A R T E M I S C A M P 

EXPERIENC E

National Aeronautics and Space Administration
CAMP OVERVIEW

Totally Artemis Camp

Systems of Artemis and How They Work Together

NASA’s Artemis mission will land the first woman and first person of color on 

the Moon! Using new technologies, NASA will explore regions of the Moon 

never visited before and establish a long-term human presence on the Moon. 

Astronauts will live and work there for weeks to months at a time. They will 

test technologies, conduct science experiments, mine resources, and learn 

how to live in extreme environments. This knowledge will help NASA take the 

next giant leap–sending astronauts to Mars.

Activities

1. Design a Crew Module

2. Design Stabilizing Fins

3. Build a Space Module Structure

4. Build a Heat Shield

Sample Camp Schedule 

8–8:10am.....................Welcome - We Are Going Video 

8:10–8:30am................Icebreaker - Docking Activity

8:30–9:30am................Activity 1

9:35–9:50am................Break

9:55–10:55am..............Activity 2 - How We Are Going Video

10:55–11:55am ............Lunch/Recess

12–1:00pm...................Activity 3

1:05–1:20pm................Break

1:20–2:20pm................Activity 4

1:25–2:55pm................Wrap up 

2:55–3:00pm................Artemis - We Go as the Artemis Generation Video

A R T E M I S C A M P 

EXPERIENC E

We Are Going

Video

Docking 

Activity

How We 

Are Going 

Video

We Go as the 

Artemis Generation 

Video

2
Activity 1: Design a Crew Module 

Prep time: 15 min Activity time: 60 min 

Summary: Upon returning from the Moon, the Orion crew module enters Earth’s atmosphere at around 25,000 mph and, with 

the aid of parachutes, splashes down at 25 mph. During the launch and landing of the Orion crew module, the astronauts are 

safely secured in specially designed seats. Engineers at NASA Langley Research Center test the seats and other parts of Orion 

by loading sensors into a mock spacecraft to measure the forces acting on the test article during splashdown.

Learning Objective: Participants will understand that parachutes help slow the rate of re-entry significantly. Even with the 

slower speed, astronauts must be secured and safe in their seats during reentry. 

Outcome: The participants will build an Orion crew module that will keep “astronauts” seated and secure through a series of 

drop tests.

Activity 2: Design Stabilizing Fins

Prep time: 15 min Activity time: 60 min

Summary: Rocket stability is an important issue for rocket engineers. All rocket components are tested in a variety of ways 

before they are verified for flight. Scale models of rockets are tested in wind tunnels, which allow engineers to visualize and 

gather data on how air moves around the nose, body, and fins of the rocket. The nose, cone, and fins of a rocket are designed 

to minimize drag and provide stability and control. Rocket fin shapes vary; they can be triangular, rectangular, elliptical, and 

trapezoidal to name a few. The fin shape contributes to the rocket’s center of mass and how much drag it faces during flight.

Learning Objective: Fins affect a rockets stability during flight. 

Outcomes: Participants will create a fin that keeps their rocket stable. 

Activity 3: Build a Space Module Structure

Prep Time: 15 min Activity Time: 60 min 

Summary: NASA is working with the industry on the critical elements required to support early Gateway missions. The Power 

and Propulsion Element (PPE) and the Habitation and Logistics Outpost (HALO) are the first two components that will launch 

to lunar orbit. The HALO and PPE will be integrated on Earth and launched together. Other Gateway modules will follow on 

separate launches, including cargo ships that will deliver supplies for Gateway and lunar surface operations. Because each 

of the components must be lifted into space, NASA materials engineers select materials like aluminum, titanium, Kevlar, and 

high-grade steel to make sure Gateway components are lightweight, yet strong enough to withstand the loads of launch and the 

hazards of space.

Learning Objective: Participants will understand that building an ideal space module structure is both light weight and strong.

Outcome: Participants will work together as a team to design and create a structure from spaghetti that will protect the inside 

cylinder and support increasing amounts of mass.

Activity 4: Build a Heat Shield

Prep time: 15 min Activity time: 60 min 

Summary: The heat shield is one of the most critical elements of the Orion spacecraft. When returning home from the Moon, 

Orion will exceed speeds of 25,000 mph. The friction between Earth’s atmosphere and the surface of Orion will generate 

temperatures near 5,000 F. That is about half as hot as the surface of the Sun! The heat shield uses an ablative material called 

AVCOAT. The AVCOAT blocks “burn off” as they heat up, removing thermal energy away from the capsule while keeping the 

astronauts safe from the intense heat. NASA engineers conduct non-destructive tests to look for gaps between the AVCOAT 

blocks and run thermal tests before the heat shield is certified for flight.

Learning Objective: Heat shields are necessary to protect astronauts and their flight equipment from thermal energy sources.

Outcome: Participants will use common items to make heat shields that are able to keep payload (a candy bar) from melting 

under the heat of a hair dryer.

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By the end of this activity participants will 

• Know that crew modules must be tested for safety, 

impact force, and damage to the crew module.

• Understand that the quantitative and qualitative data 

collected is used to make improvements.

• Be able to use data to improve crew module design.

Materials

• 2-cm plastic figurines, 2 per team

• Tape (tape cannot be used to keep the astronaut in 

place)

• Scissors

• Metric scale

• Meter stick

• Paper and pencil for brainstorming

• Mailing tube, oatmeal canister, or small coffee can (used 

as a size constraint)

• Paper or foam cups

• Paper or foam plates

• Index card

• Aluminum foil or plastic wrap

Preparation

1. Gather and prepare all supplies listed on the materials 

list. 

2. Divide the participants into teams (three to five 

participants per team). 

Procedure

1. Provide each group with sheets of graph paper.

2. Participants should sketch their crew module designs, 

and then agree on a design.

3. AFTER participants agree on a design, one participant 

should gather desired materials.

4. Participants construct, and improve their crew capsules. 

(Participants should be able to test crew capsules as 

they build.)

5. Gather ALL participants in one area for the drop test. 

(Height=1m)

ORION

Orion will serve as the exploration 

vehicle that will carry the crew to space, 

provide emergency abort capability, 

sustain astronauts during their missions 

and provide safe re-entry from deep 

space return velocities. 

• Set up a “testing site” for 

participants to use as they 

build.

• Encourage student groups 

to sketch crew designs 

before building.

• Conduct a “building 

brainstorm” time.

• Show a video of Orion 

”drop” tests.

• Make unrequested 

suggestions

• Provide step-by-step 

instructions.

Scan the QR code with 

your smartphone for 

an instructional video 

of this activity.

4
Crew Module Constraints

• The crew module must safely carry two astronauts. Each team must design and build secure seats for the

astronauts without gluing or taping the astronauts in place. The astronauts must stay in their seats during each

drop test.

• The crew module must fit into the constraint container provided. This item is simply a size constraint; the crew

module will not be dropped while inside the container.

• The crew module must have at least one hatch that opens and closes easily. The hatch must remain closed

during all drop tests.

Extension

• Ask participants to calculate the area of their self-designed crew module by identifying smaller shapes, and

calculating the area of each shape.

• Provide participants a “budget” to maintain.

• Provide size and mass constraints.

Challenge Questions

• How can the force of impact on the crew module and astronauts be reduced?

• What are some safety devices used to protect passengers on or near Earth? Will these devices be useful in

space?

• What design features will allow a hatch that can open and close after splashdown?

5

Here's a handy 

instructional video that 

walks through the entire 

process of this activity.

https://youtu.be/u0lWhDA-_Hw

ARTEMIS CAMP 

EXPERIENC E
 

By the end of this activity, participants will 

• Know that fins can alter the stability of a rocket. 

• Understand the relationship between a rocket’s stability 

and its trajectory.

• Be able to improve rocket stability.

Materials

• Polyethylene foam pipe 

insulation for 13-mm (1/2- 

in.) size pipe (one 30-cm 

piece per group)

• Foam food trays, 

cardboard, or stiff poster 

board

• Long tape measures 

and/ or rolling measure 

wheel (used to indicate 

the horizontal rocket 

range and to measure 

distances to where the 

rocket landed)

• Launcher quadrant 

template printed on 

cardstock (see page 9)

• Rubber bands (size 64)

• Safety glasses

• Duct tape

• Scissors

• Meter stick

• Masking tape

• Zip ties

• Binder clip

• Pushpin

• 75cm string

Safety

Remind participants that rockets should never be launched at 

anyone. Safety glasses should be worn during launch.

Preparation

Watch “DIY Space: Build a foam rocket” video tutorial for instructions 

on building the rocket and conducting activity

Build it (example illustrations below)

1. Using scissors, cut one 30-cm length of pipe foam for each 

team. 

2. Cut four equally spaced slits at one end of the tube. The 

slits should be about 12 cm long. The fins will be mounted 

through these slits. 

3. Cut a 12-cm length of duct tape down the middle to make 

two pieces. Place one piece over the other, sticky to shiny 

side, to make the tape double strong. 

4. Slip a rubber band over the tape and press the tape around 

the nose end of the rocket (opposite the end with the slits). 

5. Press the tape tightly and reinforce it with another length of 

tape wrapped around the tube. 

6. Cut fin pairs from the foam food tray or stiff cardboard. 

NASA’s Space Launch System (SLS) will 

be the most powerful rocket NASA has 

ever built. When completed, SLS will 

enable astronauts to begin their journey 

to explore destinations far into the solar 

system. 

• Keep a protractor nearby 

to help participants with 

launch angles.

• Allow participants to design 

and build unique fins. 

• Create the launcher ahead 

of time.

• Mark the launch pathway 

ahead of time.

• Give participants 

templates for fins.

• Let participants launch 

the rockets toward one 

another.

SLS

Scan the QR code with 

your smartphone for 

an instructional video 

of this activity.

6
Refer to the fin diagram. Both fin pairs should be notched so that they can be slid together as shown in the 

diagram. Different fin shapes can be used, but they should still “nest” together. 

7. Slide the nested fins into the slits cut in the tube. Close off the slits with a piece of duct tape wrapped around 

the foam tube. The rocket is finished.

Steps 1 and 2

30 cm

Step 3 Step 4

Step 5

Step 6

Step 7

Quick Tips and Tricks

1. Some participants may struggle with “nesting fins,” assist them with fins that nest/slide together.

2. To ensure that vertical launch height is unchanging, place the bottom edge of the launcher on a table.

3. Participants should measure two distances ONLY: downrange distance, and distance off course.

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Test it

1. Build the model rocket launcher (pattern included at the end of this activity).

2. Put a piece of string or tape on the ground in a straight line directly in front of the launcher. This line will be used 

to measure the distance that the rocket flew from the launcher, and how far off course the rocket traveled.

3. Have the participants launch the rockets at a specified angle using the rocket launcher.

4. After they have launched, the participants will record the distance that the rocket traveled (line segment F) and 

how off course the rocket went (line segment H).

A

B D

F

G

C

E

H

Meterstick

A. Launch site 

B. Ideal or planned trajectory 

C. End point of planned 

trajectory 

D. Actual trajectory of launched 

rocket 

E. Point where rocket landed 

F. Downrange distance traveled

G. Straight line from launch site 

to point where rocket landed 

H. Distance off course

Improve

1. Give each team additional supplies to redesign and build another set of fins. Ask them to consider the stability 

and trajectory of their first set of launches and think of what improvements could be made to their fin design.

2. Discuss different variables that may impact their results, including the elasticity of the rubberband.

3. The goal is to increase the stability of their rocket, which is measured by how close they are to landing near 

the tape measure or meterstick without a significant decrease in the range of their rocket or how far the rocket 

traveled from the launch site.

4. Teams will repeat steps 4 to 6 of the rocket building procedure, conduct three launches, and then compare the 

results of their redesigned fins with the results of their original design.

Extension

• Ask participants to add weight to their rockets by taping pencils to them. Give participants a limited number of 

pencils they can use. Consider also limiting where they can add the weight.

• Ask participants to consider center of mass and investigate how it impacts rocket stability.

• Ask participants to measure the dimensions of each fin and use geometry to find the area. Gather data from the 

entire class. Plot a graph comparing area of a fin with horizontal distance traveled by each rocket.

• For advanced participants, apply the rules of sine, cosine, or tangent to find angle CAE (in degrees) between 

the planned path of travel and the actual path of travel for the rocket. By finding angle CAE, teams can compare 

results across different fin designs, launch angles, and so forth.

• For advanced participants, capture video of the launch and use the open-source Tracker Video Analysis and 

Modeling Tool (https://physlets.org/tracker) to collect data about position, velocity, or acceleration. 

Challenge Questions

• How does rocket stability affect it’s trajectory

• Why was it important to launch from different angles?

• How do you think the size, shape, weight, or location of fins on a rocket can affect its stability? 

8
Launch Quadrant Pattern

(Actual size)

Making the Launcher

1. Print the quadrant pattern 

on card stock paper.

2. Cut out the pattern and fold 

it on the dashed line.

3. Tape the quadrant to the 

meter stick so that the black 

dot lies directly over the 60-

cm mark on the stick.

4. Press a pushpin into the 

black dot.

5. Tie a string to the pushpin 

and hang the binder clip on 

the end of the string. The 

weight should swing freely.

60 cm (24 in.) Fold on the dashed line. Lay fold on the upper edge of the meterstick and wrap paper around to the other side. The black dot of the protractor should be placed on the 60-cm mark of the stick. Tape the ends to hold the protractor in place.

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By the end of this activity participants will 

• Know that space modules must be lightweight to make 

liftoff less difficult, but sturdy enough to withstand 

conditions in space.

• Understand the relationship between mass and weight.

• Be able to construct a space module that is sturdy and 

lightweight.

Materials

• Cardboard tubes (10 cm), 

aluminum cans, or similar 

lightweight cylinders (1 

per team for use as an 

inside cylinder)

• Mass (lead weights, coins, 

large washers, or similar)

• 30 pieces of uncooked 

spaghetti for each team

• Clear tape or lowtemperature glue gun 

with cool-melt glue 

• Index cards

• Paper and pencils

• Scissors

• Metric scale

• Rulers

Preperation

1. If using a glue gun, even with cool-melt glue, setup a glue 

gun station for safety and supervision. 

2. Determine the internal volume constraint for the space 

module in advance of the lesson. Any lightweight cylinder 

ranging in size from a toilet paper tube to a 12-oz 

aluminum can will work.

Procedure

1. 1.Provide each team 25 pieces of dry spaghetti noodles 

and 50 cm of one-sided tape (or one small glue stick).

2. When building is done, teams will test their structures 

(record the mass held).

3. After testing, provide 5 additional spaghetti noodles and 

10 cm of tape for improvements.

4. Participants should test a second time and record the new 

mass held.

GATEWAY

Gateway, a vital component of NASA’s 

Artemis program, will serve as a 

multipurpose outpost orbiting the Moon. 

It will provide essential support for longterm human return to the lunar surface 

and serve as a staging point for deep 

space exploration. 

• Provide all teams the 

same number of spaghetti 

noodles.

• Discuss challenge 

constraints.

• Have participants build 

again with a different 

fragile material.

• try spaghetti with a 

different thickness to 

manipulate difficulty.

• Allow participants to use 

materials that are not 

provided.

• Give participants structural 

suggestions or show 

examples.

Scan the QR code with 

your smartphone for 

an instructional video 

of this activity.

10
Design Constraints

• The volume constraint cylinder must fit completely and

securely within the spaghetti structure each team builds.

• Teams are only allowed to use the supplies provided. If

they make a mistake, they must reuse materials.

• Test the module frame standing upright on its end

(oriented like a soda can), and there should be a gap

between the top of the volume constraint cylinder and the

spaghetti structure.

Test

Teams will test their designs by increasing the mass on the top of 

the design. The test stops if one (or more) of these three things 

happen: 

1. One of the pieces of spaghetti breaks/snaps.

2. The end of one of the pieces of spaghetti is detached

from the tape or glue.

3. Any of the spaghetti pieces bend to the point of touching

the top of the cylinder.

Extension

• Ask the participants to build a new structure to protect a

taller cylinder.

• Add a cost constraint to the challenge and create a

budget for the participants to “purchase” materials.

Assign cost to each piece of spaghetti and centimeter of

tape. Challenge participants to create the most efficient

design (smallest ratio of cost to mass supported).

• Repeat the challenge using different materials for the

structure.

Challenge Questions

• Which was most difficult: Keeping the spaghetti from

bending, breaking, or becoming detached?

• Would this challenge be more difficult with a larger or

smaller cylinder used as a size constraint? Why?

• What was the purpose of the design constraints? Why

were you limited in how much the spaghetti could bend?

Spaghetti structure

Cylinder

11

A R T E M I S C A M P 

EXPERIENC E
 

By the end of this activity participants will 

• Know that some materials better resist heat than others.

• • Understand that crew modules can be damaged upon 

reentry due to exposure to extreme heat.

• Employ methods of thermal resistance.

Materials

• Cardboard scraps (shoe 

boxes, milk cartons)

• Foam scraps (packing 

peanuts, plates, food 

trays)

• Infrared thermometer 

(recommended)

• Paper 

• Unwrapped candy bars 

without nuts 

• Scissors

• Tape 

• Metric rulers

• 5-oz paper cups

• Hair dryer

• Digital scale or balance 

• Tongs 

• Stopwatch 

• Eye protection

• Construction paper

• Cotton balls 

• Bubble wrap 

• Index cards 

• Oven mitts/gloves 

• Electrical tape

• Pens 

• Steel Wool

• Newspaper

Preperation

1. Gather and prepare all listed supplies. 

2. Set up testing stations with safety equipment, hair dryer, 

tongs, infrared thermometer (recommended), scale, and a 

metric ruler. At most, allow three teams per testing station.

Quick Tips and Tricks

• If presenting videos or web-based resources, test the links 

and the classroom technology ahead of time.

• Wire or mesh cloth (also known as hardware cloth or 

welded wire fabric) can be purchased online. It should be 

strong enough to provide structure for the design.

The Orion heat shield, will protect the 

Orion crew module during re-entry after 

the spacecraft’s first uncrewed flight 

test with NASA’s Space Launch System 

rocket. 

• Ask probing questions 

to prompt participants 

creativity.

• Allow groups to test 

individual materials prior 

to building. 

• Carry out sample “tests” 

as a demonstration.

• Have participants 

document the results of 

their tests.

• Critique participant 

designs.

• Tell participants which 

items you think repel heat 

the best.

ORION

Scan the QR code with 

your smartphone for 

an instructional video 

of this activity.

12
Procedure

1. Ask participants to develop a list of building materials, then allow one participant from each group to gather 

materials.

2. Participants build their heat shield to fit over the open end of the cup.

3. Load the candy bar astronaut into the cup, and then use a rubber band to attach the heat shield to the front of 

the cup.

4. Hold the hairdryer 10 cm away from the cup.

5. Turn the hairdryer on (facing the heat shield) for 1 min.

6. Check to see if the candy bar has melted.

7. Repeat steps 5 and 6 (do this 7 times total).

8. Give participants 15 min to alter their heat shield based on observations.

9. Repeat steps 3 to 7 using the new design.

Note: A heat shield is properly designed when the candy bar remains solid after 7 minutes of heating (steps 3-7).

Extension

• Use an alternative substance as an astronaut, such as wax or ice.

• Provide participants with an engineering budget and assign a price to each piece of building material.

Challenge Questions

• Which design characteristics provide the most protection to the crew on board?

• What information could engineers working on this project learn from your team’s results?

• What other tests or calculations would you do before making recommendations to NASA for their heat shields?

Technicians at NASA’s Kennedy 

Space Center in Florida 

meticulously applying more than 

180 blocks of ablative material 

to the heat shield for the Orion 

spacecraft.

ARTEMIS CAMP 

EXPERIENC E

13
National Aeronautics and Space Administration

NASA Headquarters

300 E Street SW

Washington, DC 20546

www.nasa.goc/centers/hq

www.nasa.gov