National Aeronautics and 

Space Administration

Tech Logic

LESSON SERIES

You Can’t Take It 

All With You

Additive Construction with Mobile Emplacement (ACME)

GRADES 6–12

SECONDARY 

EDUCATOR GUIDE

1

Tech Logic

LESSON SERIES

You Can’t Take It 

All With You 

Additive Construction with Mobile Emplacement (ACME)

GRADES 6–12

SECONDARY 

EDUCATOR GUIDE

INTRODUCTION

When early settlers first arrived in North America, and 

eventually moved west, they had to utilize local resources 

to build settlements and survive. Likewise, NASA’s Additive 

Construction with Mobile Emplacement project (ACME) 

is exploring how local, or in situ, resources can be used 

to build habitats and structures on other planets. NASA 

engineers and scientists are developing ways to prepare 

for human settlement on other planetary bodies, like the 

Moon and Mars, while limiting the amount of materials 

needed to be sent from Earth. One major challenge they 

face is determining the right combination of regolith and 

binder material needed to create structures that are ready 

and safe for astronauts. Furthermore, NASA is exploring 

the use of autonomous systems to prepare basic structures and settlement needs on other planetary bodies. A 

small number of astronaut technicians could oversee these 

systems until the foundational work is complete, reducing 

the manpower needed and the burden on astronauts. 

Backpackers carry everything they need. Many American settlers brought tools and 

supplies by covered wagon. 

An artist’s depiction of a settlement on Mars.
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Overview

This lesson series includes activities designed to introduce 

students to NASA’s ACME project and explores creating 

building materials for future Mars settlements. The first 

activity asks students to experiment with in situ resources 

(such as rocks and sand) and a binder (a glue) to develop 

building materials that can be used to construct a shelter. 

In the second activity, students utilize a 3D printer and 3D 

printing software to create a structure.

NOTE: This guide uses inquiry-based instructional 

methods, providing students with the opportunity 

to work with the engineering design process. As with 

most inquiry-based activities, the role of the educator 

is to act as a guide instead of taking a more directinstruction approach.

Background

Throughout history, explorers and settlers traveling long 

distances or for long periods of time could not take 

everything they needed with them. Instead, they had to 

rely on local resources in addition to what they carried. 

Using local, or in situ, resources allows explorers to carry 

less with them, which reduces weight and costs. This also 

allows explorers to better adapt to their new surroundings. NASA is looking at ways to use in situ resources when 

humans travel into space.

Every kilogram of material sent into space requires lots of 

fuel, takes up valuable cargo space, and usually needs to 

be replaced by more materials created and prepared on 

Earth. Once materials arrive in space, astronauts need to 

unpack and manage these materials. This is why reusability 

is crucial on the International Space Station and any other 

off-Earth location. Currently, astronauts on the space 

station use many Earth-based resources that need to be 

continuously replenished. Once used, the waste generated 

from these materials is packaged into a nonreusable cargo 

vessel and jettisoned from the space station to burn up in 

the atmosphere. 

The space station does have some capabilities to generate 

and recycle its own products. Water is collected and recycled using two different water recovery systems. In 2010, a 

Sabatier system was delivered to the space station, which 

takes “waste” hydrogen and carbon dioxide and produces 

water. The Sabatier process, developed by French chemist 

Paul Sebatier in the early 1900s, had previously been used 

in commercial and military applications, but its use in 

space travel has further reduced astronauts’ dependence 

on deliveries from Earth. This helps pave the way for 

farther space exploration as well as settlement on planets 

and moons that may not have a ready supply of water. 

For missions to other planetary bodies, such as the Moon 

and Mars, NASA will need to send even more materials 

into space. Therefore, more astronauts will be needed 

to handle these materials. Saving travel time is also an 

important factor when sending items to space. For 

example, if astronauts are living and working on Mars, it 

will take at least 6 months to get a spacecraft there from 

Earth—astronauts might not be able to wait that long! 

The Bigelow Expandable Activity Module (BEAM), developed for NASA by 

Bigelow Aerospace, is lifted into SpaceX's Dragon spacecraft for transport 

to the International Space Station. 

NASA’s Space Technology Mission Directorate (STMD) 

and others are working on ways to address these challenges. STMD is developing technologies that allow NASA 

to use materials more efficiently and effectively, including 

using in situ resources on other planetary bodies. STMD 

is also exploring how to use and manipulate materials 

autonomously, reducing the manpower needed. Imagine a 

few astronauts traveling to Mars, setting up a system that 

can start building structures and other foundational parts 

of a settlement autonomously, and overseeing this system 

remotely as it prepares for future astronauts to arrive. This 

is what NASA is working on.
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A Contour Crafting robot prints a road in front of a hangar for a lunar lander. 

Currently, there is a 3D printer on the space station, which 

allows astronauts to print materials—such as tools—when 

needed. The first tool printed aboard the space station 

was a ratchet wrench in 2014. The wrench was designed 

on Earth and delivered to the space station as a file, ready 

for the astronauts to print. You can find the wrench file, 

along with other NASA 3D models, here: https://nasa3d.

arc.nasa.gov/. 

STMD is taking 3D printing, also referred to as additive 

manufacturing, to new levels by creating larger printers 

for new uses. This includes developing techniques that utilize in situ resources, such as Martian regolith, lunar regolith, or Earth-based soils, to 2D or 3D print roads, landing 

pads, building structures, radiation shelters, and other 

objects off Earth. For Earth-based projects, islands such as 

Hawaii can reduce building costs by manufacturing buildings and other structural needs using in situ resources 

instead of shipping materials to remote locations. 

STMD’s Additive Construction with Mobile Emplacement 

project has several goals, including investigating regolith 

and binder mixtures, demonstrating additive manufacturing for construction, analyzing materials for additive construction on other planets, and providing the first steps for 

using additive manufacturing in deep space missions.

The 3D printer on the space station allows astronauts to print materials when needed. The first ratchet wrench printed aboard the space station was 

designed on Earth, then sent as a file to the station and printed on the 3D printer in 2014.

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Activity 1: Utilizing In Situ Resources

CLASS TIME

2 × 50 min

GROUP SIZE

Up to 4

To simulate the ACME project, students will become 

materials engineers by using sand, glue, and water to 

create “Martian bricks” and/or develop a building material 

that can be “3D printed.” Groups will then become 

structural engineers by designing and building a Martian 

structure with the bricks and/or printing media they have 

created. Students can use a limited amount of materials 

representing items brought from Earth (wooden craft 

sticks and aluminum foil) to add strength and stability 

to their structures. Structures must include one door 

and one window. Structures will be tested for protective 

abilities by shining a light on the structures to check 

for leaks. Finally, students will also calculate the square 

footage, perimeter, volume, or other aspects of their 

structure.

NOTE: This activity is messy! It is advisable to cover 

tables with newspaper or tablecloths. Bags of sand and 

rocks can be stored in plastic tubs. A cleanup area is 

also helpful.

Time Required

Approximately two 50-minute class periods, plus 

drying time.

Materials Needed

 Student activity guide (1 per student)

 Play sand (approximately 2 cups per group)

 Mixed gravel (approximately 2 cups per group)

 Glue (approximately 1 cup per group)

 Water

 Bowls or cups (several per group) 

 Mixing spoons (several per group) 

 Measuring cups

 Ice cube trays, plastic or silicon (2 per group) 

 Petroleum jelly, cooking spray or plastic wrap to line 

ice cube trays (optional) 

 Aluminum foil (1 square foot per group) 

 Wooden craft sticks (several per group)

 Graph paper (1 sheet per group)

 Strong light, such as a flashlight or higher intensity 

desk light

 Scale for measuring mass (in grams)

 For the advanced version of this activity, in which 

students create their own molds: cardstock or other 

building material to create brick molds.

 For optional 3D printing activity: cake decorating 

bags and a variety of nozzles to simulate an in situ 3D 

printer (one set per group). If conducting the 3D printing 

activity, it is suggested to add thickening agents to 

printing material (sand, gravel, glue) mixture, such as 

cornstarch or flour, that can help create a thicker, more 

easily printed material.

Optional Literacy Component: Students can read a variety 

of stories about early American and western settlers 

and the materials they had to bring with them as they 

explored and/or settled in new lands. The following links 

can be used to find reading materials:

 http://www.americaslibrary.gov/about/welcome.html

 https://americanhistory.si.edu/blog/2012/10/conestogawagons-and-the-american-frontier.html
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 https://learningenglish.voanews.com/a/americanhistory-series-settlers-rush-to-claim-westernland-90841054/115787.html

 https://www.archives.gov/education/lessons/

homestead-act

 http://www.loc.gov/teachers/classroommaterials/

presentationsandactivities/presentations/timeline/

colonial/indians/

Procedures

Engagement Activity

To begin, ask students what they would need to pack if 

they went on a trip or vacation. Provide several scenarios 

that require the students to pack differently (such as 

staying in a hotel, camping in an RV, backpacking, etc.). 

Ask students how what they want to bring is different 

from what early American and western settlers packed. 

Provide students with an overview of NASA’s ACME 

project. Explain how space exploration to other planetary 

bodies presents comparable challenges to those faced by 

early settlers and explorers.

Part One: Materials Engineering

1. Students will mix together sand, glue, and water to 

create a dough-like material. The less glue used, the 

faster the drying time.

2. Students will record how much sand, glue, and water 

they used in their materials engineering data sheet 

included in their student activity guides. 

3. Students will prepare ice cube trays by lining them with 

plastic wrap or coating them with cooking spray or 

petroleum jelly. Spoon the building mixture in each well 

of one ice cube tray. Each well should be packed tightly 

in order to make the most compact bricks possible.

Advanced version: Students can create custom molds 

of differing sizes for their bricks by using cardboard, 

cardstock, foam board, or similar materials.

4. Using the same mixing bowl, students should create a 

second batch of bricks, this time using both sand and 

gravel with a glue/water binder. Spoon this mixture 

into another prepared ice cube tray.

5. Students should again record how much of each 

material was used for the second set of bricks.

6. Set ice cube trays aside and allow to dry. Drying time 

will depend on the amount of glue/water used, temperature of the room, etc. 

NOTE: Most bricks will take at least 24 hours to dry. 

It is sometimes helpful to remove sand bricks from the 

trays when they are partially dry. It can also be helpful 

to set trays in direct sunlight—warmer environments 

can help speed up the process. However, be careful not 

to remove the bricks too early or they may fall apart.

7. Carefully remove the bricks from the ice cube trays. 

Students should analyze the results of the bricks and 

record their findings in their materials engineering data 

sheet. This can include any combination of testing: 

visual observation, strength testing, durability, etc. The 

educator or students can develop ways to test these 

bricks. Ideas include, but are not limited to, spraying 

them with water, drop-testing them from an agreedupon height, and placing heavy objects on top of 

them.
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Part Two: Structural Engineering

1. Once the Martian bricks are dry and ready for use, 

students will complete the Structural Design section 

of their activity guides. Students will work with their 

groups to design their Martian structure. Groups 

should decide on any other materials they want to 

use in their structure, such as aluminum foil and/or 

wooden craft sticks. Students should carefully design 

their structure so as little light as possible penetrates 

the structure in order to best protect the astronauts 

inside. Students should also include one door and one 

window on their design.

2. Using graph paper as a building surface, students will 

construct their Martian structure. No glue or other 

adhesives can be used to build their structures.

3. Once the structures are completed, students should 

trace the outline of their structures and record their 

measurements on the graph paper and/or in their 

structural engineering data sheets. If students are 

asked to calculate the volume of their structure, they 

should measure the height of their structures as well. 

Students should record all measurements, calculations, 

and observations in their structural engineering data 

sheets. Depending on skill level, students can calculate 

the square footage, perimeter, and the volume of their 

structures. If design parameters were provided prior 

to the construction of their structure, students should 

check to make sure they stayed within those design 

constraints.

Quality Control Test and Evaluation

Students will test their structures’ ability to “shield radiation” and protect the astronauts inside. Students will 

shine a bright light on their structures and look for areas 

where light permeates their structures. Students should 

record their results, any observations about build quality, 

and ideas for improvement in their data sheets. If time 

permits, students can make their changes and retest their 

structures. Students should share their results with their 

classmates. This can be accomplished through student presentations, tours of each group’s shelter, or any other style 

desired. This guide includes an evaluation rubric, if desired.

Differentiation Ideas

 Give students limited design parameters—provide 

students with limited square footage, perimeter, and/

or volume requirements as design constraints.

 Strength test individual bricks and/or completed 

structures. This can be done by adding items to the 

top of bricks/structures, blowing a fan at the bricks/

structures, subjecting the bricks/structures to a heat 

lamp, etc.

 For students who may need more support with 

constructing a building or have motor control issues, 

prebuilt blocks such as LEGO bricks or other blocks 

can be used, since they are sturdier and of a more 

uniform size.

Optional Activity 

ACME is also studying the feasibility of using in situ 

resources for additive manufacturing, commonly referred 

to as 3D printing, to build structures on other planetary 

bodies. In this optional activity, students will develop a 

second recipe for rock, sand, and binding material that can 

be extruded from a nozzle to build a structure. 

1. For this activity, cake decorating bags and nozzles will 

simulate 3D printers. Students should create a mixture 

using sand, rock (if desired), water, and glue. When 

creating this mixture, students should consider that 

the mixture will need to be extruded through a cake 
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decorating bag and nozzle. Adding ingredients such as 

cornstarch or flour may help create a more paste-like 

recipe to help the extrusion process.

2. Using graph paper as a building surface, students 

should construct a structure (or part of a structure) 

by extruding their sand mixture through the nozzle of 

their cake decorating bags. This task can be difficult; 

students will need to carefully consider their structure 

design. If students need suggestions, you can use the 

images included in this educator guide depicting how 

NASA is testing designs that mimic beehives.

3. Once the “3D printed” structures are completed, students can be asked to collect measurements and data 

similar to those described in Step 4 of the Part Two: 

Structural Engineering activity. 

Glossary

In Situ Resources: The collection, processing, storing, 

and use of materials encountered in the course of human 

or robotic space exploration that replaces materials that 

would otherwise be brought from Earth.

Regolith: Loose rock, dust, and sometimes soil that is 

found on top of the solid rock on a planet, moon, or other 

planetary body.

Binder: Any material or substance that is used to hold 

other materials together.

Materials Engineer: An engineer who uses and improves 

existing materials and develops new materials.

Structural Engineer: An engineer who focuses on the 

design and construction of structures (bridges, buildings, 

dams, etc.).

Sabatier Process: A process whereby hydrogen and 

carbon dioxide, under high temperatures and pressures, in 

the presence of a nickel catalyst, produces methane and 

water.

Additive Manufacturing: Also known as 3D printing, 

additive manufacturing builds a structure by adding 

material to a structure, layer by layer, until it is complete.
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Activity 2: Building Structures with Additive 

Manufacturing

CLASS TIME

2 × 50 min

GROUP SIZE

Up to 4

For this activity, students will work in groups to design and 

create a 3D printed structure. As an added challenge, the 

structure can be tested for “radiation shielding,” simulated 

by using a very strong flashlight or spotlight.

Examples of 3D printed habitats.

Time Required

Approximately two 50-minute class periods, printing time, 

plus one additional class period for testing (time required 

varies depending on student comfort level with 3D printing programs).

Materials Needed

 Student guide

 3D printer and printing material

 Computer access and 3D printing program

 Graph paper, rulers, pencils

Procedures

Engagement Activity

Ask students what materials are needed to build a house. 

Students can make a list of required materials (wood, glass, 

drywall, wiring and electrical components, plumbing, carpet, cement, nails, screws, bolts and, other basic materials 

should be on their lists). Discuss how additive manufacturing, which utilizes 3D printing technology, would change 

the materials needed to build houses. Ask students to 

consider what materials are still needed when utilizing this 

technology, as well as the benefits and potential problems.

Activity

1. Before students begin designing, decide on the type(s) 

of buildings (living quarters, research lab, storage 

facility, etc.), students will create, and add any design 

constraints, such as height requirements. Groups can 

design the same type of structures, or each group can 

design different structures to meet different needs on 

Mars. Additionally, ask students to list the components 

that 3D printed structures still require to be functional, 

such as electricity, wiring, plumbing, windows, etc. 

Students should keep these components in consideration as they design their buildings. 

NOTE: Students do not need to design or print the 

entire structure in one piece; however, structures should 

be easily assembled once printed. Explain that an 

easily assembled structure is desirable because ACME is 

exploring using robots on Mars to assemble structures.
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2. Using graph paper, or the space provided in their activity guides, students should work in groups to design 

their Martian buildings. Review designs and provide 

any feedback to student groups. 

3. Students will use 3D printer/CAD (computer aided 

design) software and prepare to print their structures. 

Once designs are completed and approved, students 

should print their structures and assemble, if necessary.

Evaluation

Students should test their structures’ ability to “shield 

radiation” and protect the astronauts inside by shining a 

bright light on their structures and looking for areas where 

light permeates the structures. Students should record 

their results, any observations about build quality, and 

ideas for improvement in their data sheets. 

Projects can also be evaluated based on design printability, 

compliance with design constraints, proper scaling, and 

design inclusion of additional building requirements, such 

as wiring, doorways, etc.
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Activity 3: Excavation and Preparation

CLASS TIME

2–3 × 50 min

GROUP SIZE

Up to 4

ACME is also interested in a variety of technologies that 

will help automate excavation and materials handling 

in order to continuously produce in situ feedstock. This 

requires excavation, size sorting, and delivery systems. For 

this design challenge, students will construct a mechanism 

that can excavate, sort by size, and deliver materials to a 

specific location. 

Time Required

Approximately two or three 50-minute class periods for 

designing and building; one additional class period for 

testing and evaluation.

Materials Needed

 Student guide

 A variety of gears and other building materials

 Play sand 

 Gravel and/or small rocks 

 Optional: Beads of varying sizes

 Large containers for mixed media (one per group)

 Small containers to use for holding sorted materials 

(one set per group)

 Optional: Programmable robot to automate the sorting 

and delivery process

Procedures

Engagement Activity

Ask students to create a two-column list, one column 

identifying resources needed for robots and rovers to build 

structures on Mars and one column listing the resources 

needed for humans to accomplish the same task. After 

students create and briefly discuss their lists, provide students with background information about in situ resource 

utilization and the need for automation in the creation 

of Martian settlements. Explain how automated systems 

could collect and sort in situ resources to use in the construction of basic infrastructural needs on Mars ahead of 

the arrival of astronauts. 

Activity

Preparation before activity: Premix simulated Mars 

regolith. Use a combination of sand, gravel, small rocks, 

and beads (optional) of varying sizes. 

1. Show students the simulated Martian regolith and 

explain that their objective is to develop mechanisms 

that can collect and sort the materials into separate 

containers. You can explain how the materials will be 

used to create structures on Mars (this relates back to 

Activity 1 of this guide). Students can either create one 

device to collect materials and another to sort or can 

combine this process.

NOTE: If available, students can also use a programmable robotics system to accomplish these tasks.

2. In groups, students will create designs for their devices. 

Educators should provide any available materials list or 

design constraints at this point.

3. Once designs are approved, students will build and test 

their devices.

NOTE: For a competitive activity, create a point system 

to rank student devices. For example, award points to 

mechanisms that collect and/or sort the most materials 

in the least amount of time. Subtract points if mechanisms inaccurately sort materials.

Evaluation

Projects should be evaluated on design (Did the students 

meet the design constraints?), quality of construction, and 

accuracy of the mechanism.

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Evaluation Rubrics

Activity 1: Utilizing In Situ Resources

0–1 point 2–3 points 4–5 points

Total 

Points 

Earned

Shelter Design Students either did not 

design a shelter or did 

not follow any design 

parameters.

Students designed a shelter 

but did not follow all design 

parameters.

Students successfully 

designed a shelter, 

following all design 

parameters. ⁄5

Mathematical 

Calculations Mathematical calculations 

were missing.

Mathematical calculations 

were incorrect or not 

completed according to 

directions.

Mathematical calculations 

were completed according 

to directions and were 

correct. ⁄5

Shelter 

Construction 

and Evaluation The shelter was not 

completed and/or the 

evaluation was missing or 

incomplete.

Students built their 

structure and completed 

their evaluation. However, 

their shelter was not 

constructed according to 

design parameters and/

or some of their evaluation 

was incomplete.

Students successfully built 

their structure according 

to design parameters and 

completed all evaluation 

steps.

⁄5

Shelter 

Improvement 

Plan Shelter improvement plan 

was missing or incomplete.

Shelter improvement plan 

was included but did 

not address all required 

components needed for 

improvement.

Shelter improvement plan 

was complete and included 

all required components.

⁄5

Activity 2: Building Structures with Additive Manufacturing

0–1 point 2–3 points 4–5 points Total

Building 

Design

Initial building design is 

either missing or does not 

meet design requirements.

Initial building design meets 

most design requirements.

Initial building design meets 

design requirements. ⁄5

Computer 

Design Computer building design 

is either missing or 

incomplete. Design may be 

unprintable.

Computerized building 

design somewhat aligns 

with initial building design. 

Most printing requirements 

are met.

Computerized building 

design aligns with initial 

building design. All printing 

requirements are met. ⁄5

3D Printing Building was either not 

printed or was unprintable.

Building was printed but 

had a limited number of 

printability issues.

Building was successfully 

printed. ⁄5

Testing and 

Analysis

Building was not tested. 

Written analysis was 

either missing or mostly 

incomplete.

Printed building was tested. 

Written analysis was either 

incomplete or improvement 

plan was missing.

Printed building was tested. 

Written analysis, including 

improvement plan, was 

completed. ⁄5
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Activity 3: Excavation and Preparation

0–1 point 2–3 points 4–5 points Total

Excavation Excavation mechanism was 

either incomplete or was 

not successful in acquiring 

Martian resources.

Excavation mechanism 

was somewhat successful 

in acquiring Martian 

resources.

Excavation mechanism 

successfully acquired Mars 

resources.

⁄5

Sorting Sorting mechanism was 

either incomplete or was 

not successful in acquiring 

Martian resources.

Sorting mechanism was 

somewhat successful in 

sorting Martian resources.

Sorting mechanism 

successfully sorted Martian 

resources.

⁄5

Delivery Mechanism was either 

incomplete or was not 

successful in delivering 

sorted materials.

Mechanism was somewhat 

successful in delivering 

sorted materials to storage 

containers.

Mechanism successfully 

delivered sorted Mars 

resources to storage 

containers. ⁄5
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NGSS Standards

Middle School

MS-LS2 Ecosystems: Interactions, Energy, and 

Dynamics

MS-LS2-3. Develop a model to describe the cycling of 

matter and flow of energy among living and nonliving 

parts of an ecosystem.

MS-ESS3 Earth and Human Activity

MS-ESS3-3. Apply scientific principles to design a method 

for monitoring and minimizing a human impact on the 

environment.

MS-ETS1 Engineering Design

MS-ETS1-1. Define the criteria and constraints of a design 

problem with sufficient precision to ensure a successful 

solution, taking into account relevant scientific principles 

and potential impacts on people and the natural environment that may limit possible solutions.

MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions 

to identify the best characteristics of each that can be 

combined into a new solution to better meet the criteria 

for success.

MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or 

process such that an optimal design can be achieved.

Science and Engineering Practices

 Asking Questions and Defining Problems

 Constructing Explanations and Designing Solutions

 Analyzing and Interpreting Data

 Developing and Using Models

Disciplinary Core Ideas

 Defining and Delimiting Engineering Problems

 Developing Possible Solutions

 Optimizing the Design Solution

Crosscutting Concepts

 Systems and System Models

 Influence of Science, Engineering, and Technology on 

Society and the Natural World

 Interdependence of Science, Engineering, and 

Technology

 Cause and Effect

 Structure and Function

High School

HS-PS3 Energy

HS-PS3-1. Create a computational model to calculate 

the change in the energy of one component in a system 

when the change in energy of the other component(s) and 

energy flows in and out of the system are known.

HS-PS3-3. Design, build, and refine a device that works 

within given constraints to convert one form of energy 

into another form of energy.

HS-LS2 Ecosystems: Interactions, Energy, and 

Dynamics

Use mathematical and/or computational representations 

to support explanations of factors that affect carrying 

capacity of ecosystems at different scales.

HS-ESS3 Earth and Human Activity

HS-ESS3-1. Construct an explanation based on evidence 

for how the availability of natural resources, occurrence of 

natural hazards, and changes in climate have influenced 

human activity.

HS-ETS1 Engineering Design

HS-ETS1-1. Analyze a major global challenge to specify 

qualitative and quantitative criteria and constraints for 

solutions that account for societal needs and wants.

HS-ETS1-2. Design a solution to a complex real-world 

problem by breaking it down into smaller, more manageable problems that can be solved through engineering.

Science and Engineering Practices

 Asking Questions and Defining Problems

 Constructing Explanations and Designing Solutions

 Analyzing and Interpreting Data

 Developing and Using Models

Disciplinary Core Ideas

 Defining and Delimiting Engineering Problems

 Developing Possible Solutions

 Optimizing the Design Solution

Crosscutting Concepts

 Systems and System Models

 Influence of Science, Engineering, and Technology on 

Society and the Natural World

 Interdependence of Science, Engineering, and 

Technology

 Cause and Effect

 Structure and Function
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Resources

http://www.nasa.gov/spacetech

http://homeandcity.nasa.gov

https://www.nasa.gov/mission_pages/station/research/

benefits/water_in_space

https://www.nasa.gov/sites/default/files/atoms/files/

fs_acme_factsheet_150910.pdf

https://techport.nasa.gov/view/17558

https://ntrs.nasa.gov/archive/nasa/casi.ntrs.nasa.

gov/20160013562.pdf

https://www.bradley.edu/challenge/

Another great activity to work on with students is the 

NASA “Survival!” activity, which compares essential needs 

of explorers on the Moon versus Jamestown.

https://www.nasa.gov/pdf/166504main_Survival.pdf

About this Lesson

Author

April Lanotte

Wings Over the Rockies Air & Space Museum

Denver, CO

In collaboration with the

Space Technology Mission Directorate

National Aeronautics and Space Administration

Washington, DC

Acknowledgments

Special thanks to the reviewers who provided feedback, 

tested in the classrooms, and edited this resource.

Image Credits

Cover: Mars Science Laboratory spacecraft approaching Mars—

NASA. Page 1: Backpacking—Kitty Terwolbeck (https://www.

flickr.com/photos/kittysfotos/7925291004/); Covered wagon—U.S. 

Bureau of Land Management (https://www.flickr.com/photos/

mypubliclands/36346399930); Mars settlement—NASA. 2: BEAM—

SpaceX (https://www.nasa.gov/press-release/nasa-progresses-towardspacex-resupply-mission-to-space-station). 3: Contour Crafting 

Robot—Behnaz Farahi/NASA; Made In Space 3D printer—(https://www.

nasa.gov/sites/default/files/_elg6172.jpg); Astronaut on the ISS—NASA 

(https://www.nasa.gov/sites/default/files/iss042e046048.jpeg); 3D-printed 

tool—Made in Space (https://www.nasa.gov/sites/default/files/ratchet_

pic1.jpeg). 1-1–1-4: Experimental setup photos—April Lanotte/NASA. 

1-4: Model of 3D printed habitat—Contour Crafting. 2-1: Model of 

3D printed habitat and illustration of 3D-printed building—Contour 

Crafting. Back cover: Illustration of Mars settlement—NASA; sand 

mixture in ice cube tray—April Lanotte/NASA; Astronaut on the 

International Space Station—NASA (https://www.nasa.gov/sites/default/

files/iss042e046048.jpeg); Contour Crafting robot on the moon—Behnaz 

Farahi/NASA.

Published January 2020

Tech Logic is a lesson series produced by the Space Technology Mission Directorate.

www.nasa.gov Learn more at www.nasa.gov/spacetech.

NP-2019-09-2762-HQ