42

Mississippi 13 Wisconsin 70

Missouri 26 Wyoming 4
167

Education Payload Operations – Kit C: Plant Growth Chambers (EPO-Kit C)

Expedition: 15

Leading Space Agency: NASA

Grade Levels: K–12

Investigation Description: Education Payload Operations – Kit C Plant Growth Chambers 

(EPO-Kit C) was an on-orbit plant growth investigation using basil seeds. The still and video 

imagery acquired was used as part of a national engineering design challenge for students in 

grades K–12. 

Student Activity: Students grew basil seeds (control and flown seeds) to conduct their own science 

experiments on plant growth using growth chambers created by the students on the ground.

Principal Investigator: Jonathan Neubauer, NASA JSC, Houston, Texas, USA

Education Lead: Matthew Keil, NASA JSC, Houston, Texas, USA
168

Russian cosmonaut Yu. Lonchakov (onboard engineer on 

Expedition 18) observes the reconstruction of samples in case 

No. 1 during the MATI-75 experiment. 

Image courtesy of Roscosmos.

Educational Demonstration of the Effects of Shape and Size on the Recovery of 

Precompressed Plastic Material (MATI-75)

Expeditions: 17, 18

Leading Space Agency: Roscosmos

Grade Levels: K–8 (elementary), 9–12 (secondary)

Investigation Description: Space experiment MATI-75 was dedicated to the 75th anniversary of 

MATI — K. E. Tsiolkovsky Russian State Technological University — and the 150th anniversary of 

the founder of theoretical space science, Konstantin Eduardovich Tsiolkovsky. It was a 

demonstration of the effect of shape recovery of blanks made from cellular polymeric materials. To 

demonstrate the effect of shape and size recovery and stabilization when the blanks were exposed to 

heating and cooling in zero gravity, a plastic piece pre-compressed on the ground.

Student Activity: College, graduate and postgraduate students were given practical skills in staging 

a space experiment and conducting ground studies of foamed polymer material structure obtained in 

the ground and space environments.

Principal Investigator: A. P. Petrov, K. E. Tsiolkovsky, Russian State Technological University 

(MATI), Russia

Website: http://knts.tsniimash.ru/en
169

Farming In Space – Biomass Production System (BPS) 

Expedition: 4

Leading Space Agency: NASA

Grade Levels: K–12

Impact: Forty-seven teachers participated in special workshops; four undergraduate pre-service 

teachers also participated in operating the project. Students and teachers in eight classrooms in 

Wheeling, West Virginia, participated in Farming in Space.

Investigation Description: The BPS evaluated the performance of a new piece of equipment for 

growing plants on board ISS. Brassica rapa (field mustard) was used as a test species to validate the 

plant growth system and performance of the equipment. In another experiment, Photosynthesis 

Experiment and System Testing and Operation (PESTO), wheat (Triticum aestivum) was grown in 

the apparatus as part of a scientific investigation that focused on potential food production in space.

Student Activity: While creating useful technology and science, BPS allowed students in grades 

K–12 to work as co-investigators on real space research by participating in the Farming in Space 

program. Farming in Space examined the basic principles and concepts related to plant biology, 

agricultural production, ecology and the space environment. These activities encouraged curiosity in 

the sciences while teaching scientific methodology. By performing these activities, the students

involved in them learned fundamental aspects of plant biology and gained scientific inquiry skills.

Principal Investigators: Robert Morrow, Orbital Technologies Corporation, Madison, 

Wisconsin, USA

Education Leads: Laurie Ruberg, Wheeling Jesuit University, Center for Education Technologies, 

Wheeling, West Virginia, USA.

Case No. 1, which contained flight research samples, before and after shape and 

dimensions reconstruction onboard the ISS. Image courtesy of Roscosmos.
170

Oil Emulsion Experiment (OEE)

Expeditions: 13, 14

Leading Space Agency: ESA

Grade Levels: 5–9 (elementary)

Investigation Description: The Oil Emulsion experiment was used to teach students basic 

principles of fluid physics. Identical experiments were performed on ISS and in the classroom to 

compare mixing oil and water in microgravity to mixing them on Earth.

Student Activity: A container of oil and colored water was mixed on ISS and another was mixed 

on Earth so that the reactions of the mixture in gravity (Earth) and microgravity (ISS) could be 

observed. The fluids’ behavior in space was filmed within defined time slots during a two-week 

period. The data was downlinked, and the results were shown in a special children’s program on 

German public television. The children observed the different kinds of segregation that occurred in 

space and on Earth during the experiment, and the teacher then explained them. This experiment 

potentially formed the basis of further physics lessons (concerning weightlessness, density, and other 

fluid parameters) or even lessons in other scientific areas. The Oil Emulsion experiment was 

introduced by the German Aerospace Center (DLR) and was a joint effort of the German and the 

European Space Agencies.

Principal Investigator: Hartmut Ripken, Ph.D., German Aerospace Center, Cologne, Germany

The container with the oil and 

water mixture that is used in the 

Oil Emulsion investigation. 

Image courtesy of ESA.
171

Seeds in Space (Seeds)

Expeditions: 8, 9

Leading Space Agency: ESA

Grade Levels: 5–9 (elementary)

Investigation Description: The main goal of this student experiment was to involve as many 

students as possible in an effort to show that science is fun through a plant growth experiment called 

Seeds in Space. The educational and scientific objective of the experiment was to demonstrate the 

influence of gravity on the germination and growth of plants to young people (10 to 15 year olds) 

and others. 

Student Activity: By engaging in the comparable on-ground experiment, students learned that 

science is fun and that the weightless environment of space opens new possibilities. The experiment 

kit was distributed one month before launch to schools and other entities.

Principal Investigator: Jack van Loon, Free University Amsterdam, Amsterdam, Netherlands

Silkworms in Space – Kinugusa-Kai (Radsilk)

Expeditions: 21/22

Leading Space Agency: JAXA

Grade Levels: K–8 (elementary), 9–12 (secondary)

Impact: There were 20 elementary students, 120 secondary

students, 21 schools, and 50 teachers involved in this project.

Investigation Description: Integrated Assessment of 

Long-term Cosmic Radiation Through Biological Responses 

of the Silkworm, Bombyx mori, in Space (RadSilk) examined

the effects of radiation exposure in microgravity on 

silkworms. The eggs of the silkworm were used as an 

indicator for monitoring biological responses to long-term 

cosmic radiation in microgravity.

Student Activity: Students took part in breeding and 

observing of Cosmos-Silkworms, which had stayed in ISS 

during their early development.

Principal Investigator: The Kinugasa-Kai Foundation 

Bombyx mori, silkworms to be used 

in the RadSilk investigation. 

Image courtesy of JAXA.
172

Space-Exposed Experiment Developed for Students (Education-SEEDS)

Expedition: 1

Leading Space Agency: NASA

Grade Levels: K–12

Impact: A total of 750,000 students across the United States participated in the experiments, 

growing corn and soybean seeds in their classrooms to compare their results with the results from the 

station and participating in live broadcasts. 

Investigation Description: The Investigating Space Exposed Experiment Developed for Students 

(Education-SEEDS) was a plant seed experiment that tested growth under different light, pressure 

and microgravity conditions. The experiment was generated from three different types of seeds — a 

control group, seeds that had been exposed to a Mars-like environment, and seeds that had been 

exposed to a simulated Mars greenhouse environment. On-orbit videotape and photographic images 

were taken of plant germination and early growth. Imagery was converted to educational videos to

excite and engage students in science and technology and to motivate and provide professional 

development for educators.

Student Activity: JASON XI — Going to Extremes looked at sea and space through the eyes of 

modern-day explorers. The Aquarius Underwater Laboratory in the Florida Keys was compared to 

the ISS as a research platform that enables humans to go beyond their physical limitations to explore 

the unknown. The JASON XI project had two educational components. First, students were 

selected from across the country and traveled to conduct the experiment with scientists. Second, 

classroom curricula were created from the experiments that were conducted, and these were used by 

all participating schools. 

Students participating in the ―extreme environment‖ portion of the project assisted scientists during 

daily one-hour broadcasts from NASA JSC and Aquarius. Five live broadcasts occurred each day 

during the two weeks of the JASON project. 

Following completion of JASON XI at the remote locations, packets of seeds that had been exposed 

to microgravity on the station were provided with the accompanying curriculum to teachers across 

the country for use in their classrooms. Students grew the seeds the same way the seeds were grown 

at NASA JSC, on Aquarius and on ISS. Using the JASON Web site, the students compared their 

results to results from NASA JSC, Aquarius and the station. The curricula provided by the JASON 

project met National Science Education Standards, National Geography Standards and National 

Educational Technology Standards for Students.

Principal Investigator: Howard Levine, Ph.D., NASA KSC, Cape Canaveral, 

Florida, USA
161

Students Participating in ISS Investigator Experiments

Many research investigators have enlisted students to help 

them on their experiments. Some of these experiments were done solely to 

inspire the next generation of scientists, engineers and explorers. 

Others involved undergraduate and graduate students as well as 

postdoctoral fellows, who worked on their research under the 

guidance of investigators and university professors.

175

Advanced Diagnostic Ultrasound in Microgravity (ADUM)

Expeditions: 7, 8, 9, 10, 11, 12

Leading Space Agency: NASA

Grade Levels: K–8 (elementary), 9–12 (secondary), College (undergraduate), Graduate (master’s, 

Ph.D., M.D.)

Impact: Ninety K–8 students, 60 9–12 students, 12 undergraduate students and 4 graduate students

were involved in this scientific investigation.

Investigation Description: In the ADUM experiment, crewmembers conducted ultrasound exams 

on one another to determine whether the accuracy of ultrasound is such that it can be used to 

diagnose certain types of on-orbit injuries and illnesses. Ultrasound may have direct applications

related to the evaluation and diagnosis of 250 medical conditions of interest. The experiment was 

also used to assess the feasibility of using ultrasound to monitor in-flight bone alterations. 

The ultrasound device is the only medical imaging device currently available on the International 

Space Station. This experiment demonstrates the diagnostic accuracy of ultrasound for use in 

medical contingencies in space and the ability of minimally trained crewmembers to perform 

ultrasound examinations with guidance from the ground. Crews traveling beyond low Earth orbit 

will need the telemedicine strategies used in this experiment if a crewmember is injured or becomes 

ill in space. Earth applications include emergencies and rural care situations.

Student Activity: Ultrasound outreach experiments were conducted at high schools in Michigan 

and Texas. Students in Michigan developed experimental models that were used on the C9 and used 

to verify educational methods prior to their deployment on the station.

Description of Teacher Participation and Activities: Ultrasound outreach experiments were 

conducted at high schools in Michigan and Texas, and the results of the research were published. 

Student groups in Michigan developed experimental models that were used on the C9 and used to 

verify educational methods prior to ISS deployment. A high school teacher served as an 

experimental subject and flew on the C9 to perform microgravity experiments.

Principal Investigator: Scott A. Dulchavsky, M.D., Ph.D., Henry Ford Health System, Detroit, 

Michigan, USA
176

Coarsening in Solid Liquid Mixtures-2 (CSLM-2)

Expeditions: 7, 15, 16, 17, 23/24

Leading Space Agency: NASA

Grade Levels: College (undergraduate), Graduate

Impact: One undergraduate, three graduate and one postdoctoral student were involved in this 

scientific investigation.

Investigation Description: CSLM-2 investigated the coarsening rates of solid particles embedded 

in a liquid matrix. During this investigation, small particles shrank when they lost atoms to larger 

particles, which grew (coarsened) within a liquid lead-tin matrix. This study defined the 

mechanisms and rates of coarsening that govern similar processes that occur in materials, such as 

turbine blades, dental amalgam fillings, and aluminum alloys.

Student Activity: An undergraduate student analyzed g-jitter data from the ISS to determine its 

effects on the experiment. She showed that an experiment using a low-volume fraction of a solid is 

possible. Using her calculations as support, we were able to fly our low-volume fraction solid 

experiments. The samples were returned in February, and the results of her calculations were 

published.

Principal Investigator: Peter W. Voorhees, Ph.D., Northwestern University, Evanston, 

Illinois, USA

Commercial Biomedical Test Module – 2 (CBTM-2)

Expedition: 15

Leading Space Agency: NASA

Grade Levels: College (undergraduate), Graduate (master’s, Ph.D., M.D.)

Impact: Eight undergraduate, 21 graduate, and 3 postdoctoral students; 10 schools; and 14 teachers 

were involved in this investigation.

Investigation Description: This investigation used a validated mouse model to examine the 

effectiveness of an experimental therapeutic as a possible countermeasure for muscle atrophy.

Student Activity: Undergraduate and graduate students and postdoctoral fellows participated in the 

scientific process and analysis of space flight samples. In addition, graduate students participated in 

the launch preparation process of the experiment investigation as well as the sample processing 

when the space flight samples returned to Earth. Both graduate and undergraduate students 

participated in the operation activities that occurred while this experiment was on board the ISS.

Principal Investigator: H. Q. Han, Amgen Research, Thousand Oaks, California, USA
177

Commercial Generic Bioprocessing Apparatus – Antibiotic Production in Space 

(CGBA-APS)

Expeditions: 2, 4

Leading Space Agency: NASA

Grade Levels: College (undergraduate), Graduate (master’s, Ph.D., M.D.)

Impact: 3 undergraduate students, 5 graduate students, and 3 teachers were involved in this 

investigation.

Investigation Description: Previous studies showed increased antibiotic production during shortduration space flights. The CGBA-APS investigation examined production of actinomycin D, an 

antibiotic, during long-term exposure to microgravity to determine the mechanism that caused the 

increased antibiotic production. Once the mechanism was determined, it could be applied to Earthbased pharmaceutical manufacturing techniques.

Student Activity: Students helped design experiment hardware and conduct tests in the 

investigation.

Principal Investigator: David Klaus, BioServe Space Technologies, University of Colorado, 

Boulder, Colorado, USA

Crewmember and Crew-Ground Interaction During International Space Station 

Missions (Interactions)

Expeditions: 2, 3, 4, 5, 7, 8, 9

Leading Space Agency: NASA

Grade Levels: College (undergraduate), Graduate (master’s, Ph.D., M.D.)

Impact: One graduate and two postdoctoral students were involved in this scientific investigation.

Investigation Description: Weekly questionnaires were completed to identify and define important 

interpersonal factors that may affect the performance of the crew and ground-support personnel 

during International Space Station missions. Results were used to improve the ability of future 

crewmembers to interact safely and effectively with each other and ground-support personnel. The 

results may also be used to improve methods of crew selection, training and in-flight support. 

Student Activity: Students trained in laboratory activities. One psychiatry resident completed her 

own project and published her work in two peer-reviewed journals.

Principal Investigator: Nick A. Kanas, M.D., Veterans’ Affairs Medical Center and University of 

California – San Francisco, San Francisco, California, USA
178

Differentiation of Bone Marrow Macrophages in Space (BONEMAC)

Expedition: 18

Leading Space Agency: NASA

Grade Levels: College (undergraduate), Graduate (master’s, Ph.D., M.D.)

Impact: Sixteen undergraduate, 5 graduate, and 3 postdoctoral students were involved in this 

scientific investigation.

Investigation Description: This experiment investigates how long-term exposure to microgravity, 

such as that experienced on missions to the moon and Mars, affects the production of cells critical to 

the human immune system. Exposure to microgravity interferes with several important immune 

system and blood cell production processes. Disruption of the development of white blood cells 

(cells which are the first line of defense against new pathogens) is of particular concern for future 

space flights to the moon and Mars. The BONEMAC experiment investigates the effects of 

microgravity on macrophage production and development using rodent bone marrow. The study 

also examines how bone loss during space flight may adversely impact blood cell production.

Student Activity: Students assisted with sample preparation, observation, laboratory assays and

preparation.

Principal Investigator: Stephen K. Chapes, Kansas State University, Manhattan, Kansas, USA

Fluid Merging Viscosity Measurement (FMVM)

Expeditions: 9, 11

Leading Space Agency: NASA

Grade Levels: College (undergraduate); Graduate (master’s, Ph.D., M.D.)

Impact: One graduate student was involved in this scientific investigation.

Investigation Description: This experiment was designed to test a new method for measuring the 

viscosity of high-viscosity materials by measuring the time it takes two nearly free-floating drops of 

a liquid to merge. The materials used were of known viscosities (corn syrup, glycerin and silicone 

oil) so that the accuracy of the fluid merging test could be compared to the methods used on Earth. 

The FMVM experiment led investigators to a greater understanding of how glass is formed from 

melted lunar soil. It also has led to a better understanding of liquid phase sintering processes for inspace fabrication methods that can be used to construct surface habitats.

Student Activity: Students assisted with sample preparation, observation, laboratory assays and 

preparation.

Principal Investigator: Edwin C. Ethridge, NASA Marshall Space Flight Center, Huntsville, 

Alabama, USA
179

International Space Station Zero-Propellant Maneuver (ZPM) Demonstration

Expeditions: 14, 15, 16, 17, 18, 19/20, 21/22, 23/24, 25/26

Leading Space Agency: NASA

Grade Levels: College (undergraduate), Graduate (master’s, Ph.D., M.D.)

Impact: Three graduate students were involved in this scientific investigation.

Investigation Description: The International Space Station ZPM demonstration showed for the 

first time new technology that rotated the station by not expending on-orbit propellant. The 

capability to rotate the station was necessary for assembly and operation; e.g., reorientation of the 

ISS to allow docking of the space shuttle and Russian resupply vehicles. Rotational maneuvers were

performed using the station’s thrusters, which consumed precious propellant. The goal of the ZPM 

demonstration was to reduce the cost of operating the ISS and to provide a backup to the thrusters. 

Student Activity: The flight demonstration was performed using the ZPM trajectory, which

developed as a master’s thesis by Sagar Bhatt in the Department of Computational and Applied 

Math at Rice University; the investigation was supervised jointly by Professor Yin Zhang of Rice 

and Dr. Nazareth Bedrossian of the Charles Stark Draper Laboratory. The thesis was performed 

under a Draper Laboratory Fellow (DLF) appointment for Sagar. The DLF program develops lowcost high-impact innovation for NASA by having the Fellows perform a thesis on a NASA related 

problem. Under this program, Sagar was able to have extensive interactions with JSC staff working 

on the International Space Station where he participated in meetings, presentations, and problem 

solving.

Description of Teacher Participation and Activities: Dr. Nazareth Bedrossian (Charles Stark 

Draper Laboratory) was the principal investigator on the ZPM project, while Professor Yin Zhang 

(Rice University) was the academic advisor. Dr. Bedrossian, who originated the ZPM concept, 

provided direction in formulating the problem for the International Space Station and interaction 

with NASA personnel. Professor Zhang provided direction in solving the optimization problem.

Principal Investigator: Nazareth 

Bedrossian, Ph.D., Charles Stark Draper 

Laboratory Inc., Houston, Texas, USA

Naval Postgraduate School (NPS) Professor of 

Mechanical and Astronautical Engineering 

I. Michael Ross briefs NPS Space Systems 

Academic Group students on NASA’s use of his 

optimal control software to maneuver the 

International Space Station cost-free, without 

the need to use thrusters and expend valuable 

fuel. U.S. Navy photo by Javier Chagoya.
180

Intravenous Fluid Generation Experiment (IVGEN)

Expeditions: 23/24

Leading Space Agency: NASA

Grade Levels: College (undergraduate); Graduate (master’s, Ph.D., M.D.)

Impact: Four students in grades 9–12 and 3 undergraduate students were involved in this 

investigation.

Investigation Description: IVGEN demonstrates the ability to purify water to the standards 

required for intravenous administration, and then mix the water with salt crystals to produce normal 

saline. The hardware is a prototype that will allow flight surgeons more options to treat ill or injured 

crewmembers during future long-duration exploration missions.

Student Activity: Students performed a variety of tests to measure both the efficiency of 

purification and the hydrodynamic characteristics of a deionizing (DI) resin-packed bed filter 

cartridge used to purify water. The project was performed in support of the IV-Gen Project,

whereby tap water will be purified to sterile water and mixed with salt to produce a normal saline 

intravenous solution. Students prepared resin cartridges and integrated them into the flow loop, 

conducted tests over a wide range of system temperatures, and analyzed and plotted data. A student 

also conducted literature surveys on purification standards for the United States Pharmacopeia.

Principal Investigator: John McQuillen, NASA Glenn Research Center, Cleveland, Ohio, USA
181

Italian Foam (I-Foam)

Expeditions: 27/28

Leading Space Agency: Italian Space Agency (ASI) 

Grade Levels: 9–12 (secondary); College (undergraduate); Graduate (master’s, Ph.D., M.D.)

Impact: One undergraduate student and 2 graduate students were involved in this scientific 

investigation.

Investigation Description: The I-Foam experiment evaluated the recovery of shape memory epoxy 

foam in microgravity. The foam was obtained by solid-state foam on the ground, which consisted of 

various geometric complexities that were shaped on the ground. This investigation studied the shape 

memory properties required to manufacture a new concept actuator (a device that transforms energy 

to other forms of energy).

Student Activity: Undergraduate and graduate students were involved in the investigation. They 

worked mainly in the laboratory, performing the ground experiments and collecting results for their 

degree thesis. Loredana Santo and Fabrizio Quadrini are associate professors at the University of 

Rome Tor Vergata in Italy. The students’ fields of study are technology and manufacturing systems. 

They were involved in each activity of the investigation, planning ground and flight experiments, 

performing ground experiments, and analyzing the results analysis.

Principal Investigator: Professor Loredana Santo, University of Rome Tor Vergata, Rome, Italy
182

Mice Drawer System (MDS)

Expeditions: 19/20, 21/22

Leading Space Agency: ASI

Grade Levels: 9–12 (secondary)

Impact: Three undergraduate, 10 graduate, and 9 postdoctoral students were involved in this 

scientific investigation.

Investigation Description: MDS is an ASI investigation that uses a validated mouse model to 

investigate the genetic mechanisms underlying bone mass loss in microgravity. Research conducted 

with the MDS is an analog to the Human Research Program, the objective of which is to extend the 

human presence safely beyond low Earth orbit. The Mice Drawer System (MDS) is able to support 

mice onboard the International Space Station during long-duration exploration missions (from 100 to 

150 days) by providing living space, food, water, ventilation and lighting. Mice can be 

accommodated either individually (to a maximum of six) or in groups (four pairs). Osteoporosis is a 

debilitating disease that afflicts millions of people worldwide. One of the physiological changes 

experienced by crewmembers during space flight is the accelerated loss of bone mass due to the lack 

of gravitational loading on the skeleton. This bone loss experienced by crewmembers is similar to 

osteoporosis in the elderly population. MDS investigated the effects of unloading on transgenic 

(foreign gene that has been inserted into its genome to exhibit a particular trait) mice with the 

Osteoblast Stimulating Factor-1, OSF-1, a growth and differentiation factor, and studied the genetic 

mechanisms underlying the bone mass pathophysiology. MDS tested the hypothesis that mice with 

an increased bone density are likely to be more protected from osteoporosis, when the increased 

bone mass is a direct effect of a gene involved in skeletogenesis (skeleton formation).

Student Activity: Many Ph.D. and postdoctoral students were involved in the planning, 

preparation, execution and data analysis of the MDS experiment. The purpose of the experiment 

was to investigate changes that occurred in different mouse tissues in microgravity conditions; the 

experiment was launched to the ISS and spent 91 days in space, making it the first long-duration 

(three months) animal experiment on the International Space Station. To obtain as much 

information as possible on microgravity-induced tissue modifications in animals, a Tissue Sharing 

Program was created among 19 groups from six countries.

Principal Investigator: Ranieri Cancedda, M.D., University of Genoa (Unige) and National Cancer 

Research Institute, Genoa, Italy
183

Mouse Antigen-Specific CD4+ T Cell Priming and Memory Response

During Spaceflight (Mouse Immunology)

Expeditions: 23/24

Leading Space Agency: NASA

Grade Levels: 9–12 (secondary), College (undergraduate), Graduate (master’s, Ph.D., M.D.)

Impact: Three secondary, one undergraduate and one graduate student were involved in this 

scientific investigation.

Investigation Description: The Mouse Immunology investigation studies specific mechanisms of 

immune system activation and whether immune system cells exposed to challenges before flight 

retain the ―memory‖ to fight challenges during space flight. Explorers on future long-duration space 

missions may require pre-flight vaccinations or other precautions to prevent infection during space 

travel if immune memory is not retained.

Student Activity: Students participated in laboratory procedures and basic laboratory duties.

Principal Investigator: Millie Hughes-Fulford, Ph.D., University of California – San Francisco, 

San Francisco, California, USA

National Laboratory Pathfinder – Cells – Jatropha Biofuels (NLP-Cells-3, 4, 6, 7)

Expeditions: 21/22, 23/24, 25/26, 27/28

Leading Space Agency: NASA

Grade Levels: College (undergraduate); Graduate (master’s, Ph.D., M.D.)

Impact: Five undergraduate students, seven graduate students and one postdoctoral student were

involved in this scientific investigation.

Investigation Description: National Lab Pathfinder-Cells-Jatropha Biofuels (NLP-Cells-Jatropha

Biofuels) assesses the effects of microgravity on the formation, establishment and multiplication of 

undifferentiated cells of the Jatropha (Jatropha curcas), a biofuel plant, using different tissues as 

explant sources from different genotypes of Jatropha. Specific goals include the evaluation of 

changes in cell structure, growth and development, genetic changes, and differential gene 

expression. Postflight analysis identifies significant changes that occur in microgravity that could 

contribute to acceleration of the breeding and genetic improvement processes for the development of 

new cultivars of this biofuel plant.

Student Activity: Support in preparing materials for experiment, such as preparing the medium; 

organizing data; labeling; photographing samples; collecting pre- and postflight data; and helping

with integration, analyzes, and related activities.

Principal Investigator: Wagner Vendrame, Ph.D., University of Florida, Homestead, Florida, USA
184

Passive Observatories for Experimental Microbial Systems (POEMS)

Expeditions: 13, 14

Leading Space Agency: NASA

Grade Levels: College (undergraduate), Graduate (master’s, Ph.D., M.D.)

Impact: Two 9–12 students and 5 undergraduate students were involved in this scientific 

investigation.

Investigation Description: This investigation involved demonstrating a passive system for growing 

microbial cultures in space and observing genetic changes that occur as a result of living and 

growing in space. POEMS helped scientists understand the growth, ecology, and performance of 

diverse assemblages of microorganisms in space required to maintain human health and 

bioregenerative function in support of advanced life support systems for future exploration vehicles.

Student Activity: The design, development, testing, and engineering of the Biological Research in 

Canisters POEMS (BRIC-POEMS) flight hardware as well as payload verification testing and 

science verification testing activities were supported by undergraduate interns at KSC. Student 

interns assisted the payload engineering team in developing computer-aided design drawings of the 

BRIC-POEMS hardware and completing materials compatibility and biological safety testing for the 

hardware. The interns assisted the science investigation team in ground experiments to verify the 

performance of the BRIC-POEMS hardware for support of science objectives and to optimize test 

procedures.

Principal Investigator: Michael Roberts, Ph.D., Dynamac Corporation, Cape Canaveral, 

Florida, USA
185

Pore Formation and Mobility During Controlled Directional Solidification in a

Microgravity Environment (PFMI)

Expeditions: 5, 7, 8, 13

Leading Space Agency: NASA

Grade Levels: College (undergraduate), Graduate (master’s, Ph.D., M.D.)

Impact: Two graduate students were involved in this scientific investigation.

Investigation Description: Using a transparent model material, the PFMI experiments studied the 

fundamental phenomena responsible for the formation of certain classes of defects in metal castings. 

Investigators examined the physical principles that control the occurrence of defects in 

manufacturing on Earth to develop methods to reduce flaws, defects or wasted material.

Student Activity: The results of PFMI experiments contributed to a doctoral degree and a master’s 

degree. Plane Front Dynamics and Pattern Formation in Diffusion Controlled Directional 

Solidification of Alloys, by Louise Strutzenberg, is a dissertation that partially fulfills the 

requirements for a Doctor of Philosophy degree in materials science and engineering. Experimental 

Study of Wormhole Growth and Evolution in Small Cylindrical Channels during Directional 

Solidification, by Matthew C. Cox, is a dissertation that partially fulfills the requirements for a 

Master of Science degree in mechanical engineering.

Principal Investigator: Richard Grugel, Ph.D., NASA Marshall Space Flight Center, Huntsville, 

Alabama, USA

Sleep-Wake Actigraphy and Light Exposure During Spaceflight-Long 

(Sleep-Long) and Sleep-Wake Actigraphy and Light Exposure During 

Spaceflight-Short (Sleep-Short)

Expeditions: 14, 15, 16, 17, 18, 19/20, 21/22, 23/24, 25/26

Leading Space Agency: NASA

Grade Levels: College (undergraduate), Graduate (master’s, Ph.D., M.D.)

Impact: Three graduate students and two postdoctoral students were involved in this scientific 

investigation.

Investigation Description: Sleep-Long examines the effects of space flight and ambient light 

exposure on the sleep-wake cycles of crewmembers during long-duration stays on board the 

International Space Station. Sleep-Short examines how space flight affects crewmembers’ sleep 

patterns during Space Shuttle missions.
186

Principal Investigators: Laura K. Barger, Ph.D., Brigham and Women’s Hospital, Harvard 

Medical School, Boston, Massachusetts; Charles A. Czeisler, M.D., Ph.D., Brigham and Women’s 

Hospital, Harvard Medical School, Boston, Massachusetts, USA

Space Flight Induced Reactivation of Latent Epstein-Barr Virus (Epstein-Barr)

Expeditions: 5, 6, 11, 12, 13, 14, 15, 16, 17

Leading Space Agency: NASA

Grade Levels: 9–12 (secondary)

Impact: Two 9-12 students were involved in this scientific investigation.

Investigation Description: The Space Flight Induced Reactivation of Latent Epstein-Barr Virus 

(Epstein-Barr) experiment investigated changes in the human immune function using blood and 

urine samples collected before and after space flight. The study provided insight into possible 

countermeasures to prevent the potential development of infectious illness in crewmembers during 

flight. As space-flight mission durations increase, the potential for development of infectious 

illnesses in crewmembers during flight also increases. This is especially true with latent viruses 

(viruses such as herpes viruses that lie dormant in cells and cause cold sores) and infections caused 

by these viruses that are not mitigated by a quarantine period. An example of a latent infection is the 

Epstein-Barr virus, of which approximately 90 percent of the adult population is infected. Stress and 

other acute or chronic events reactivate this virus after latency, which results in increased virus 

replication. Epstein-Barr assessed the immune system response to this virus using blood and urine 

samples collected before and after space flight.

Student Activity: Students participated in space studies at the University of Texas Medical Branch

through the National Space Biomedical Research Institute Summer Student Program. They spent a 

summer in various laboratories and presented their research in poster forums.

Principal Investigator: Raymond Stowe, Ph.D., Microgen Laboratories, La Marque, Texas, USA
187

Student Access to Space (Part of Protein Crystal Growth-Enhanced Gaseous 

Nitrogen Dewar) (PCG-EGN)

Expeditions: 0–2, 4

Leading Space Agency: NASA

Grade Levels: College (undergraduate), Graduate (master’s, Ph.D., M.D.)

Impact: Approximately 58,000 students and almost 1200 teachers have been involved in this 

program. Of those, more than 420 students and 260 teachers have been involved in the Student 

Flight Sample.

Investigation Description: The primary objective of the Protein Crystal Growth – Enhanced 

Gaseous Nitrogen (PCG-EGN) experiment was to provide a low-cost, simple platform for the 

production of a large number of protein crystals in space. Prior to launch, scientists placed the 

samples in the EGN dewar (a thermos-like container that had an absorbent inner liner saturated with 

liquid nitrogen). Launched aboard the shuttle, the sample dewars were transferred to ISS for 

processing. After about 10 days, when the nitrogen had evaporated and the samples had thawed, the 

biological solutions began to form crystals. When returned to Earth, the crystals were analyzed for 

internal quality, three-dimensional structure and factors that influenced crystal growth.

Student Activity: Classroom protein crystal growth kits were distributed to the classrooms, with

each kit supporting three classroom experiments that took seven to 10 days to complete. The 

experiments compared eight different conditions for crystal growth, and students counted the 

number of crystals grown and measured their size over time for each growing condition. By doing 

this, students were taught the process of making observations, recording data and preparing 

experiment reports. Students also competed to participate in the Protein Crystals in Space Program, 

where they attended a Student Flight Sample Workshop. In the workshops, which were held before 

each experiment’s flight to the International Space Station, students and teachers worked beside 

scientists from the University of California, Irvine, and NASA. They prepared, froze and sealed the 

protein solutions in small tubes. This activity taught students how to perform crystallization 

experiments in the classroom and on the ISS. The students prepared and loaded actual flight 

samples into the flight EGN-dewar facility, were present at launch, and received their samples after 

flight. On Earth, students viewed photos of some crystals grown during the NASA workshops.

Principal Investigator: Alexander McPherson, Ph.D., University of California, Irvine; Irvine;

California, USA

173

Students Participating in ISS Engineering Education: 

Hardware Development

These activities typically involved high school and college students who developed

hardware to support the International Space Station Program.

191

Jitter Robot.

Image courtesy 

of Roscosmos.

Filming of Space Robot ―Jitter‖ Assembled Out of LEGOS (Konstructor)

Expedition: 4

Leading Space Agency: Roscosmos

Grade Levels: K–8 (elementary), 9–12 (secondary)

Investigation Description: This student activity involved the filming of space robot Jitter, which 

had been assembled out of LEGO components.

Student Activity: Scripted activities were filmed in a habitable module using a DVCAM video 

camera, and a videocassette of the film was returned to Earth. The video was used as a teaching aid 

to inspire students studying science, engineering, technology and mathematics. 

Kolibry

Expedition: 4

Leading Space Agency: Roscosmos

Grade Levels: College (undergraduate), Graduate (master’s, Ph.D., M.D.)

Investigation Description: The goal of the Kolibry microsatellite launch was to allow pupils to 

operate microsatellites under the direct guidance of scientists. Students were responsible for 

implementing projects dealing with ballistics, radio engineering, computer science and thermal 

physics. They analyzed and observed the satellite manufacturing process and analyzed the scientific 

information transmitted from the space satellite. The operation contributed to the further 

improvement of the secondary and high education system, and it will continue to make it possible to 

find the best solutions to the problems of training future specialists for the space industry.

173

Educational Demonstrations and Activities

In addition to the numerous International Space Station experiments that students 

supported, several other educational demonstrations and activities were performed 

to be used as teaching aids, to supply educational resource materials, or simply to 

provide additional mechanisms to inspire students.

195

Demonstration of Mass and Weight of Objects and Action of Reactive Forces in 

Microgravity (Education-SA)

Expedition: 4

Leading Space Agency: South African Space Agency 

Grade Levels: K–8 (elementary), 9–12 (secondary)

Investigation Description: Education-SA provided schoolchildren a visual demonstration of the 

difference between an object’s mass and weight, the action of reactive force, the inertia of resting 

and moving bodies in zero gravity, and the behavior of an object in zero gravity and in terrestrial 

gravity. Video footage taken during the experiment will be used to improve visual aids to make 

school teaching in South Africa more efficient and encourage schoolchildren to take an interest in 

space exploration.

Electronic-Learning (E-Learning)

Expedition: 14

Leading Space Agency: ESA

Grade Levels: K–8 (elementary), 9–12 (secondary)

Investigation Description: E-Learning involved interactive, real-time lectures given by an ESA 

astronaut on the International Space Station. These lectures to universities across Europe were a 

unique opportunity for university students and helped to inspire the next generation of space 

explorers.

Student Activity: The E-learning session was scheduled as an ―Earth-based‖ lecture during which 

there was a live audio-video link with ESA astronaut Thomas Reiter, who was on board the ISS. 

The lecture was presented to European university students following the EuMAS Master’s Program 

in Aeronautics and Space by Dr. Hubertus Thomas of the Max-Planck Institute in Garching, 

Germany. The topic of the lecture was plasma crystals and complex plasmas, with reference to the 

Plasma Crystal Research (PK-3+ experiment) that was to be performed on the station during the 

Astrolab mission.
196

Education — How Solar Cells Work (Education-Solar Cells)

Expedition: 13

Leading Space Agency: NASA

Grade Levels: K–8 (elementary), 9–12 (secondary)

Investigation Description: The astronaut discussed in detail how solar cells work and how they 

provided energy; the activity was videotaped and used in classroom lectures. Students developed a 

basic understanding of electricity and power and the variables that affect the operation of solar 

panels. They also learned about the power requirements of the International Space Station and how 

solar arrays supply the necessary power as well as the power requirements of their own homes and 

how solar power could supply that power.

Principal Investigator: Astronaut Christopher J. Ferguson, NASA JSC, Houston, Texas, USA

Greenhouse in Space (ESA-EPO-Greenhouse)

Expeditions: 25/26

Leading Space Agency: ESA

Grade Levels: K–8 (elementary), 9–12 (secondary)

Impact: Sixteen thousand students, 800 schools, and 800 teachers were involved in this 

investigation.

Investigation Description: Students set up miniature greenhouses (supplied by ESA) and planted 

their seeds (Arabidopsis thaliana) at the same time that crewmember Paolo Nespoli planted seeds on 

the International Space Station. They studied the development of the seeds and investigated how 

variables could be changed to achieve successful germination. The 10-week project covered the full 

life cycle of a flowering plant.

Student Activity: The space experiment developed mold after three weeks and had to be trashed for

safety reasons. Despite this, many schools continued the project and shared their results and 

observations on a dedicated Facebook page. This was linked to an online lesson on a website that 

was developed to guide teachers and students through the project. The project made students aware

of the work cosmonauts do on the space station and the unique conditions of microgravity in space. 

The crew of Mars500 started their space experiment greenhouse at the same time, and this became 

the focus of the continuing ―space‖ experiment. 

The live event linked four countries and approximately 1000 students with the space station on the 

same day. Recordings of the space experiment are available online for all other schools to use at 

any time.
197

Description of Teacher Participation and Activities: Teachers guided students on the project. 

Some teachers used the project to help students develop their own miniature projects and introduce

aspects of the curriculum biology. In some countries, the project was used as an interdisciplinary 

means of helping students improve their written English. Schools were invited to send their project 

results to the education team — results will be published online shortly.

Principal Investigator: Ms. Shamim Hartevelt, ESTEC, Netherlands

Students involved in constructing greenhouses and 

planting seeds. Image courtesy of ESA.
198

Kibo Kids Tour

Expeditions: 19/20

Leading Space Agency: JAXA

Grade Levels: 5–8 (elementary)

Investigation Description: The Kibo Kids Tour introduced on-orbit Japanese utilization activities 

in the Kibo module of the International Space Station to the children of Japan. A detailed 

description of the Kibo module was given along with descriptions of its facilities and experiments. 

Recorded video was downlinked to Earth after the activity; the crew also videotaped the operations.

The video was then used in developing education curriculum support materials for distribution to 

educators.

Science of Opportunity (Saturday Morning Science)

Expedition: 6

Leading Space Agency: NASA

Grade Levels: K–8 (elementary), 9–12 (secondary), College (undergraduate), Graduate (master’s, 

Ph.D., M.D.)

Investigation Description: Donald (Don) Pettit, Expedition 6 NASA International Space Station

Science Officer, used his free time, usually Saturday mornings, while living aboard the station to 

shed the light of science on a variety of subjects for students of all ages. These demonstrations were 

chronicled and dubbed ―Saturday Morning Science.‖ The experiments used simple materials that 

would not affect station operations. During Expedition 6, several scientific principles were 

demonstrated through Saturday Morning Science. The value of this science is the ability to provide 

observation-based insights for the reduced gravity environment. 

Close-up view of earplugs strung together by NASA 

International Space Station science officer, 

Donald (Don) Pettit, to create a sprouter for 

basil and tomato seeds used in the 

Growing Plants in Zero-G investigation of 

Saturday Morning Science during Expedition 6.

NASA image ISS006E20853.
199

Some of the many experiments that were performed are described below: 

• Noctilucent Cloud Observations in the Southern Hemisphere – Noctilucent clouds (clouds that 

occur in the polar regions in the upper atmosphere, about 80 kilometers up) appear as a thin but 

distinct cloud layer well above the visible part of the atmosphere. ISS crewmembers have an 

excellent vantage point for observing these phenomena. Pettit’s observations included spacecraft 

position, date and time, and approximate viewing direction. These observations were compiled 

into a data set that laid the groundwork for the station’s participation in International Polar Year in 

2007. 

• Water Observations – An analog to planetary accretion processes used a plastic bag, sugar, tea 

grains and water. The particles (e.g., tea leaves) were suspended in water, then manipulated and 

photographed. The ―planetary‖ accretion (increase in the mass of an object by the collection of 

surrounding ―interstellar gases and objects‖ through gravity) of the particles in microgravity was 

observed. 

• Studying Water Films – In microgravity, thin films were surprisingly robust and could withstand 

numerous mechanical durability tests without breaking. Blowing on the film created ripples that 

quickly dampened when the perturbations ceased. Oscillating the loop through tens of centimeters 

with a period of about 2 seconds distorted the film with patterns like those seen in a soft rubber 

membrane when it is driven by a sound oscillator. 

Principal Investigator: Astronaut Donald (Don) Pettit, Ph.D., NASA JSC, Houston, Texas, USA

Water bubble injected with many air bubbles 

on board the station during Expedition 6.

Image courtesy of NASA.
200

Taste in Space

Expeditions: 23/24

Leading Space Agency: ESA

Curriculum Grade Levels: K–8 (elementary), 9–12 (secondary)

Investigation Description: Taste in Space demonstrated the way the sense of taste is affected in 

microgravity.

Description of Student Participation and Activities: Students were able to follow the blind 

tasting of crewmember foods by crew on board the ISS and on the ground, performed similar 

experiments in the classroom and compared the results. They formed conclusions based on the 

physiological effects of microgravity on the perception of taste.

Principal Investigator: Shamim Hartevelt, ESTEC, Netherlands
173

Cultural Activities

These educational activities provided students a cultural experience 

and linked science with the humanities.

203

DREAMTiME (DREAMTiME)

Expedition: 3

Leading Space Agency: NASA

Grade Levels: K–8 (elementary), 9–12 (secondary), College (undergraduate), Graduate (master’s, 

Ph.D., M.D.)

Investigation Description: DREAMTiME supplied HDTV video cameras and obtained highquality video footage of activities on the station for commercial, historical, educational, training and 

public-interest use. The core of DREAMTiME is an HD camera and recorder. DREAMTiME was 

used on the International Space Station to provide enhanced images and audio to ground-based 

observers. DREAMTiME helped move NASA into the new millennium through a multimedia 

revolution, digitizing NASA’s archives to share globally via the Web for generations and creating

world-class film, documentary and television programming.

Principal Investigator: Ben Mason, Dreamtime Holdings Inc., Moffett Field, California, USA

Get Fit for Space Challenge with Bob Thirsk (Get Fit for Space) 

Expeditions: 19/20, 21/22

Leading Space Agency: CSA

Grade Levels: K–8 (elementary), 9–12 (secondary)

Investigation Description: The Get Fit for Space Challenge with Bob Thirsk (Get Fit for Space) 

was a CSA-sponsored activity that invited Canadian citizens to celebrate the historic mission of 

Canada’s first Expedition along with crewmember Dr. Bob Thirsk and to promote healthy living 

among Canadian citizens by tracking fitness data using a pedometer, allowing the citizens to interact 

with Canada’s space program via innovative multimedia.

Principal Investigator: Astronaut Robert Thirsk, Ph.D., CSA, St. Hubert, Quebec, Canada
204

Suit Satellite (RadioSkaf)

Expeditions: 12, 27/28, Ongoing

Leading Space Agency: Roscosmos

Grade Levels: K–8 (elementary), 9–12 (secondary)

Investigation Description: SuitSat-1 uses a 

decommissioned Orlan spacesuit equipped with a ham 

radio transmitter and a compact disk containing messages 

and images from students around the world. After being 

released during an EVA, the suit transmitted a ham radio 

signal for approximately six days, and a month later

reentered the atmosphere and burned up. Students and 

hobbyists around the world tuned in to the signal to identify 

the transmitted words and image. This investigation was 

conducted to inspire the next generation of explorers, but 

also assisted in bridging the cultural gap between people 

around the globe. 

Student Activity: Students, teachers, scout troops, ham 

radio operators and the general public were encouraged to 

track the signals from SuitSat-1 and listen to the messages. 

The voices and images coming from SuitSat-1 were 

collected from students around the world. As SuitSat-1 

floated in space, it transmitted voice messages from

students in Russian, Japanese, Spanish, German, French,

and English. These messages contained a special word, 

which was copied in different languages from SuitSat-1 and submitted to the ARISS team. SuitSat-1 

downlinked images using a series of audio tones, similar to those of a computer modem, using the 

ham radio picture standard of Slow Scan Television and of similar quality as received on cell 

phones. 

Principal Investigator: Alexander P. Alexandrov, 

S.P. Korolev RSC ―Energia,‖ Russia

Education Website: http://radioskaf.ru/en/

SuitSat-1 created using a decommissioned 

Russian Orlan spacesuit that is outfitted with 

transmission hardware will be released by 

hand during an EVA.

NASA image ISS012E15666

SuitSat-1 in orbit after its release from 

the station during Expedition 12. 

NASA image ISS012E16899
205

Expedition 26 crewmembers with the satellite 

ARISSat-1/Kedr.

Russian cosmonaut Dmitri Kondrat’ev 

(onboard engineer on Expedition 26/27) 

performs a test checkout of the satellite 

ARISSat-1/Kedr.

Launch of the second satellite SuitSat-2 

(ARISSat-1/Kedr) by the Russian cosmonauts 

Sergej Volkov and Alexander Samokutyaev 

(Expeditions 27/28).
206

Summary of International Space Station Education Accomplishments

Table 20 – Student, Teacher and School Summary of ISS Education Accomplishments

Investigations

Number of Students

Schools Teachers

K-12 Undergraduate Graduate Postdoctoral

Student-Developed 

Investigations 3300 21 20

Education Competitions

Students Performing 

Classroom Versions of ISS 

Investigations

940,513 29 20 3089 3287

Students Participating in ISS 

Investigators Experiments 58,161 58 68 21 31 1238

Students Participating in ISS 

Engineering Education: 

Hardware Development

Educational Demonstrations 

and Activities 16,000 800 800

Cultural Activities

Totals ~1,020,000 ~100 ~90 ~20 ~3900 ~5300
Appendix

International Space Station Missions

209

Table 21 – International Space Station Expeditions and Crewmembers

Expedition Dates ISS Crewmembers

0 11/98 – 11/00

1 11/00 – 03/01

William M. Shepherd

Yuri P. Gidzenko

Sergei K. Krikalev

2 03/01 – 08/01

Yury V. Usachev

James S. Voss

Susan J. Helms

3 08/01 – 12/01

Frank L. Culbertson

Vladimir N. Dezhurov

Mikhail Tyurin

4 12/01 – 06/02

Yury I. Onufrienko

Daniel W. Bursch

Carl E. Walz

5 06/02 – 12/02

Valery G. Korzun

Peggy A. Whitson

Sergei Y. Treschev

6 11/02 – 05/03

Kenneth D. Bowersox

Donald R. Pettit

Nikolai M. Budarin

7 04/03 – 10/03

Yuri I. Malenchenko

Edward T. Lu

8 10/03 – 04/04

C. Michael Foale

Alexander Y. Kaleri

9 04/04 – 10/04

Gennady I. Padalka

E. Michael Fincke

10 10/04 – 4/05

Leroy Chiao

Salizhan S. Sharipov

11 04/05 – 10/05

Sergei K. Krikalev

John L. Phillips

12 10/05 – 04/06

William S. McArthur, Jr.

Valery I. Tokarev

13 03/06 – 09/06

Pavel Vinogradov

Jeffrey N. Williams

Thomas A. Reiter

14 09/06 – 04/07

Michael E. Lopez-Alegria Sunita L. Williams

Mikhail V. Tyurin

Thomas A. Reiter

15 04/07 – 10/07

Fyodor N. Yurchikhin Clayton C. Anderson

Oleg V. Kotov

Sunita L. Williams

16 10/07 – 04/08

Peggy A. Whitson Daniel M. Tani

Yuri I. Malenchenko Léopold Eyharts

Clayton C. Anderson Garrett E. Reisman
210

Expedition Dates ISS Crewmembers

17 04/08 – 10/08

Sergei A. Volkov Gregory E. Chamitoff

Oleg D. Kononenko

Garrett E. Reisman

18 10/08 – 03/09

E. Michael Fincke Sandra H. Magnus

Yury V. Lonchakov Koichi Wakata

Gregory E. Chamitoff

19 03/09 – 05/09

Gennady I. Padalka

Michael R. Barratt

Koichi Wakata

20 05/09 – 10/09

Gennady I. Padalka Roman Y. Romanenko

Michael R. Barratt Robert B. Thirsk

Koichi Wakata Frank De Winne

Timothy L. Kopra Nicole P. Stott

21 10/09 – 11/09

Frank De Winne Nicole P. Stott

Roman Y. Romanenko Jeffrey N. Williams

Robert B. Thirsk Maxim Suraev

22 11/09 – 03/10

Jeffrey N. Williams Soichi Noguchi

Maxim Suraev Timothy J. Creamer

Oleg V. Kotov

23 03/10 – 05/10

Oleg V. Kotov Alexander Skvortsov

Soichi Noguchi Tracy Caldwell Dyson

Timothy J. Creamer Mikhail B. Kornienko

24 06/10 – 09/10

Alexander Skvortsov Shannon Walker

Tracy Caldwell Dyson Douglas H. Wheelock

Mikhail B. Kornienko Fyodor N. Yurchikhin

25 09/10 – 11/10

Douglas H. Wheelock Alexander Y. Kaleri

Fyodor N. Yurchikhin Scott J. Kelly

Shannon Walker Oleg I. Skripochka

26 11/10 – 03/11

Scott J. Kelly Catherine G. Coleman

Alexander Y. Kaleri Dmitry Kondratyev

Oleg I. Skripochka Paolo A. Nespoli

27 03/11 – 05/11

Dmitry Kondratyev Andrey I. Borisenko

Catherine G. Coleman Ronald J. Garan, Jr.

Paolo A. Nespoli Alexander M. Samokutyaev

28 05/11 – 09/11

Andrey I. Borisenko Sergei A. Volkov

Ronald J. Garan, Jr. Michael E. Fossum

Alexander M. Samokutyaev Satoshi Furukawa

29 09/11 – 11/11

Michael E. Fossum Anton N. Shkaplerov

Satoshi Furukawa Anatoly A. Ivanishin

Sergei A. Volkov Daniel C. Burbank

30 11/11 – 04/12

Daniel C. Burbank Oleg D. Kononenko

Anton N. Shkaplerov André Kuipers

Anatoly A. Ivanishin Donald R. Pettit

31 04/12 – 06/12

Oleg D. Kononenko Joseph M. Acaba

André Kuipers Gennady I. Padalka

Donald R. Pettit Sergei N. Revin

32 07/12 – 09/12

Gennady I. Padalka Sunita L. Williams

Joseph M. Acaba Yuri I. Malenchenko

Sergei N. Revin Akihiko Hoshide
211

Expedition Dates ISS Crewmembers

33 09/12 – 11/12

Sunita L. Williams Kevin A. Ford

Yuri I. Malenchenko Oleg V. Novitskiy

Akihiko Hoshide Evgeny I. Tarelkin

34 11/12 – 03/13

Kevin A. Ford Thomas H. Marshburn

Oleg V. Novitskiy Chris A. Hadfield

Evgeny I. Tarelkin Roman Y. Romanenko

Commander in bold

United States, Russia, Canada, Germany, France, Japan, Belgium, Italy, Netherlands
212

Table 22 – Shuttle Flights to the International Space Station

Shuttle Flight Dates Shuttle Crewmembers

STS-88 (E)

12/04/98 -

12/15/98

CDR Robert D. Cabana MS2 Nancy J. Currie

PLT Frederick W. Sturckow MS3 James H. Newman

MS1 Jerry L. Ross MS4 Sergei K. Krikalev

STS-96 (D)

05/27/99 -

06/06/99

CDR Kent V. Rominger MS3 Daniel T. Barry

PLT Rick D. Husband MS4 Julie Payette

MS1 Tamara E. Jernigan MS5 Valery I. Tokarev

MS2 Ellen Ochoa

STS-101 (A)

05/19/00 -

05/29/00

CDR James D. Halsell, Jr. MS3 James S. Voss

PLT Scott J. Horowitz MS4 Susan J. Helms

MS1 Mary E. Weber MS5 Yury V. Usachev

MS2 Jeffrey N. Williams

STS-106 (A)

09/08/00 -

09/20/00

CDR Terrence W. Wilcutt MS3 Daniel C. Burbank

PLT Scott D. Altman MS4 Yuri Malenchenko

MS1 Edward T. Lu MS5 Boris V.Morokov

MS2 Richard A. Mastracchio

STS-92 (D)

10/11/00 -

10/24/00

CDR Brian Duffy MS3 Peter J.K. Wisoff

PLT Pamela A. Melroy MS4 Michael E. Lopez-Alegria

MS1 Leroy Chiao MS5 Koichi Wakata

MS2 William S. McArthur

STS-97 (E)

11/30/00 -

12/11/00

CDR Brent W. Jett MS2 Marc Garneau

PLT Michael J. Bloomfield MS3 Carlos I. Noriega

MS1 Joseph R. Tanner

STS-98 (A)

02/07/01 -

02/20/01

CDR Kenneth D. Cockrell MS2 Marsha S. Ivins

PLT Mark L. Polansky MS3 Thomas D. Jones

MS1 Robert L. Curbeam

STS-102 (D)

03/08/01 -

03/21/01

CDR James D. Wetherbee MS3 Yury V. Usachev

PLT James M. Kelly MS4 James S. Voss

MS1 Andrew S. W. Thomas MS5 Susan J. Helms

MS2 Paul W. Richards

STS-100 (E)

04/19/01 -

05/01/01

CDR Kent V. Rominger MS3 Scott E. Parazynski

PLT Jeffrey S. Ashby MS4 Umberto Guidoni

MS1 Chris Hadfield MS5 Yuri Lonchakov

MS2 John L. Phillips

STS-104 (A)

07/12/01 -

07/24/01

CDR Steven W. Lindsey MS2 Janet L. Kavandi

PLT Charles O. Hobaugh MS3 James F. Reilly

MS1 Michael L. Gernhardt

STS-105 (D)

08/10/01 -

08/22/01

CDR Scott J. Horowitz MS3 Frank L. Culbertson, Jr.

PLT Frederick W. Sturckow MS4 Mikhail Turin

MS1 Daniel T. Barry MS5 Vladimir N. Dezhurov

MS2 Patrick G. Forrester

STS-108 (E)

12/05/01 -

12/17/01

CDR Dominic L. Gorie MS3 Yuri I. Onufrienko

PLT Mark E. Kelly MS4 Carl E. Walz

MS1 Linda M. Godwin MS5 Daniel W. Bursch

MS2 Daniel M. Tani

STS-110 (A)

04/08 /02-

04/19/02

CDR Michael J. Bloomfield MS3 Ellen L. Ochoa

PLT Stephen N. Frick MS4 Lee M. E. Morin

MS1 Jerry L. Ross MS5 Rex J. Walheim

MS2 Steven L. Smith

STS-111 (E)

05/05/02 -

06/19/02

CDR Kenneth D. Cockrell MS3 Valery G. Korzun

PLT Paul S. Lockhart MS4 Peggy A. Whitson

MS1 Franklin Chang-Diaz MS5 Sergei Y. Treshchev,

MS2 Philippe R. Perrin

STS-112 (A)

10/07/02 -

10/18/02

CDR Jeffrey S. Ashby MS2 Sandra H. Magnus

PLT Pamela A. Melroy MS3 Piers J. Sellers

MS1 David A. Wolf MS4 Fyodor N. Yurchikhin
213

Shuttle Flight Dates Shuttle Crewmembers

STS-113 (E)

11/23/02 -

12/07/02

CDR James D. Wetherbee MS3 Kenneth D. Bowersox

PLT Paul S. Lockhart MS4 Nikolai M. Budarin

MS1 Michael E. Lopez-Alegria MS5 Donald R. Pettit

MS2 John B. Herrington

STS-114 (D)

07/26/05 -

08/09/05

CDR Eileen M. Collins MS3 Andrew S.W. Thomas

PLT James M. Kelly MS4 Wendy B. Lawrence

MS1 Soichi Noguchi MS5 Charles J. Camarda

MS2 Stephen K. Robinson

STS-121 (D)

07/04/06 -

07/17/06

CDR Steven W. Lindsey MS3 Stephanie D. Wilson

PLT Mark E. Kelly MS4 Piers J. Sellers

MS1 Michael E. Fossum MS5 Thomas A. Reiter

MS2 Lisa M. Nowak

STS-115 (A)

09/09/06 -

09/21/06

CDR Brent W. Jett, Jr. MS2 Daniel C. Burbank

PLT Christopher J. Ferguson MS3 Heidemarie Stefanyshyn-Piper

MS1 Steven G. MacLean MS4 Joseph R. Tanner

STS-116 (D)

12/09/06 -

12/22/06

CDR Mark L. Polansky MS3 A. Christer Fuglesang

PLT William A. Oefelein MS4 Joan E. Higginbotham

MS1 Nicholas J.M. Patrick MS5 Sunita Williams

MS2 Robert L. Curbeam, Jr.

STS-117 (A)

06/08/07 -

06/22/07

CDR Frederick W. Sturckow MS3 John D. Olivas

PLT Lee J. Archambault MS4 James F. Reilly

MS1 Patrick G. Forrester MS5 Clayton C. Anderson

MS2 Steven R. Swanson

STS-118 (E)

08/08/07 -

08/21/07

CDR Scott J. Kelly MS3 Dafydd R. Williams

PLT Charles O. Hobaugh MS4 Barbara R. Morgan

MS1 Tracy E. Caldwell MS5 B. Alvin Drew

MS2 Richard A. Mastracchio

STS-120 (D)

10/23/07 -

11/07/07

CDR Pamela A. Melroy MS3 Scott E. Parazynski

PLT George D. Zamka MS4 Paolo A. Nespoli

MS1 Douglas H. Wheelock MS5 Daniel M. Tani

MS2 Stephanie D. Wilson

STS-122 (A)

02/07/08 -

02/20/08

CDR Stephen N. Frick MS3 Hans W. Schlegel

PLT Alan G. Poindexter MS4 Stanley G. Love

MS1 Leland D. Melvin MS5 Léopold Eyharts

MS2 Rex J. Walheim

STS-123 (E)

03/11/08 -

03/26/08

CDR Dominic L.P. Gorie MS3 Richard M. Linnehan

PLT Gregory H. Johnson MS4 Takao Doi, JAXA

MS1 Robert L. Behnken MS5 Garrett E. Reisman

MS2 Michael J. Foreman

STS-124 (D)

05/31/08 -

06/14/08

CDR Mark E. Kelly MS3 Michael E. Fossum

PLT Kenneth T. Ham MS4 Akihiko Hoshide

MS1 Karen L. Nyberg MS5 Gregory E. Chamitoff

MS2 Ronald J. Garan, Jr.

STS-126 (E)

11/14/08 -

11/30/08

CDR Christopher J. Ferguson MS3 Donald R. Pettit

PLT Eric A. Boe MS4 Robert S. Kimbrough

MS1 Heidemarie Stefanyshyn-Piper MS5 Sandra H. Magnus

MS2 Stephen G. Bowen

STS-119 (D)

03/15/09 -

03/28/09

CDR Lee J. Archambault MS3 Richard R. Arnold

PLT Dominic A. Antonelli MS4 John L. Phillips

MS1 Joseph M. Acaba MS5 Koichi Wakata

MS2 Steven R. Swanson

STS-127 (E)

07/15/09 -

07/31/09

CDR Mark L. Polansky MS3 Thomas H. Marshburn

PLT Douglas G. Hurley MS4 David A. Wolf

MS1 Christopher J. Cassidy MS5 Timothy L. Kopra

MS2 Julie Payette
214

Shuttle Flight Dates Shuttle Crewmembers

STS-128 (D)

08/28/09 -

09/11/09

CDR Frederick W. Sturckow MS3 A. Christer Fuglesang

PLT Kevin A. Ford MS4 John D. Olivas

MS1 Patrick G. Forrester MS5 Nicole P. Stott

MS2 José M. Hernández

STS-129 (E)

11/16/09 -

11/27/09

CDR Charles O. Hobaugh MS2 Randolph J. Bresnik

PLT Barry E. Wilmore MS3 Michael J. Foreman

MS1 Leland D. Melvin MS4 Robert L. Satcher, Jr.

STS-130 (E)

02/08/10 -

02/21/10

CDR George D. Zamka MS2 Stephen K. Robinson

PLT Terry W. Virts, Jr. MS3 Nicholas J.M. Patrick

MS1 Kathryn P. Hire MS4 Robert L. Behnken

STS-131 (D)

04/05/10 -

04/20/10

CDR Alan G. Poindexter MS3 Stephanie D. Wilson

PLT James P. Dutton, Jr. MS4 Naoko Yamazaki

MS1 Richard Mastracchio MS5 Clayton C. Anderson

MS2 Dorothy M. Metcalf-Lindenburger

STS-132 (A)

05/14/10 -

05/26/10

CDR Kenneth T. Ham MS2 Michael T. Good

PLT Dominic A. Antonelli MS3 Stephen G. Bowen

MS1 Garrett E. Reisman MS4 Piers J. Sellers

STS-133 (D)

02/24/11 -

03/09/11

CDR Steven W. Lindsey MS2 B. Alvin Drew

PLT Eric A. Boe MS3 Michael R. Barratt

MS1 Nicole P. Stott MS4 Stephen G. Bowen

STS-134 (E)

05/16 /11-

06/01/11

CDR Mark E. Kelly MS2 Roberto Vittori

PLT Gregory H. Johnson MS3 Andrew J. Feustel

MS1 E. Michael Fincke MS4 Gregory E. Chamitoff

STS-135 (A)

07/08/11 -

07/21/11

CDR Christopher J. Ferguson MS1 Sandra H. Magnus

PLT Douglas G. Hurley MS2 Rex J. Walheim

(E) – Endeavour (D) – Discovery (A) – Atlantis CDR – Commander PLT – Pilot MS – Mission Specialist
215

Table 23 – Soyuz Flights to the International Space Station

Spacecraft/ISS Mission (Taxi Flight) Launch Date Land Date

Soyuz TM-31/1S 10/31/00 05/06/01

Soyuz TM-32/2S 02/28/01 10/31/01

Soyuz TM-33/3S

(France: Andromede) 10/21/01 05/05/02

Soyuz TM-34/4S

(Italy: Marco Polo) 04/25/02 11/10/02

Soyuz TMA-1/5S

(Belgium: Odissea) 10/30/02 05/04/03

Soyuz TMA-2/6S 04/26/03 10/28/03

Soyuz TMA-3/7S

(Spain: Cervantes) 10/18/03 04/30/04

Soyuz TMA-4/8S

(The Netherlands: Delta) 04/19/04 10/24/04

Soyuz TMA-5/9S 10/14/04 04/24/05

Soyuz TMA-6/10S

(Italy: Eneide) 04/15/05 10/11/05

Soyuz TMA-7/11S 10/01/05 04/08/06

Soyuz TMA-8/12S 03/30/06 09/28/06

Soyuz TMA-9/13S 09/18/06 04/21/07

Soyuz TMA-10/14S 04/07/07 10/21/07

Soyuz TMA-11/15S 10/10/07 04/19/08

Soyuz TMA-12/16S 04/08/08 12/23/08

Soyuz TMA-13/17S 10/14/08 04/08/09

Soyuz TMA-14/18S 03/26/09 10/11/09

Soyuz TMA-15/19S 05/27/09 12/01/09

Soyuz TMA-16/20S 09/30/09 03/18/10

Soyuz TMA-17/21S 12/20/09 06/01/10

Soyuz TMA-18/22S 04/02/10 09/25/10

Soyuz TMA-19/23S 06/15/10 11/26/10

Soyuz TMA-01M/24S 10/07/10 03/16/11

Soyuz TMA-20/25S 12/15/10 05/24/11

Soyuz TMA-21/26S 04/04/11 09/16/11

Soyuz TMA-02M/27S 06/07/11 11/22/11

Soyuz TMA-22/28S 11/14/11 04/27/12

Soyuz TMA-03M/29S 12/21/11 07/01/12

Soyuz TMA-04M/30S 05/15/12 September 2012

Soyuz TMA-05M/31S 07/15/12 November 2012
216

Table 24 – International Space Station Progress Supply Missions

Spacecraft/ISS Mission Dock Date Undock Date

Progress M1-3/1P 08/08/00 11/01/00

Progress M1-4/2P 11/18/00 02/08/01

Progress M-44/3P 02/28/01 04/16/01

Progress M1-6/4P 05/23/01 08/22/01

Progress M-45/5P 08/23/01 11/22/01

Progress M1-7/6P 11/28/01 03/19/02

Progress M1-8/7P 03/24/02 06/25/02

Progress M-46/8P 06/29/02 09/24/02

Progress M1-9/9P 09/29/02 02/01/03

Progress M-47/10P 02/04/03 08/28/03

Progress M1-10/11P 06/11/03 09/04/03

Progress M-48/12P 08/31/03 01/28/04

Progress M1-11/13P 01/31/04 05/24/04

Progress M-49/14P 05/27/04 07/30/04

Progress M-50/15P 08/14/04 12/22/04

Progress M-51/16P 12/25/04 02/27/05

Progress M-52/17P 03/02/05 06/16/05

Progress M-53/18P 06/19/05 09/07/05

Progress M-54/19P 09/10/05 03/03/06

Progress M-55/20P 12/23/05 06/19/06

Progress M-56/21P 04/26/06 09/19/06

Progress M-57/22P 06/26/06 01/16/07

Progress M-58/23P 10/26/06 03/27/07

Progress M-59/24P 01/20/07 08/01/07

Progress M-60/25P 05/15/07 09/19/07

Progress M-61/26P 08/05/07 12/22/07

Progress M-62/27P 12/26/07 02/04/08

Progress M-63/28P 02/05/08 04/07/08

Progress M-64/29P 05/16/08 09/01/08

Progress M-65/30P 09/17/08 11/14/08

Progress M-01M/31P 11/30/08 02/06/09

Progress M-66/32P 02/13/09 05/06/09

Progress M-02M/33P 05/12/09 06/30/09

Progress M-67/34P 07/29/09 09/21/09

Progress M-03M/35P 10/18/09 04/22/10

Progress M-04M/36P 02/04/10 05/10/10

Progress M-05M/37P 05/01/10 10/25/10

Progress M-06M/38P 07/04/10 08/31/10

Progress M-07M/39P 09/12/10 02/20/11

Progress M-08M/40P 10/30/10 01/24/11

Progress M-09M/41P 01/30/11 04/22/11

Progress M-10M/42P 04/29/11 10/29/11

Progress M-11M/43P 06/23/11 08/23/11

Progress M-13M/45P 11/02/11 01/23/12

Progress M-14M/46P 01/28/12 04/19/12

Progress M-15M/47P 04/22/12 07/30/12
217

Table 25 – Automated Transfer Vehicle (ATV)

Spacecraft/ISS Mission Dock Date Undock Date

Jules Verne/ATV-1 04/03/08 09/05/08

Johannes Kepler/ATV-2 02/24/11 05/20/11

Edoardo Amaldi/ATV-3 03/28/12 September 2012

Table 26 – H-II Transfer Vehicle (HTV)

Spacecraft/ISS Mission Berthing Date Unberthing Date

Kounotori 1/HTV-1 09/17/09 10/30/09

Kounotori 2/HTV-2 01/27/11 03/28/11

Kounotori 3/HTV-3 07/27/12 September 2012


208