National Aeronautics and Space Administration 

Hazards to Deep 

Space Astronauts 

Educator Guide 

Isolation and 

Confnement 

Radiation 

Hostile/Closed 

Environments 

Distance 

From Earth 

Gravity 

For more about Next Gen STEM visit https://www.nasa.gov/stem/nextgenstem/moon_to_mars 

Next Gen STEM – Moon to Mars 

EARTH AND SPACE SCIENCE 

Education Product 

Educators and Students Grades 6-8 

 

 

 

 

Hazards to Deep Space Astronauts 

Contents 

Preface ................................................................................................................................................................................................ 1 

STEM Education Standards............................................................................................................................................................... 1 

Engineering Design Process............................................................................................................................................................. 2 

Problem-Based Learning Process .................................................................................................................................................... 2 

Teamwork............................................................................................................................................................................................ 3 

Curriculum Connection...................................................................................................................................................................... 3 

Weightless “Weight” Lifting Builds Muscle on Earth...................................................................................................................... 3 

Space-Age Water Conservation.................................................................................................................................................... 4 

Introduction and Background ........................................................................................................................................................... 5 

RIDGE........................................................................................................................................................................................... 5 

Activity One: Radiation.................................................................................................................................................................... 12 

Educator Notes............................................................................................................................................................................ 12 

Student Handout ......................................................................................................................................................................... 16 

Activity Two: Isolation and Confinement ....................................................................................................................................... 20 

Educator Notes............................................................................................................................................................................ 20 

Student Handout ......................................................................................................................................................................... 26 

Activity Three: Distance................................................................................................................................................................... 33 

Educator Notes............................................................................................................................................................................ 33 

Student Handout ......................................................................................................................................................................... 39 

Activity Four: Gravity....................................................................................................................................................................... 45 

Educator Notes............................................................................................................................................................................ 45 

Student Handout ......................................................................................................................................................................... 51 

Activity Five: Environment .............................................................................................................................................................. 59 

Educator Notes............................................................................................................................................................................ 59 

Student Handout ......................................................................................................................................................................... 64 

Appendix A.—Rubrics...................................................................................................................................................................... 69 

A.1 Engineering Design Process (EDP) ..................................................................................................................................... 69 

A.2 Problem-Based Learning Process........................................................................................................................................ 70 

Appendix B.—Glossary of Key Terms............................................................................................................................................ 71 

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Preface 

Hazards to Deep Space Astronauts was published by NASA’s Office of STEM Engagement as part of a series of educator guides to 

help middle school students reach their potential to join the next-generation STEM workforce. The activities can be used in both 

formal and informal education settings as well as by families for individual use. Each activity is aligned to national standards for 

science, technology, engineering, and mathematics (STEM), and the NASA messaging is current as of June 2021. 

STEM Education Standards 

The STEM disciplines matrix shown below aligns each activity in this module to standards for teaching STEM according to four 

primary focus areas within each discipline. The four focus areas for science were adapted from the Next Generation Science 

Standards (NGSS) middle school disciplinary core ideas. The four focus areas for technology were adapted from the International 

Society for Technology in Education (ISTE) Standards for Students. The four focus areas for engineering were adapted from the 

National Science Teaching Association (NSTA) and NGSS science and engineering practices. The four focus areas for mathematics 

were adapted from the Common Core State Standards (CCSS) for Math middle school content standards by domain. 

Activity 

STEM Disciplines 

Science Technology Engineering Math 

NGSS Disciplinary 

Core Ideas 

ISTE Standards 

for Students 

NSTA and NGSS 

Practices 

CCSS Content Standards by 

Domain 

Physical SciencesLife SciencesEarth and Space SciencesEngineering, Technology, and theApplication of SciencesKnowledge ConstructorInnovative DesignerComputational ThinkerGlobal CollaboratorAsk Questions and Define ProblemsDevelop and Use ModelsPlan and Carry Out InvestigationsConstruct Explanations and DesignSolutionsRatios and Proportional RelationshipsThe Number SystemExpressions and EquationsRatios and Proportional Relationships 

Radiation             

Isolation        

Distance         

Gravity          

Environment          

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Engineering Design Process 

The engineering design process (EDP) is crucial to mission success at NASA. The EDP is an iterative process involving a series of 

steps that engineers use to guide them as they solve problems. Students can use the seven steps outlined below for many of the 

activities in this guide. Learn more about the EDP with NASA’s Educator Professional Development Collaborative at www.txstateepdc.net/models-of-the-engineering-design-process/. 

1. Ask: Identify the problem, the requirements that must be met, and the constraints that must be considered. 

2. Imagine: Brainstorm solutions and research what others have done in the past. 

3. Plan: Select and sketch a design. 

4. Create: Build a model or a prototype. 

5. Test: Evaluate solutions by testing and collecting data. 

6. Improve: Refine the design. 

7. Share: Communicate and discuss the process and solutions as a group. 

Problem-Based Learning Process 

In the problem-based learning process, the roles and responsibilities of educators and learners are different than in a traditional 

classroom setting. The educator acts as a facilitator by providing students with problems to work, assisting them in identifying and 

accessing the materials or equipment to solve the problems, giving necessary feedback and support, and evaluating students’ 

participation. Learn more about the problem-based learning process at www.cal.org/adultesl/pdfs/problem-based-learning-andadult-english-language-learners.pdf. 

1. Meet the Problem: Identify the problem, introduce new vocabulary, and discuss previous experiences with the problem. 

2. Explore Knowns and Unknowns: Use resources to explore the knowns and unknowns. 

3. Generate Possible Solutions: Brainstorm possible solutions based on resources and prior experience with the problem. 

4. Consider Consequences: Examine the pros and cons of each solution to determine a viable solution. 

5. Present Findings: Communicate and discuss the process and solutions as a team. 

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Teamwork 

Everyone is a scientist and an engineer! It is important that everyone on the team be able to participate and contribute throughout 

these activities. If one student does all the building, the other students may be very bored during the building process. If one student 

is the leader, other students may not have a chance to share their ideas. Here are some possible roles that students can take: 

Student Role Description 

Communications and 

Outreach 

Takes notes of all team decisions and actions for use in a final presentation. If a camera is available, 

takes video and/or photos throughout the investigation or challenge for use in a final presentation. 

Logistics Makes sure that the team has all the resources they need, that resources are distributed fairly, and 

that the team knows when resources are running low. 

Mission Assurance Makes sure the team is following the plan. Keeps track of time and makes sure that everyone has 

a chance to have their voice heard. 

Safety Ensures all team members are wearing their safety goggles and following safety protocols. 

Curriculum Connection 

In this module, students will assume the role of researchers in NASA’s Human Research Program as they study the dangers of deep 

space exploration. They will learn about the effects these hazards can have on the human body and what can be done to mitigate 

those dangers. Students will gain an understanding of the following five hazards (RIDGE): 

1. Radiation exposure from a variety of sources during spaceflight 

2. Isolation and the effects of loneliness from being away from family and friends or stuck in close proximity with only a few other 

astronauts for months at a time 

3. Distance from Earth and the logistical complications that causes 

4. Gravity fields and the related dangers to the human body due to long durations of time spent in microgravity 

5. Environments that are hostile (such as the Martian surface) or closed (such as the space vehicle) 

This guide will challenge students to work collaboratively to develop and design projects to help reduce the effects these hazards will 

have on deep space astronauts. Each activity suggests a variety of additional resources such as videos, podcasts, articles, e-books, 

or extension activities. Facilitators and educators are encouraged to explore these additional resources, because research into deep 

space hazards is ongoing and the knowledge gained is often applicable to inventions meant for use on Earth, which NASA refers to 

as spinoff technologies. The OYO DoubleFlex exercise device and Orbital Systems’ Oas shower are two examples of NASA spinoff 

technologies that were developed based on current research into deep space hazards. 

Weightless “Weight” Lifting Builds Muscle on Earth 

Everyone should exercise, but astronauts need to dedicate a lot of time to it. They do not have exposure to Earth’s gravity, which would 

normally require their bones and muscles to work all day just to stand up. In zero gravity, the human body quickly loses significant muscle 

and bone mass, making a rigorous workout schedule crucial to long-term health. Exercise during spaceflight requires special resistancebased devices because traditional exercise machines do not work without Earth’s gravity. OYO Fitness founder Paul Francis worked 

with NASA to develop a resistive exercise device suitable for use on the International Space Station. That exercise device eventually 

became a NASA spinoff, the OYO DoubleFlex exercise device, which uniquely applies resistance to both sides of a muscle group 

through one motion, improving the efficiency of workouts. The DoubleFlex is also very light and easy to move; the device itself weighs 

just 2 pounds, but it provides up to 25 pounds of resistance. spinoff.nasa.gov/Spinoff2018/hm_4.html 

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Hazards to Deep Space Astronauts 

NASA astronaut Garrett Reisman using a resistive exercise device that led to the innovation of several lines of exercise devices for use on Earth. 

Space-Age Water Conservation 

Orbital Systems’ Oas shower is the world’s first water-recirculating shower. It was inspired by a university’s partnership with NASA 

and is enabled by a filter technology NASA helped fund with an eye toward improving astronaut life-support systems. Learn more: 

spinoff.nasa.gov/page/space-age-water-conservation-nasa 

 

NASA’s 2021 Spinoff brochure includes information on hundreds more 

NASA technologies that benefit life on Earth in the form of commercial products. 

https://spinoff.nasa.gov/sites/default/files/2020-12/NASA%20Spinoff%202021%20Brochure.pdf 

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Introduction and Background 

Sending astronauts to Mars is one of NASA’s primary 21st-century goals. In preparation for this long-duration spaceflight, NASA has 

been studying the health effects the trip could have on astronauts. Using various research platforms, NASA is always learning more 

about the hazards of deep space exploration and how to mitigate those effects. The International Space Station and upcoming Artemis 

lunar missions might immediately come to mind, but NASA also conducts analog missions here on Earth that simulate what living 

elsewhere in the solar system might be like. One such example is NASA Extreme Environment Mission Operations (NEEMO), where 

astronauts, engineers, and scientists study how to live and work deep in the Atlantic Ocean. NASA’s Human Research Program 

(HRP) has organized the hazards astronauts encounter into five classifications, which allows for an organized effort to understand 

and overcome the obstacles that stand in the way of a deep space mission. It is important to understand that the risks do not stand 

alone; they are interrelated, and one hazard may exacerbate the effects of another on the human body. The five areas of research 

create the acronym RIDGE: 

1. R—Space radiation 

2. I—Isolation and confinement 

3. D—Distance from Earth 

4. G—Gravity (or lack thereof) 

5. E—Hostile/closed environments 

While these five challenges make spaceflight dangerous, they also provide opportunities for NASA to better understand the human 

body and, ultimately, make spaceflight safer through technological innovations. 

Illustration showing the top five hazards of human spaceflight. ( NASA)

RIDGE 

In this activity guide, students are given the opportunity to explore each of the top five hazards to crew during human spaceflight in order 

to frame an understanding of how each risk is dangerous on its own, and how the effects are compounded when multiple risks are 

present. Through problem-based learning activities or engineering design challenges, students are asked to assume the role of 

researchers in NASA’s Human Research Program to help mitigate the risks faced by humans in long-duration spaceflights. The following 

content will give a better understanding of each of the hazards in the RIDGE acronym and what NASA is learning from research. 

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HAZARD ONE 

Space Radiation 

Space is not empty. In fact, our solar system is full of high-energy particles that burst from the 

Sun and bombard us from the cosmos. On Earth, humans are relatively safe from this 

dangerous energy due to the magnetosphere, a protective “magnetic bubble” around the Earth 

that deflects most solar particles. This dangerous energy is called radiation, and it can have 

disastrous effects on electronics and the human body. The International Space Station travels 

through low-Earth orbit, within Earth’s protection, and the station’s metal hull helps to shield the 

crew from harmful cosmic rays. Once an astronaut crew journeys beyond Earth’s protection, they face harsh radiation and must 

mitigate the harmful effects such exposure can cause. Two types of radiation are concerning to NASA in deep space: solar energetic 

particles (SEPs) and galactic cosmic radiation (GCR). 

This animated image shows the solar system and the Sun’s magnetic bubble, called the heliosphere, that extends far beyond it. 

Bright streaks represent cosmic rays. During solar maximum, as the heliosphere strengthens, it blocks more cosmic rays. (NASA) 

Solar Energetic Particles (SEPs) 

SEPs burst from the Sun in the wake of giant solar flares and coronal mass ejections. These particles are swept across the solar 

system and carried by the solar wind. Some of these SEPs can reach Earth, almost 93 million miles away, in less than an hour. SEPs 

are a type of energy that is either packaged in electromagnetic waves or carried by particles, like protons or ions. They are handed 

off when the wave or particle collides with something else, like an astronaut or spacecraft. SEPs are extremely dangerous because 

they can pass right through skin, shedding energy and fragmenting cells or deoxyribonucleic acid (DNA) along their way. This damage 

can increase risk for cancer later in life or—in extreme cases—can cause acute radiation sickness. Monitoring space weather is one 

way to help protect astronauts. Scientists alert mission control of potential solar events and may recommend that astronauts delay 

spacewalks or shelter in a heavily shielded area inside the space station until the event passes. During future Artemis missions, 

astronauts that are beyond Earth’s protective magnetosphere may be instructed to build a temporary shelter, making use of whatever 

mass is available, such as water bags or regolith (lunar soil). The more mass there is between the crew and the radiation, the more 

likely it is that the dangerous particles will deposit their energy before reaching the astronauts. The Orion spacecraft, which will carry 

crew members to the Moon during Artemis missions, uses a similar approach to protect astronauts. In addition to the built-in shielding 

provided by the capsule, radiation-sensing instruments will alert the crew when they need to take shelter using available materials in 

case of a radiation event. NASA and its partners are also testing wearable vests and devices that add a protective layer of mass to 

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protect the crew. Despite advances in space weather forecasting, the chaotic nature of SEPs makes it difficult to predict where they 

will go. We still have a lot to learn when it comes to protecting astronauts from space radiation. 

Jessica Vos (foreground), deputy health and medical technical authority for Orion, and astronaut Anne McClain (background) demonstrate the radiation protection plan in a 

representative Orion spacecraft. During a solar energetic particle event, the crew will use stowage bags aboard Orion to create a dense shelter from radiation. (NASA) 

Galactic Cosmic Rays (GCRs) 

The second kind of space radiation travels even farther than SEPs. GCRs are the remains of long-gone stars from elsewhere in the 

Milky Way, and they continuously bombard the solar system. Imagine that SEPs are like a sudden rain shower; GCRs, by contrast, 

are more like a steady drizzle. Cosmic rays tend to be much more powerful than SEPs. The same spacecraft that has been shielded 

to protect astronauts from SEPs cannot protect against the damage from GCRs, so they become a more serious concern, especially 

for long-duration missions like the journey to Mars. GCRs are composed of heavy elements like helium, oxygen, or iron. When these 

heavy particles collide with something, like an astronaut or the metal walls of a spacecraft, they knock atoms apart. This type of impact 

creates another problem: secondary radiation, in which a shower of more particles develops during the atomic collisions. This adds 

to the health concerns of cosmic rays. Cosmic ray exposure is also related to the solar cycle. During a solar minimum, when there is 

little solar activity, rays can infiltrate the Sun’s magnetic field. During a solar maximum, the Sun’s magnetic field strengthens, keeping 

some of the GCRs away. 

Going to the Moon will help NASA collect crucial data for developing the necessary tools and strategies to safely send astronauts to 

Mars. The trip to Mars will take much longer than a trip to the Moon, and the crew will face much more radiation exposure. In 

Activity One of this module, students will have the opportunity to discover how much radiation astronauts will encounter and how that 

compares to a trip to the Moon or the International Space Station. 

HAZARD TWO 

Isolation 

NASA astronauts have been flying to space for more than 50 years. For more than 20 of those 

years, crew members have been staying in space several months at a time on missions aboard 

the International Space Station, where they live with only a few other people in about as much 

space as a six-bedroom house. Astronauts experience various aspects of social isolation and 

confinement during their missions. 

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NASA carefully selects crew members and trains and supports them to ensure they can work effectively as a team for as long as 

1 year. NASA studies how isolation and confinement can alter astronauts’ individual and team health and performance and also tests 

strategies to mitigate any negative impacts. These isolation studies are conducted with astronauts in space as well as in analog 

facilities such as the Human Exploration Research Analog (HERA), a Moscow facility called Nezemnyy Eksperimental’nyy Kompleks 

(NEK), and field locations in Antarctica. 

The space station orbits about 400 km (250 miles) above Earth. NASA is preparing for longer, more ambitious missions that will take 

astronauts farther away to the Moon and Mars. Communication during human exploration missions to Mars will have to be innovative 

to account for the long delays caused by the much greater distance from the surface of the Earth. One of the lessons we have learned 

from life aboard the International Space Station is that it is important for crews and family members to manage expectations. 

NASA has been studying people in isolated and confined environments for years and has developed methods and technologies to 

counteract possible problems. During space exploration, sleep restrictions and extended work hours can lead to fatigue. A 5-minute 

self-test helps astronauts objectively assess the effects of fatigue on performance. Journals give astronauts a safe place to write 

about their frustrations and give researchers a tool to study behavioral issues and thought processes of crew members who are living 

and working in isolation and confinement. All of these methods will help us prepare for longer, farther exploration missions. 

In Activity Two of this module, students will design a proposal to submit to NASA to mitigate the effects of isolation and confinement. 

Through research, including podcasts, students will become part of a company trying to sell its proposal to NASA. 

HAZARD THREE 

Distance From Earth 

One of the most apparent hazards to astronauts embarking on a deep space mission is the 

vast distance they will be from Earth. While a lunar voyage requires 3 days to travel about 

384,000 km (239,000 miles) each way to the Moon, astronauts traveling to Mars will be away 

for as long as 3 years. The time it takes to travel from Earth to Mars varies depending on the 

positions of the two planets. Earth is approximately 150,000,000 km (93,205,678 miles) from 

the Sun and orbits every 365 days. Mars, however, is approximately 214,000,000 km 

(1,329,734,435 miles) from the Sun, and its orbital period is 687 days. Since Earth has a shorter orbital period, it is always “catching 

up” to Mars in their orbits around the Sun. Every 26 months, there is a window of time when a rocket can be launched from Earth on 

a trajectory that will have the spacecraft meet up with Mars in its orbit 

in the least amount of time. Even when taking advantage of these 

launch windows, a round-trip mission to Mars will take about 2 years. 

NASA will send supplies ahead of crewed missions to the Martian 

surface in preparation for astronauts’ stays on the Red Planet. In 

addition, supplies will be stationed in orbit to resupply their 

spacecraft for the voyage home. However, during the journey to 

Mars and back, the astronauts and their spacecraft must be 

completely self-sufficient. Once the spacecraft burns its engines, 

setting a course toward Mars, there is no way to turn back and no 

way to receive additional supplies until it reaches its destination. 

Also, due to the mass and volume of consumables such as water 

and air, there will not be space for supplies that are not absolutely 

essential. 

To make the journey possible, the spacecraft will incorporate 

regenerative life support systems. These systems are responsible for recovering consumed air and water aboard a spacecraft and 

recycling them into breathable air and clean, drinkable water. Three of the critical systems, developed at NASA’s Marshall Space 

Flight Center in Huntsville, Alabama, are the water recovery system, the air revitalization system, and the oxygen generation system. 

The water recovery system is continually being improved for increased efficiency and reliability. The current version of the system, 

which is in use aboard the International Space Station, can recover and recycle more than 90 percent of the wastewater aboard the 

space station and turn it back into clean water for the astronauts’ use. With limited supplies and no support from their team back on 

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Earth, astronauts on a journey to Mars will need even more efficient and reliable systems in order to be self-sufficient, including a 

water resupply system that can recover 98 percent of the water. 

In Activity Three of this module, students will calculate the water needs of astronauts on a deep space mission. Using research and 

their calculated water consumption rates, they will make determinations concerning a water efficiency problem on a deep space 

mission. 

HAZARD FOUR 

Gravity Fields 

As astronauts travel to deep space, they will encounter three different gravity fields. The gravity 

they will experience on the Moon’s surface is one-sixth of Earth’s gravity. In transit from the 

Moon to Mars, they will be living in an environment that has zero gravity. During a Mars surface 

mission, they will be living and working in gravity that is three-eighths that of the Earth. Each 

time the gravity changes, there will be an effect on hand-eye coordination, locomotion, spatial 

orientation, balance, bones, muscle, and heart function. The way our bodies perform is related 

to how we react to gravity. 

One main reason our bones and muscles are strong is that they must constantly work to fight the effects of Earth’s gravity. In the 

absence of gravity, an astronaut’s bone density decreases, which is why it is critical for astronauts to exercise during transit flight. If 

they do not, there can be serious atrophy of the bone and muscle. Bones weaken because astronauts are not applying stress, or 

weight load, on the back and leg muscles. This is similar to what happens with bedridden patients on Earth, whose muscles and 

bones weaken due to lack of movement. Bones are constantly being broken down and rebuilt as a person grows. However, people 

with osteoporosis have more bone loss than rebuilding. This loss may not hinder astronauts while they are in orbit, but upon returning 

to Earth, their weakened bones will be fragile and at increased risk for fractures. Additionally, the minerals that are lost from the bones 

may be displaced elsewhere in the body, causing astronauts to develop kidney stones. The rate of bone density loss in space is 1 

percent per month. This is comparable to bone density loss in elderly men and women, whose rate of loss is 1 to 1.5 percent per 

year. This bone loss can cause astronauts to have osteoporosis-related fractures later in life. Bone loss is just one of the effects of 

decreased gravity on an astronaut. 

Fortunately, NASA scientists know that there are three countermeasures, or activities that can decrease the risks, for preventing bone 

loss: nutrition, exercise, and medicine. Meals are nutritionally balanced with calcium-rich foods and vitamin D. Physical exercise is 

important to increase bone load and muscle strength. Astronauts are also given bisphosphates, a therapeutic agent that has been 

used to treat osteoporosis patients, to increase bone mass and decrease the occurrence of bone fractures. Although the Moon and 

Mars do exert more gravitational force on the body than is experienced during spaceflight, they exert less force than Earth does. 

Therefore, even after landing on a celestial body, astronauts will still need lots of exercise to maintain muscle and bone mass that 

they would maintain just by being on Earth. 

Another effect that scientists are closely monitoring is the fluid shift that takes place in the human body during spaceflight. On Earth, 

an astronaut’s circulatory system is accustomed to working against gravity. During spaceflight, the circulatory system receives a 

different set of signals and stimuli. The heart does not need to work as hard to send blood to the upper body, which leads to an 

increase in the volume of blood shifting upward toward the head. This shift can put pressure on the eyes and cause vision loss. NASA 

scientists provide astronauts with compression cuffs to wear on their thighs, which helps keep blood in the lower extremities to 

counteract the fluid shift. 

NASA scientists are still performing research to develop protocols for replacing the positive health effects of Earth’s gravity on 

astronauts. This research will benefit not only astronauts in deep space but also people on Earth who experience loss of bone density 

and muscle mass. 

In Activity Four of this module, students will design an exercise device that can operate in different gravity fields. Using their knowledge 

of the skeletal system, fracture threshold, and osteoporosis, the students’ designs will mitigate the effects of bone loss and muscle 

atrophy. 

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European Space Agency astronaut Samantha Cristoforetti exercises on the Advanced Resistive Exercise Device aboard the International Space Station. (NASA)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

HAZARD FIVE 

Hostile/Closed Environments NASA has learned that the ecosystem inside the spacecraft plays a big role in everyday 

astronaut life in space. Microbes can change characteristics in space, and micro-organisms 

that naturally live on the human body are transferred more easily from person to person in 

closed habitats such as the space station. Stress hormone levels are elevated, and the immune 

system is altered, which could lead to increased susceptibility to allergies or other illnesses. 

Earth-based analogs do not perfectly simulate the spaceflight environment, making them insufficient for studying on the ground how 

human immune systems react in space. However, NASA-funded Antarctic analog studies could provide insight into how certain 

spaceflight stressors may affect the human immune system. What is known is that spaceflight changes the immune system, although 

crews do not tend to get sick upon returning to Earth. Even though astronauts’ acquired immunity is intact, more research is needed 

into whether spaceflight-induced altered immunity may lead to autoimmune issues, in which the immune system mistakenly attacks 

the healthy cells, organs, and tissues present in the body. 

Astronauts are advised to get a flu shot to boost their immunity and are quarantined before their missions to avoid catching any sort 

of illness before launch. During his 1-year mission aboard the space station as part of the NASA Twins Study, Scott Kelly administered 

a flu vaccine to himself while his brother received a vaccination on Earth. The immunization proved to work as well in space as it does 

on Earth, which is a good finding for longer missions to the Moon and Mars. 

NASA is using technology to monitor the air quality of the space station to ensure the atmosphere is safe to breathe and not 

contaminated with gases such as formaldehyde, ammonia, and carbon monoxide. Thermal control systems function to maintain 

temperatures of the space station and keep astronauts comfortable. Blood and saliva samples are analyzed to identify changes in 

the immune system and the reactivation of latent viruses during spaceflight. NASA uses advanced molecular techniques to evaluate 

the risk of microbes that may cause illness for crew members. Various parts of the body and the space station are swabbed regularly 

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Hazards to Deep Space Astronauts 

for analysis of the microbial population that inhabits the environment. Crews change out air filters, clean surfaces, and treat the water 

to prevent illnesses that may result from the accumulation of contaminants. 

Beyond the effects of the environment on the immune system, every inch and detail of living and working quarters must be carefully 

thought out and designed. No one wants their house to be too hot, too cold, cramped, crowded, loud, or not well lit, and no one would 

enjoy working and living in such a habitat in space either. Living quarters and work environments are carefully planned and evaluated 

to ensure that designs balance comfort and efficiency. Lighting onboard the space station is similar to what would be experienced 

naturally on Earth, thanks to the light-emitting diode (LED) lighting system. 

NASA is acting on all risks and working to solve the challenges of human spaceflight with some of the most brilliant minds in related 

fields. The results garnered from laboratories, ground analogs, and space station missions will continue to provide insight into these 

adaptations and present stepping-stones for longer missions. On upcoming missions to lunar orbit and the surface of the Moon, even 

more data will be collected as this work continues. On future longer-duration missions to the Moon and Mars, astronauts will benefit 

from years of research that will ensure they are able not just to survive, but to thrive. 

In Activity Five of this module, students will compare and contrast the environment of the Earth, the Moon, and Mars. Students will 

then use this knowledge to design a habitat on one of the celestial bodies that will be able to renew or recycle elements to sustain 

life. 

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Activity One: Radiation 

Educator Notes 

Learning Objectives 

Students will 

• Identify everyday radiation exposures on Earth. 

• Contrast Earth radiation exposures with those experienced by astronauts in deep space. 

• Explain the effects of radiation exposure on the human body. 

• Investigate the importance of radiation shielding for deep space travel. 

Challenge Overview Suggested Pacing 

Students will compare and contrast radiation exposure on Earth with radiation exposure 90 to 120 minutes 

in space. This activity culminates with a challenge in which students will need to protect 

a potato “astronaut” from the harmful effects of the radiation in their ovens. 

National STEM Standards 

Science and Engineering (NGSS) 

Disciplinary Core Ideas 

• MS-PS3-3: Energy: Apply scientific principles to design, construct, and test a device that 

either minimizes or maximizes thermal energy transfer. 

• MS-LS3-1: Heredity: Inheritance and Variation of Traits: Develop and use a model to 

describe why structural changes to genes (mutations) located on chromosomes may affect 

proteins and may result in harmful, beneficial, or neutral effects to the structure and function 

of the organism. 

• MS-ETS1-2: Engineering Design: Evaluate competing design solutions using a systematic 

process to determine how well they meet the criteria and constraints of the problem. 

Crosscutting Concepts 

• Energy and Matter: The transfer of energy can be tracked as energy flows through a 

designed or natural system. 

Crosscutting Concepts 

• Structure and Function: Complex and microscopic structures and systems can be 

visualized, modeled, and used to describe how their function depends on the shapes, 

composition, and relationships among its parts, therefore complex natural 

structures/systems can be analyzed to determine how they function. 

Science and Engineering Practices 

• Constructing Explanations and Designing Solutions: Apply scientific ideas or principles to 

design, construct, and test a design of an object, tool, process, or system. 

• Developing and Using Models: Modeling in 6–8 builds on K–5 experiences and progresses 

to developing, using, and revising models to describe, test, and predict more abstract 

phenomena and design systems. 

• Engaging in Argument From Evidence: Evaluate competing design solutions based on 

jointly developed and agreed-upon design criteria. 

Technology (ISTE) 

Standards for Students 

• Knowledge Constructor: Students critically curate a variety of resources using digital tools to 

construct knowledge, produce creative artifacts, and make meaningful learning experiences 

for themselves and others. 

• Innovative Designer: Students use a variety of technologies within a design process to 

identify and solve problems by creating new useful, or imaginative solutions. 

Standards for Students (continued) 

• Creative Communicator: Students communicate clearly and express themselves creatively 

for a variety of purposes using the platforms, tools, styles, formats, and digital media 

appropriate to their goals. 

• Global Collaborator: Students use digital tools to broaden their perspectives and enrich their 

learning by collaborating with others and working effectively in teams locally and globally. 

Mathematics (CCSS) 

Mathematical Practices 

• MP.27.EE.3: Solve multistep real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools 

strategically. Apply properties of operations to calculate with numbers in any form, convert between forms as appropriate, and assess the reasonableness of answers using mental 

computation and estimation strategies. 

Challenge Preparation 

The educator should 

• Read the introduction and background information, Educator Notes, Student Handout, and Radiation Exposure on Earth 

Worksheet to become familiar with the activity. 

• Print copies of the Student Handout and the Radiation Exposure on Earth Worksheet for each student. 

• Preheat oven or toaster oven. 

12  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Materials 

 Wooden block tower 

 Potato (at least 2 per team) 

Note: Ensure potatoes are similar in mass. Educator may also use several different 

varieties of potatoes as an extension activity. 

 Cookie sheet or another oven-safe pan 

 Oven or toaster oven set to 350 °F 

 Food thermometer or probe thermometer to test internal temperature of the potato 

 Various oven-safe materials to protect potato (tin foil, parchment paper, clay, oven bags, 

salt, etc.) 

Safety 

• Use potholders or oven mitts and wear protective eyewear when moving items in and out 

of the oven and when checking the temperature of the potato. 

• Be sure to use oven-safe materials, including the oven mitt, sheet or pan, and materials 

wrapped around the potato. 

• Do not place potato directly on oven rack, but instead use a cookie sheet or other type of 

oven-safe pan. 

• Have a flat and heat-resistant surface ready to place the cookie sheet or pan on after 

removal from oven. Remove any clutter, other equipment, and all combustible materials 

from area. 

Introduce the Challenge 

• Inform students that they will be learning about radiation and the effects of radiation 

exposure on astronauts in space. 

• Explain to students that they will be working in teams to protect a potato “astronaut” from 

the harmful effects of radiation exposure in an oven. It is important to note and explain to 

students that the infrared radiation from an oven is different in wavelength and intensity 

than the radiation from solar energetic particles (SEPs) or galactic cosmic radiation (GCR) 

and that this activity is just an illustration of the effects of radiation. 

• Ask students what they think astronauts and potatoes have in common. 

• Review the following criteria and constraints of the activity with students: 

Criteria Constraints 

After baking, the experimental potato must have a 

lower internal temperature than the control potato (the 

lower, the better). 

You may not use more than three layers of 

protection on your “astronaut.” 

All protective materials for the potato must be oven 

safe. 

You may not use water or other liquids as 

protection for this activity. 

The experimental and control potatoes must be 

cooked for the same amount of time at the same 

temperature. 

Facilitate the Challenge 

Ask 

• Begin this activity with a demonstration using a stacked tower of wooden blocks (e.g., a 

tumble tower). Explain to students that the game represents a strand of their DNA. 

Remove a block from anywhere on the structure and explain to students that when 

Share With Students 

Brain Booster 

Bananas are a natural source of 

radioactive isotopes. A “banana 

equivalent dose (BED)” is a unit 

that compares radiation exposure 

to the amount you naturally get 

from eating a banana. 1 BED is 

equal to 0.001 millisievert (mSv). 

A lethal dose of radiation would be 

comparable to the radiation you 

would get from eating 80 million 

bananas! 

See more comparisons on the 

Student Handout. 

Learn more: 

www.nasa.gov/sites/default/files/fil 

es/Radiation_Math.pdf 

On Location 

The research performed at the 

NASA Space Radiation 

Laboratory (NSRL) at the 

Brookhaven National Laboratory 

in New York increases our 

understanding of ionizing radiation 

and cell damage. Researchers are 

working to limit the damage to 

healthy tissue by cosmic radiation, 

which will lead to safer exploration 

for astronauts and possible 

improvements in cancer-fighting 

treatments for everyone. 

Next Gen STEM  13 

Learn more: 

www.bnl.gov/nsrl/ 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

someone is exposed to radiation, it destroys or changes a small part of that strand. Continue to pull out random blocks and ask 

for student observations. Explain that sometimes the tower tumbles with the removal of one block, but that other times several 

blocks need to be removed before the tower tumbles. 

• Ask students what would happen if a marble was thrown at the stack of blocks instead of single blocks being carefully removed. 

Explain that a marble would represent what being exposed to galactic cosmic radiation (GCR) is like. GCR is much more 

damaging than exposure from solar energetic particles (SEPs) because GCR is high in atomic mass and has extremely high 

energy. For more information on DNA damage, read “Space Radiation is Risky Business for the Human Body” at 

www.nasa.gov/feature/space-radiation-is-risky-business-for-the-human-body. This website page also includes a video that can 

be shared with students. 

• Explain to students that in this activity they will be learning how much radiation they are exposed to on a yearly basis on Earth 

and will be comparing this exposure rate to that of astronauts on the International Space Station, on a trip to the Moon, and even 

on a deep space exploration trip to Mars. Before students complete the Radiation Exposure on Earth Worksheet, hold a wholegroup discussion about radiation exposure on Earth. How commonly do students think it occurs? What causes it? 

Note: It may be helpful to complete the worksheet while the potato “astronauts” are baking in the oven. 

• In the last part of this activity, students will work in small teams to create protective shielding for “potato” astronauts before baking 

them in an oven. Discuss with students the importance of shielding to protect astronauts from SEPs while they are in space, 

away from the protection of Earth’s magnetosphere. Putting as much mass as possible between the astronauts and SEPs will 

help shield the astronauts from harmful radiation. 

Imagine 

• Hand out to each student a copy of the Radiation Exposure on Earth Worksheet. 

• Students will work individually on the handout to determine the amount of their own personal exposure rates. 

• As a large group, determine the exposure rates in Banana Equivalent Doses (BEDs) of astronauts on (1) the International Space 

Station, (2) a trip to the Moon, and (3) a trip to Mars. 

Discussion Questions and Answer Key 

1. The average exposure for 1 year on Earth is about 3.0 mSv. How does your annual radiation dose compare to the average? How 

does your annual radiation dose compare to other students? 

2. The average exposure rate for astronauts on the International Space Station for a 6-month stay is 160 mSv. What is the banana 

equivalent dose, or BED, for those astronauts? Answer: 160,000 

3. The average radiation exposure for astronauts living on the Moon for 9 days is 11.4 mSv. What is the BED for those astronauts? 

Answer: 11,400. Why is this number less than the BED for a stay on the International Space Station? Answer: Astronauts are 

on the International Space Station for 6 months, not 9 days. 

4. The estimated radiation exposure for astronauts on a 3-year round-trip mission to Mars is 1,200 mSv. What is the BED for a trip 

to Mars? Answer: 1,200,000. If a lethal dose of radiation is the equivalent of eating 80 million bananas, about how many trips to 

Mars could you make? Answer: 8 

Plan 

• Place students in small teams of no more than four. 

• Explain that students will need to brainstorm how they will protect a potato “astronaut” from the radiation of an oven. 

• Make sure students understand what materials they have available to them and how much they are permitted to use. 

• Teams should be given at least two potatoes. One will serve as a control, where no protection is given, and the other will be the 

experimental potato. 

Note: At the discretion of the educator, teams can be given only one potato and the final temperature of a control potato can be 

given to the students beforehand. Students can also use more than one potato, or potatoes of different varieties, and protect 

14  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

them in various ways. For example, they can compare the effectiveness of one layer of aluminum foil versus the effectiveness of 

three layers of aluminum foil. 

Create 

• After students have brainstormed a solution to best protect their potato, they will wrap the potato “astronaut” using no more than 

three layers of material and ensuring the entire potato is covered, with no gaps or holes. Discuss how this protective “spacesuit” 

is similar to the lead apron that is worn during x-rays. 

• If students are using more than one potato, each protective spacesuit should be made differently. 

Test 

• Teams will bake their “astronaut” potatoes in an oven. To save time, preheat the oven. The control potato will have no protection 

and must be baked at 350 degrees for 30 minutes. 

Note: Educator can vary time or temperature but must keep variables consistent for all potatoes. If an oven is not available, 

consider using the school cafeteria, or send potatoes home to be baked and tested. 

• Teams will then bake their protected astronauts for 30 minutes at 350 degrees. 

Note: It may be helpful to have students work on the Radiation Exposure handout while the potatoes are baking. 

• Teams will take the internal temperature of their control potato and their protected potato “astronauts.” 

• Have students graph or create a table of their results to share with the rest of the teams. 

Improve 

• Ask students if their spacesuit protected their astronauts. Did the internal temperature improve over the control potato’s 

temperature? 

• If no improvement was made, allow teams to brainstorm and discuss what they would do to improve their designs. If time permits, 

allow teams to test their new designs and include any new data in their original graph or table. 

Share 

Engage students with the following discussion questions: 

• Compare your team’s results with the other teams’ results. How did your spacesuit compare to the others? What improvements 

could be made if you had the time? 

• How is this activity similar to the development of protective spacesuits for astronauts? 

• Compare and contrast between the radiation that real astronauts are exposed to in space and the radiation that your potato 

“astronauts” experienced. 

Optional: Share students’ results on social media using #NextGenSTEM. Be sure to include the module and activity name. 

Extensions 

• Create a price list for materials and give student teams a budget they must work within. For example, make aluminum foil more 

expensive than parchment paper to help students realize that engineering involves tradeoffs between price and performance. 

• In your journal, write a reflection on what you have learned from this activity. Describe the importance of spacesuit and spacecraft 

materials in the mitigation of radiation exposure on a deep space journey. 

Reference 

Space Faring: The Radiation Challenge (Middle School Educator Guide) 

www.nasa.gov/pdf/284277main_Radiation_MS.pdf 

Next Gen STEM  15 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Activity One: Radiation 

Student Handout 

Your Challenge 

You will be comparing and contrasting radiation exposure on Earth with radiation exposure in 

space. This activity culminates with a challenge in which you will need to protect a potato 

“astronaut” from the harmful effects of the radiation of an oven. 

Criteria Constraints 

After baking, the experimental potato must have a 

lower internal temperature than the control potato (the 

lower, the better). 

You may not use more than three layers of 

protection on your “astronaut.” 

All protective materials for the potato must be oven 

safe. 

You may not use water or other liquids as 

protection for this activity. 

The experimental and control potatoes must be 

cooked for the same amount of time at the same 

temperature. 

Ask 

• Your instructor will demonstrate the effects of radiation by using a stack of blocks to 

represent your DNA. DNA is located inside each of your cells and carries all the 

information about how you look and function. Removing a block from the stack 

demonstrates the effect that a small dose of radiation has on your DNA. What do you 

anticipate will happen as your instructor continues to remove blocks? What would happen 

if you threw a marble at the tower of blocks? That would be an illustration of another type 

of radiation that astronauts are exposed to in space: galactic cosmic radiation (GCR). 

Imagine 

• In the next part of this activity, you will learn how much radiation you are exposed to on a 

yearly basis on Earth. Reflect and discuss with the whole group how you think radiation 

exposure occurs here on Earth. After this group discussion, you will receive a handout to 

complete and compare your data with other students. 

• Next, you will compare your yearly exposure rate to that of astronauts who are (1) living 

on the International Space Station, (2) on a trip to the Moon, and (3) on a deep space 

exploration trip to Mars. 

Plan 

• In the last part of this activity, you will work in a small team to create protective shielding 

for a potato “astronaut” before baking it in an oven. This is to illustrate the radiation 

exposure astronauts would face in space. Understand that radiation from the oven is very 

different than the types of radiation encountered in space, but this is a good way to 

illustrate the importance of protection and shielding for astronauts. 

• Use a sheet of paper to brainstorm how your team will use the materials provided to protect 

a potato “astronaut” from the radiation of an oven. Be descriptive, and be sure to label 

your drawings. 

Fun Fact 

Did you know that there is a type 

of fungus that feeds on radiation 

to create chemical energy for 

growth? It’s true! Scientists have 

discovered a type of fungus at 

Chernobyl, the site of the world’s 

worst nuclear disaster. The fungus 

survives using a unique process 

called radiosynthesis that works 

like photosynthesis but uses the 

energy from radioactivity instead 

of sunlight. Scientists have 

recently discovered that the 

properties of this fungus could 

help protect people from radiation, 

like the astronauts on the 

International Space Station. The 

fungus could eventually be used 

to create a space-approved 

sunscreen! 

Learn more: 

hub.jhu.edu/2019/11/01/melaninspace-study/ 

Career Corner 

Scientists working with the 

Johnson Space Center’s Space 

Radiation Group (SRG) monitor 

the space weather forecast from 

the National Oceanic and 

Atmospheric Administration’s 

Space Weather Prediction Center. 

They alert mission control of 

potential solar activity and can 

recommend postponing activities 

that would require astronauts to 

perform spacewalks. Anywhere 

astronauts may go, SRG 

scientists will keep watch over the 

space environment. Interested in 

becoming a space meteorologist? 

Learn more: 

ccmc.gsfc.nasa.gov/ 

16  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Create 

• After your team has brainstormed a solution to best protect your potato, use the materials you have chosen to carefully wrap 

your potato “astronaut.” Make sure the entire potato is covered, with no gaps or holes. This is your experimental potato. 

• The second potato will be your control potato. It should be left completely unprotected. Ideally, your experimental potato will 

“survive” what the control potato could not. Whenever possible, good experiments have a control to make sure that the 

experiment did not just work, but worked better than doing nothing, because sometimes you can make things worse by accident. 

Test 

• It is time to test your protective spacesuits! Place both of your potatoes—your experimental potato and your control potato—on 

a cookie sheet or other oven-safe pan. 

• Put on your protective eyewear and oven mitts. 

• Place both the experimental potato and the control potato in a preheated 350-degree oven and bake them for 30 minutes. 

• After 30 minutes, put your protective eyewear and oven mitts back on. Clear the area where you will place the cookie sheet or 

pan. 

• Carefully remove the cookie sheet from the oven using oven mitts or potholders. 

• Using your oven mitt, hold your potato “astronaut.” Carefully insert the thermometer and take the internal temperature of your 

protected potato “astronaut,” then take the temperature of your control potato. 

• Create a table or graph to illustrate the results, comparing your potato “astronaut” with the control potato. 

Improve 

• Did the internal temperature of the protected potato “astronaut” improve over the control potato’s temperature? Why or why not? 

• If no improvement was made, brainstorm and discuss with your team what you could do to improve your design. If time permits, 

test your new design and record your new data on your table or graph. 

Share 

• Compare your team’s results with the other teams. How did your spacesuit compare to the others? What improvements could 

be made if you had the time? 

• How is this activity similar to the development of protective spacesuits for astronauts? 

• Compare and contrast between the radiation that real astronauts are exposed to in space and the radiation that your potato 

“astronauts” experienced. 

Next Gen STEM  17 
 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Name: __________________________________________________ Date: ___________________________________ 

Directions: Estimate your annual radiation dose by adding together the amount of radiation you are exposed to from common sources 

of radiation. Place the value from the “Common sources of radiation” column (middle column) that corresponds to your situation in 

the “Annual dose” column (right column). All values are in millisieverts (mSv), which is the standard unit of measurement for a dose 

of radiation. Add up all the numbers in the right column to determine your total estimated annual radiation dose. 

Factors Common sources of radiation Annual dose 

Cosmic Radiation (from outer space) 

Exposure depends on your elevation (how much atmosphere is above you to block radiation) 

Elevation (Average cities’ data from U.S. Geological Survey: 

http://usgs.gov) 

Value, mSv 

• Sea level (New York, Philadelphia, Houston, Baltimore, Boston, New 

Orleans, Jacksonville, Seattle) 

0.26 

• 1 to 1,000 feet (Chicago, Detroit, San Diego, Dallas, Minneapolis, St. 

Louis, Indianapolis, San Francisco, Memphis, Washington DC, 

Milwaukee, Cleveland, Columbus, Atlanta) 

0.28 

• 1,001 to 2,000 feet (Phoenix, Pittsburgh, San Jose, Oklahoma City) 0.31 

• 2,001 to 3,000 feet (Las Vegas, Los Angeles, Honolulu, Tucson) 0.35 

• 3,001 to 4,000 feet (El Paso) 0.41 

• 4,001 to 5,000 feet (Salt Lake City) 0.47 

• 5,001 to 6,000 feet (Denver, Albuquerque) 0.52 

Where you live • 6,001 to 7,000 feet 0.66 

• 7,001 to 8,000 feet 0.79 

• 8,001 to 9,000 feet 0.96 __________ mSv 

Terrestrial Radiation (from the ground) 

• If you live in a state that borders the Gulf of Mexico or the Atlantic Ocean, add 0.16 mSv. 

• If you live in the Colorado Plateau area (around Denver), add 0.63 mSv. 

• If you live anywhere else in the continental U.S., add 0.07 mSv. __________ mSv 

House Construction 

• If you live in a stone, adobe, brick, or concrete building, add 0.07 mSv. __________ mSv 

Power Plants 

• If you live within 50 miles of a nuclear power plant, add 0.0001 mSv. (For locations of 

nuclear power plants, visit the United States Nuclear Regulatory Commission website: 

www.nrc.gov/info-finder.html.) 

• If you live within 50 miles of a coal-fired power plant, add 0.0003 mSv. __________ mSv 

Food 

Water 

Air 

Internal Radiation (average values) 

• From food (most food has naturally occurring radioactive carbon-14 and potassium-40) 

and from water (radon dissolved in water) 

• From air (radon emanating from the ground) 

0.40 mSv 

2.00 mSv 

How you live 

Add the following values if they apply to you: 

Live near a weapons test fallout site 0.01 mSv ________ mSv 

Jet plane travel 0.005 mSv per hour in air 

(total for all flights in 1 year) ________ mSv 

18  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

How you live 

If you have porcelain crowns or false teeth 0.0007 mSv per tooth/crown 

(2 crowns = 0.0014 mSv) ________ mSv 

If you wear a luminous watch 0.0006 mSv ________ mSv 

If you watch TV 0.01 mSv ________ mSv 

If you use a computer screen 0.01 mSv ________ mSv 

If you have a smoke detector 0.00008 mSv ________ mSv 

If you use a gas camping lantern 0.002 mSv ________ mSv 

If you smoke 160.0 mSv ________ mSv 

Medical tests 

Medical diagnostic tests performed on you this year (per procedure) 

Extremity x-ray (arm, hand, foot, or leg) 0.01 mSv (if you had two 

x-rays, then = 0.02 mSv) ________ mSv 

Dental x-ray 0.01 mSv ________ mSv 

Chest x-ray 0.06 mSv ________ mSv 

Pelvis/hip x-ray 0.65 mSv ________ mSv 

Skull/neck x-ray 0.20 mSv ________ mSv 

Upper gastrointestinal x-ray 2.45 mSv ________ mSv 

Computed axial tomography (CAT) scan 

(head and body) 

1.1 mSv ________ mSv 

Nuclear medicine (e.g., thyroid scan) 0.014 mSv ________ mSv 

Total annual dose Add up all the numbers in the last column. This is your annual radiation dose on Earth. ______ mSv annually 

Banana Equivalent Dose (BED): 

Bananas are a natural source of radioactive isotopes. A “Banana Equivalent Dose” (BED) is a unit that compares radiation exposure 

to the amount you naturally get from eating a banana. A lethal dose of radiation would be comparable to the radiation you would get 

from eating 80 million bananas! Using the following conversion, what is your BED each year? _______________ 

1 BED = 0.001 mSv 

Example: 

Your annual radiation dose is 2.8514 mSv. 

You will need to convert millisieverts to BEDs by multiplying your answer by 1,000. 

2.8514 × 1000 = 2851.4 bananas for the year 

Discussion: 

1. The average exposure for 1 year on Earth is about 3.0 mSv. How does your annual radiation dose compare to the average? How 

does your annual radiation dose compare to other students? 

2. The average exposure rate for astronauts on the International Space Station for a 6-month stay is 160 mSv. What is the BED for 

those astronauts? 

3. The average radiation exposure for astronauts living on the Moon for 9 days is 11.4 mSv. What is the BED for those astronauts? 

Why is this number less than the BED for a stay on the International Space Station? 

4. The estimated radiation exposure for astronauts on a 3-year round-trip mission to Mars is 1,200 mSv. What is the BED for a trip 

to Mars? If a lethal dose of radiation is the equivalent of eating 80 million bananas, about how many trips to Mars could you 

make? 

Next Gen STEM  19 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Activity Two: Isolation and Confinement 

Educator Notes 

Learning Objectives 

Students will 

• Research the hazards of isolation. 

• Explore various analog facilities such as HERA (Human Exploration Research Analog) and NEK (Nezemnyy Eksperimental’nyy 

Kompleks) and studies such as SIRIUS (Scientific International Research In a Unique terrestrial Station) and USAP (U.S. 

Antarctic Program) and identify their research objective. 

• Present a proposal that includes a company name, mission patch, and mitigation solution plan. 

• Describe the ways NASA attempts to mitigate the negative effects of isolation and confinement on astronauts. 

Challenge Overview Suggested Pacing 

Teams of students will form a company to research the deep space hazards of isolation 120 to 180 minutes 

and confinement using various NASA resources and research. Teams will be instructed to select (up to 1 week of 

two or more CONNECT (Community, Openness, Networking, Needs, Expeditionary Mindset, sessions) 

Countermeasures, and Training) mitigation techniques and design a solution plan and an optional 

prototype, a company name, a mission patch, and a proposal to “sell” their company’s idea to a 

simulated NASA panel. 

National STEM Standards 

Science and Engineering (NGSS) 

Disciplinary Core Ideas 

• MS-LS2.D: Social Interactions and Group Behavior: Group behavior has evolved because 

membership can increase the chances of survival for individuals and their genetic relatives. 

• MS-LS1-5: Structures and Processes: Construct a scientific explanation based on evidence 

for how environmental and genetic factors influence the growth of organisms. 

Crosscutting Concepts 

• Cause and Effect: Empirical evidence is required to differentiate between cause and 

correlation and make claims about specific causes and effects. 

Technology (ISTE) 

Standards for Students 

• Empowered Learner: Students leverage technology to take an active role in choosing, 

achieving, and demonstrating competency in their learning goals, informed by the learning 

sciences. 

• Digital Citizen: Students recognize the rights, responsibilities, and opportunities of living, 

learning, and working in an interconnected digital world, and they act and model in ways 

that are safe, legal, and ethical. 

• Knowledge Constructor: Students critically curate a variety of resources using digital tools to 

construct knowledge, produce creative artifacts, and make meaningful learning experiences 

for themselves and others. 

Standards for Students (continued) 

• Innovative Designer: Students use a variety of technologies within a design process to 

identify and solve problems by creating new, useful, or imaginative solutions. 

• Creative Communicator: Students communicate clearly and express themselves creatively 

for a variety of purposes using the platforms, tools, styles, formats, and digital media 

appropriate to their goals. 

• Global Collaborator: Students use digital tools to broaden their perspectives and enrich their 

learning by collaborating with others and working effectively in teams locally and globally. 

ELA/Literacy (CCSS) 

ELA/Literacy ELA/Literacy (continued) 

• RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the • RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse 

author’s claim or a recommendation for solving a scientific or technical problem. (HS-LS2-8) formats and media (e.g., quantitative data, video, and multimedia) in order to address a 

• RST.11-12.1: Cite specific textual evidence to support analysis of science and technical question or solve a problem. (HS-LS2-8) 

texts, attending to important distinctions the author makes and to any gaps or • RST.11-12.8: Evaluate the hypotheses, data, analysis, and conclusions in a science or 

inconsistencies in the account. (HS-LS2-8) technical text, verifying the data when possible and corroborating or challenging 

conclusions with other sources of information. (HS-LS2-8) 

Challenge Preparation 

The educator should 

• Read the introduction and background information and Educator Notes. 

20  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

• Review “Houston We Have a Podcast, Episode 58: Hazard 2: Isolation.” Note: Educators may opt to assign this as listening 

homework ahead of time. A time stamp document is included after the Student Handbook. 

• Review the CONNECT mitigation techniques that are defined and discussed in the podcast and review the CONNECT Table in 

the Explore Knowns and Unknowns section of the Educator Notes. 

• Assemble materials or provide a list of materials students can use. 

• Have videos preloaded for presentation. 

• Provide computer access to students. 

• Provide podcast links and optional time stamp documents to students: 

– Houston, We Have a Podcast, Episode 58: Hazard 2: Isolation (1 hour): www.nasa.gov/johnson/HWHAP/hazard-2-isolation 

– Houston, We have a Podcast, Episode 162: CONNECT During Social Isolation (1 hour): 

https://www.nasa.gov/johnson/HWHAP/connect-during-social-isolation 

Handouts 

• Student Handout (one per team) 

• Straight From the Source: Dr. Thomas Williams (one per student) 

• CONNECT Table and Resources for Students (one per team) 

• Time Stamps for “Houston We Have a Podcast: Isolation” (one per student) 

• Time Stamps for “Houston We Have a Podcast: CONNECT During Social Isolation” (one per student) 

Materials 

 Writing utensils 

 Poster boards or recording devices to present final company name, patch design, and proposal presentations and/or promotional 

video 

 Creative art supplies (markers, scissors, rulers, protractors, glue, old magazines, stickers, etc.) 

 Requested items from team for construction if the team decides to make a prototype 

Safety 

• Students should be aware of their surroundings and carefully move throughout the room when viewing other teams’ work. 

• Before using scissors, discuss safety issues surrounding proper use. 

Introduce the Challenge 

• Provide context for this activity using the introduction and background information in this guide. 

• To activate students’ prior knowledge, ask students to define “hazard” in their own words. Then, have students list some potential 

hazards of deep space travel for astronauts. After several possibilities have been presented by students, write the acronym 

“RIDGE” as well as each of the concepts for which it stands: Radiation, Isolation and confinement, Distance from Earth, Gravity 

(or lack thereof), and hostile/closed Environments. Compare and contrast the student-generated list with NASA’s list. 

• Ask students this question: What would be your biggest hazard concern as a deep space astronaut? Have them share in 

discussion teams. 

• Have students listen to “Houston We Have a Podcast, Episode 58: Hazard 2: Isolation.” 

Note: It is recommended to assign this podcast as a homework assignment prior to the activity; otherwise, be sure to account for 

the time (approximately 1 hour) to have students listen and take notes or play the episode in sections over a week. A transcript 

is available at the link provided (see Challenge Preparation) and can be printed and distributed for students who might need it. 

• Divide the students into teams (three students per team is ideal) and distribute the Student Handout to each team. Explain the 

details of the challenge, including the design criteria and constraints and the expectations for teamwork and classroom 

management. 

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Hazards to Deep Space Astronauts 

NASA, We Have an Isolation Problem 

• Share the following scenario with students: 

NASA has approached your company to help with the mitigation of a major hazard for 

deep space astronauts: isolation and confinement. How will we protect our astronauts 

during their deep space travels to Mars and back? Specifically, how will we protect them 

from the effects of isolation and confinement away from their home planet, Earth? Your 

company team will need to work together to develop a proposal to present to a simulated 

NASA panel. Included in your proposal must be your company’s name, a mission patch 

design, a solution plan and optional prototype design of your CONNECT mitigation 

techniques for isolation and confinement, the initial analog facility or location for research, 

and the types of tests you will conduct to demonstrate validity. 

• Explain to students that an analog is a situation on Earth that produces effects on the body 

similar to those experienced in space—physical, mental, and emotional. These studies 

help prepare for long-duration missions. NASA is associated with at least 14 analog 

missions throughout the world. www.nasa.gov/analogs/types-of-analogs 

• Review the following criteria and constraints of the activity with students: 

Criteria Constraints 

Design a solution plan that focuses on at least two of 

the seven CONNECT mitigations. 

No real-time connections can be used in this 

design. Due to distance from Earth there will be a 

delay in any communications. (Note: “Real time” 

refers to the actual time during which a process or 

event occurs.) 

Design must be identified with a creative acronym (e.g., 

“D-SMILE” for Deep-Space Mitigation on Isolation’s 

“Lurking” Effects) and patch design. 

Design must be backed up with Human Research 

Program research. 

Describe which Earth analog facility (e.g., HERA) would 

best simulate a trip to deep space and what tests would 

be conducted here on Earth before the first deep space 

mission. 

Create a presentation to propose your company’s 

mitigation solution plan to simulated NASA panel. 

Facilitate the Challenge 

Meet the Problem 

• Present this idea to students and have a large group discussion: 

Thinking back, have you ever felt confined and isolated in a particular situation? (Possible 

answers: During a pandemic, accidentally getting left behind, time spent away from home 

at a summer camp, etc.) How did you feel? If you felt stressed, what did you do to feel 

less stressed? Now imagine you are on a journey to deep space. How would you feel if 

you were not able to see or communicate in real time with your family and friends for 

months or even years? 

• Show students the video “Isolation and Confinement”: 

www.youtube.com/watch?v=FPinASEKA_I&feature=youtu.be 

Share With Students 

Brain Booster 

Extended-duration missions on 

the International Space Station 

are stepping-stones to future 

missions to the Moon and Mars. 

Learn more: www.nasa.gov/1ym 

On Location 

The Human Exploration Research 

Analog (HERA), located at 

Johnson Space Center, is a 

unique three-story habitat 

designed to serve as an analog 

for isolation, confinement, and 

remote conditions in exploration 

scenarios. Take the 3D tour if you 

have time! 

Learn more: 

www.nasa.gov/analogs/hera 

22  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

• Discuss the importance of NASA and the astronaut selection process, which looks for individuals who demonstrate highperforming characteristics such as resilience and adaptability. 

Explore Knowns and Unknowns: Research 

• After students have listened to the podcasts (educator decision), teams will break into jigsaw groups where a team member will 

become the “expert researcher” on one of the three topics below and report their findings back to their team. Students will use 

the handout “Straight From the Source: Dr. Thomas Williams” along with the research websites listed here. 

1. Side effects and mitigation techniques: What are some human side effects and possible mitigation techniques of isolation 

and confinement that have been observed in ongoing Human Research Program studies and during the pandemic? 

– Houston We Have a Podcast: CONNECT During Social Isolation. www.nasa.gov/johnson/HWHAP/connect-duringsocial-isolation 

2. Astronaut selection: What are some qualities that NASA looks for when selecting astronauts for long-duration space missions? 

– NASA astronaut selection: www.nasa.gov/content/astronaut-selection-program 

– Expeditionary skills for astronauts: 

www.nasa.gov/audience/foreducators/stem-on-station/expeditionary-skills-for-life.html 

3. Analogs: What are some NASA analogs on Earth, and what are their research objectives? 

– NASA analog missions: www.nasa.gov/analogs/what-are-analog-missions 

– NEK and SIRIUS: www.nasa.gov/analogs/nek/about 

– USAP: www.nasa.gov/hrp/research/analogs/antarctica 

• Once the initial research phase is complete, have “expert researchers” come back together with their initial team to share their 

research with team members. 

Generate Possible Solutions 

• Have students continue research as teams to explore the CONNECT acronym and possible mitigations. Teams will use the 

CONNECT Table to identify, define, and provide examples for each part of CONNECT. 

CONNECT Table 

Mitigation Definition Examples 

C Community 

Being a part of something Eating together, community chores 

O Openness Open to adaptations, changes Trying a new food or music every week and journaling 

feelings along the way 

N Networking 

Connecting with family and 

friends 

Not-in-real-time games, where players can continue 

playing at their leisure (e.g., Words With Friends, 

chess) 

N Needs Meeting physiological and 

emotional needs 

Work out both muscles and brain, hobby, a reactive 

pet 

E Expeditionary Mindset 

A fixed attitude, disposition, or 

mood with the task in the 

forefront of one’s mind 

Teamwork, design a team-building exercise, missiondriven focus 

C Countermeasures 

An action taken to counteract a 

danger or threat 

Self-awareness, journaling, physiological tests, 

reaction time tests help monitor sleep deprivation 

T Training 

The action of teaching a person 

a particular skills or behaviors for 

a successful mission 

Reading up on and staying informed on deep space 

mission goals along the journey, virtual reality, 

mission-driven focus 

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Hazards to Deep Space Astronauts 

• Have student teams agree upon at least two of the seven CONNECT mitigation focus points. Remind them that they will be 

proposing a solution plan that will mitigate the negative effects of being isolated and confined during an astronaut’s deep space 

journey. 

• Have students brainstorm ideas on how to maintain mental wellness and not feel as isolated. Encourage creativity but also refer 

to the criteria and constraints. 

• Have students put themselves in an isolated situation: “Imagine your group is in an analog mission location. You are isolated 

from your friends and family and society for 3 months. How do you feel, and how do you cope?” 

• Student teams will then work to develop a creative acronym for their team name, along with a mission patch design (see criteria 

for company name). 

• Show the NASA eClips video “Our World: Mission Patches”: nasaeclips.arc.nasa.gov/video/ourworld/our-world-mission-patches. 

Note: Tips and examples for creating mission patches can be found in this teacher guide from the 2019 NASA/Tynker Mission 

Patch Design Challenge: www.tynker.com/hour-of-code/nasa-mission-patch-guide.pdf 

• Student teams will create a list of common materials for their solution plan and optional prototype design (if they decide to make 

one). Students may bring appropriate items from home if needed. 

Consider Consequences 

• Based on the team’s selected CONNECT mitigation focus points, have students come up with a solution plan with suggested 

CONNECT activities. If the team has also elected to make a prototype design, students will assemble or sketch their prototype 

design with requested materials. 

• Have students refer to the Human Research Program tests and research various analog/environmental tests to identify whether 

their solution plan or prototype can be used effectively. 

• Have students answer the following questions as a team during their research: 

– How are current astronauts and current analog participants tested to see that they are in good health? 

www.nasa.gov/analogs/what-are-analog-missions 

– What are some ways that NASA measures astronauts’ stress levels? 

– What is the Psychomotor Vigilance Self Test (reaction self test) and what is its importance? If time allows, have students 

take a version of this online test and compare their results with other team members. 

– How will your CONNECT mitigations be tested for validity on current analog participants here on Earth before a deep space 

mission? 

Present Findings 

After teams have completed their solution plan (and prototype design, if they have chosen to create one), they will present their 

proposal to a simulated NASA panel. It is recommended that the educator bring in others to form the panel. The educator can also 

nominate one team member from each team to be part of the panel. They will not be allowed to judge or rate their own team’s ideas. 

Engage students with the following discussion questions: 

• Discuss the mitigation focus points (CONNECT) that are represented in your team’s design. 

• How will your solution plan and optional prototype design mitigate isolation’s negative effects? 

• What types of tests will be administered to astronauts to see if the various mitigation techniques are effective? Discuss tests in 

analog locations as well as in deep space. 

• What were your team’s struggles during the design process? 

• What types of current research are being conducted for deep space travel? 

• Isolation and pandemic connections: 

24  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

– Compare and contrast your experience during isolation and/or confinement situations in your life with the research being 

conducted on the effects of deep space travel on astronauts. 

– In your team’s opinion, would any of these solution plans and optional prototypes be helpful during a pandemic or in a 

location on Earth where one must isolate from others for a significant amount of time? 

Proposal Presentation Checklist 

It is recommended that the educator use the following checklist to evaluate the final proposal presentation. The educator may also 

give the checklist to student teams as they are working on their project. 

 Team company name: Must be a creative acronym that resembles the team’s proposal 

 Team company mission patch: Must represent the company’s mission and follow the guidelines for making a patch (see NASA 

eClips video “Our World: Mission Patches”) 

 Background research writeup with culminating background research on one page 

 Team CONNECT selections along with the activities/illustrations/prototype that go with each selection 

 Team proposal for analog testing facility and how the team’s solutions will be tested before a deep space mission 

Optional: Share students’ results on social media using #NextGenSTEM. Be sure to include the module and activity name. 

Improve 

• Have students take constructive criticism from the simulated NASA panel. 

• Have students review and modify or improve their design for a final critique from the main educator. 

Extensions 

• Have students design a page to market their solution plan and optional prototype. 

• Have students research NASA resources that directly tie to deep space and pandemics and write up recommendations to help 

prevent the negative effects of isolation based on their findings. 

– An Astronaut’s Tips for Living in Space: www.nasa.gov/feature/an-astronaut-s-tips-for-living-in-space-or-anywhere 

• Ask students, “How might NASA’s Human Research Program be applied to other careers on Earth or to product and technology 

spinoffs?” (Possible answers: Military careers, technology for submarines or oil rigs, products for the aging population, etc.) 

• Allow students to dive deeper into research analogs such as HERA and the U.S. Antarctic Program. Ask students, “Would you 

want to be a human subject? Why or why not?” 

– NASA Seeking U.S. Citizens for Social Isolation Study for Moon and Mars Missions: www.nasa.gov/feature/nasa-seekingus-citizens-for-social-isolation-study-for-moon-and-mars-missions/ 

Reference 

Project X-51 Contest: www.nasa.gov/stem-ed-resources/project-x-51.html 

Next Gen STEM  25 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Activity Two: Isolation and Confinement 

Student Handout 

Your Challenge 

NASA, We Have an Isolation Problem 

NASA has approached your company to help with the mitigation of a major hazard for deep 

space astronauts: isolation and confinement. How will we protect our astronauts during their 

deep space travels to Mars and back? Specifically, how will we protect them from the effects 

of isolation and confinement far from our home planet, Earth? Based on various NASA 

resources and research, your team will select two or more CONNECT mitigation techniques 

and design a solution plan and optional prototype, a company name, a mission patch, and a 

proposal to “sell” your company’s idea to a simulated NASA panel. 

Your proposed solution must meet the following criteria and constraints: 

Criteria Constraints 

Design a solution plan that focuses on at least two of 

the seven CONNECT mitigations. 

No real-time connections can be used in this 

design. Due to distance from Earth there will be a 

delay in any communications. (Note: “Real time” is 

the actual time during which a process or event 

occurs.) 

Design must be identified with a creative acronym 

(e.g., “D-SMILE” for Deep-Space Mitigation on 

Isolation’s “Lurking” Effects) and patch design. 

Design must be backed up with Human Research 

Program research. 

Describe which Earth analog facility (e.g., HERA) 

would best simulate a trip to deep space and what 

tests would be conducted here on Earth before the first 

deep space mission. 

Create a presentation to propose your company’s 

mitigation solution plan to simulated NASA panel. 

Meet the Problem 

Discussion time: Thinking back, have you ever felt confined and isolated in a particular 

situation? (Possible answers: During a pandemic, accidentally getting left behind, time spent 

at a summer camp, etc.) How did you feel? If you felt stressed, what did you do to feel less 

stressed? Now imagine you are on a journey to deep space. How would you feel if you were 

not able to see or communicate in real time with your family and friends for months or even 

years? 

Explore Knowns and Unknowns 

• After listening to podcasts, your team will break into jigsaw groups where a team member 

will become the “expert researcher” on one of the three topics below and report back to 

your team members. Use the handout “Straight From the Source: Dr. Thomas Williams” 

and the research links provided. 

1. Side effects and mitigation techniques: What are some human side effects and 

possible mitigation techniques of isolation and confinement that have been observed 

in ongoing Human Research Program studies and during the pandemic? 

Fun Fact 

“The Martian” merges fictional and 

factual narratives about Mars, 

building on the work NASA and 

others have done and moving it 

forward into the 2030s, when NASA 

astronauts regularly travel to Mars 

to explore and live on its surface. 

Although the action takes place 

20 years in the future, NASA is 

already developing many of the 

technologies that appear in the 

book and film. NASA is also 

developing strategies to reduce risk 

factors for Mars astronauts isolated 

and confined far from Planet Earth. 

Learn more: 

www.nasa.gov/feature/nine-realnasa-technologies-in-the-martian 

Career Corner 

Dr. Tom Williams is the element 

scientist for NASA’s Human Factors 

and Behavioral Performance 

(HFBP) division. Affiliated with 

Johnson Space Center since 2015, 

Tom directs a multidisciplined team 

of scientists focused on human 

factors in the areas of habitability, 

mission processes and tasks, 

human automation robotic 

interactions, dynamic loads, and 

training, as well as spaceflight risks 

related to behavioral medicine, 

sleep and fatigue, and team 

performance. 

Learn more: 

www.nasa.gov/hrp/elements/hfbp/l 

eadership-team 

26  Next Gen STEM 
 

 

– Houston We Have a Podcast: CONNECT During Social Isolation www.nasa.gov/johnson/HWHAP/connect-duringsocial-isolation 

2. Astronaut selection: What are some qualities that NASA looks for when selecting astronauts for long-duration space 

missions? 

– NASA astronaut selection: www.nasa.gov/content/astronaut-selection-program 

– Expeditionary skills for astronauts: www.nasa.gov/audience/foreducators/stem-on-station/expeditionary-skills-forlife.html 

3. Analogs: What are some NASA analogs on Earth, and what are their research objectives? 

– NASA analog missions: www.nasa.gov/analogs/what-are-analog-missions 

– NEK and SIRIUS: www.nasa.gov/analogs/nek/about 

– USAP: www.nasa.gov/hrp/research/analogs/antarctica 

• Once the initial research phase is complete, your team will come back together and “expert researchers” will share their research 

with their entire team. 

Generate Possible Solutions 

• Next, you will research further into CONNECT mitigations. What are the CONNECT mitigation focus points? Work as a team to 

fill out the CONNECT Table provided with the student handouts. 

• Agree upon at least two of the seven CONNECT mitigation focus points. Remember that you will be proposing a solution plan 

that will mitigate the negative effects of being isolated and confined during an astronaut’s deep space journey. 

• Brainstorm ideas on how to maintain mental wellness and not feel as isolated. Be creative but also refer to the criteria and 

constraints. 

• Now that you have done some initial research, work as a team to develop a design to mitigate the negative effects of isolation. 

Your design, once complete, must follow the criteria and constraints. 

• Put yourself in a deep space astronaut’s boots or an analog participant’s shoes. Discuss what team members did during the 

pandemic in 2020 and 2021. Be creative and refer to the criteria and constraints. 

• Develop an acronym team name and design a mission patch (see criteria for name and patch). 

• Create a list of materials your team will need and submit those to your instructor. If items are not provided, team members may 

bring appropriate items from home. 

Hazards to Deep Space Astronauts 

Consider Consequences 

• Based on the team’s selected CONNECT mitigation focus points, come up with a solution plan with suggested CONNECT 

activities. If your team has also elected to make a prototype design, you will assemble or sketch their prototype design with 

requested materials. 

• Refer to the NASA Human Research Program tests. Your team will research various NASA analog/environmental tests to identify 

whether your solution plan or optional prototype can be used. 

• Answer the following questions: 

– How are current astronauts and current analog participants tested to determine that they are in good health? 

www.nasa.gov/analogs/what-are-analog-missions 

– What are some ways that NASA measures the stress level of its astronauts? 

– What is the Psychomotor Vigilance Self Test (reaction self test)? Why is it important? Research and take a version of this 

test online. Compare your results with your team. 

– How will your CONNECT mitigations be tested for validity on current analog participants here on Earth before a deep space 

mission? 

Next Gen STEM  27 
 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Present Findings 

Address the following topics in your team presentation to the simulated NASA panel: 

• Discuss the mitigation focus points (CONNECT) that are represented in your team’s design. 

• How will your solution plan and optional prototype design mitigate isolation’s negative effects? 

• What types of tests will be administered to astronauts to see if the various mitigation techniques are effective? Discuss tests in 

analog locations as well as in deep space. 

• What were your team’s struggles during the design process? 

• What types of current research are being conducted for deep space travel? 

• Isolation and pandemic connections: 

– Compare and contrast your experience during isolation and/or confinement situations in your life with the research being 

conducted on the effects of deep space travel on astronauts. 

– In your team’s opinion, would any of these solution plans and optional prototype designs be helpful during a pandemic or in 

a location on Earth where one must isolate from others for a significant amount of time? 

Proposal Presentation Checklist 

 Team company name: Must be a creative acronym that resembles the team’s proposal 

 Team company mission patch: Must represent the company’s mission and follow the guidelines for making a patch (see NASA 

eClips video “Our World: Mission Patches”) 

 Background research writeup with culminating background research on one page 

 Team CONNECT selections along with the activities/illustrations/prototype that go with each selection 

 Team proposal for analog testing facility and how the team’s solutions will be tested before a deep space mission 

Improve 

• After your NASA panel presentation is complete, your team should take the constructive criticism you received from the “NASA 

Panel” and modify or improve your team’s design for final critique from your lead educator. 

28  Next Gen STEM 
 

 

 

Hazards to Deep Space Astronauts 

Mitigation Definition Examples 

C Community 

O Openness 

N Networking 

N Needs 

E Expeditionary Mindset 

C Countermeasures 

T Training 

Resources for Students 

Conquering the Challenge of Isolation in Space (NASA Spinoffs): www.nasa.gov/feature/conquering-the-challenge-of-isolation-inspace-nasa-s-human-research-program-director 

Social Isolation and Space: www.nasa.gov/hrp/social-isolation/in-context 

Self-Test Webpage: www.nasa.gov/mission_pages/station/research/experiments/explorer/Investigation.html?#id=955 

Human Research Program: www.nasa.gov/hrp/elements/hfbp 

Human Research Roadmap: humanresearchroadmap.nasa.gov/explore/ 

Interview Video: Dr. Tom Williams: www.youtube.com/watch?v=P1FYk1lkdh4 

A good example of a Psychomotor Vigilance Test: www.sleepdisordersflorida.com/pvt1.html#responseOut 

Other self-test examples: humanbenchmark.com/ 

Human Research Program Proposals: www.nasa.gov/feature/nasa-selects-21-research-proposals-to-advance-human-spaceexploration/ 

Background on Expeditionary Skills for Astronauts: www.nasa.gov/audience/foreducators/stem-on-station/expeditionary-skills-forlife.html 

Next Gen STEM  29 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

NASA STEM Engagement staff interviewed NASA scientist Dr. Thomas Williams via email in November 2020. 

1. Are there specific traits that NASA looks for in astronauts to be considered good “deep space” candidates? 

The primary traits NASA looks for in preventing issues with being isolated are very close to the traits that help a team of students 

work together. We can place these traits under the following categories: the ability to relate well to one another, to be good team 

players and considerate of one another (good group-living skills), to be positive with one another, to respect the reality that sometimes 

each of us needs quiet time (a little privacy), we need to self-regulate our emotions if things don’t go our way, and we need to be able 

to recognize that we serve as, in essence, an extended family away from our primary families (we laugh together, share joys and 

disappointments and excitements in a way that promotes the good of each other). It’s always important to acknowledge that there 

may be conflict in any human relationship. There’s an old saying that psychologists have: “Good mental health is not the absence of 

conflict between two people, but rather how you handle the conflict.” We also spend a lot of time training our astronauts on living 

together in close quarters like a spacecraft, similar to what we’re all now doing in our homes during the pandemic. We train our 

astronauts to be alert for, and avoid, “criticizing each other,” showing “contempt” for each other (by putting each other down, talking 

down to each other, not respecting their differences), by being “defensive” if a member of our team points out that we have done 

something wrong; and then if we get upset with one another, “stonewalling,” by not talking to them, or ignoring each other. We might 

all do one or two of these, we’re all human. But trouble in any relationship starts when we start to do all four of these regularly with 

others at home, at school, during extracurricular activities, or in a small spacecraft.... That starts to damage our relationships, and 

whether you’re on Earth or in a small spacecraft, it’s much better to just be getting along with one another, feeling positive, and being 

open to the adventure of learning or adventure of space travel. 

2. Any specific Human Research Project (HRP) studies targeting mental state of isolation on humans? 

NASA Human Research Program funds several studies focused on better understanding how well humans can handle isolated 

environments with an interest in understanding how these isolated, confined, extreme (ICE) environments may impact our crews in a 

long-duration space exploration. We fund research with scientists and other individuals who “winter-over” in Antarctica for 12 or more 

months. What we have learned is that humans often experience what is called “winter-over syndrome.” That means these 

individuals start to withdraw from one another (social narrowing and social withdrawal) by increasingly spending more time alone in 

their rooms. That would be difficult on a small spacecraft. They also start to express more tension, irritability, and somatic complaints 

(more aches and pains). If a crewmember starts to have increased medical complaints, they’re too far from Earth to get the great 

medical care we have here in Houston. They also become more territorial—when they put something down, they don’t want anyone 

else to move it. Some things they complain of— feeling down or depressed, have problems concentrating, sleeping, and problems 

with their memory. You can see why it’s so important for NASA to understand how long-term isolation may impact our crew. But we 

don’t know for sure this is something our crew will experience—but we need to be ready to help them if they do. That is why we use 

these studies to understand what “might” happen, and then we can develop countermeasures to help our crew if they start to 

experience these types of problems. 

3. Any “safe” activities that come to mind when testing an astronaut’s state of mind that we might be able to use in our 

K–12 STEM activities? 

One “safe” activity that comes to mind that can be used is exercises to increase our self-awareness to be alert to our own feelings. In 

our research we spend a lot of time and effort to assess “how the astronauts are feeling.” Understanding how we’re feeling alerts us 

to how our feelings help us mobilize and coordinate our actions; and that helps ensure our crew can carry out their performance 

requirements. That’s why our isolation research focuses on assessing the mood and emotions of our crews, because it helps us 

determine how the long-duration social isolation impacts on how they’re feeling—and how they’re feeling helps determine how they’ll 

perform. So, a safe activity that helps enhance performance is to carry out a “self-check” on how different activities may activate 

different moods and emotions and use that increased awareness to then help shape our feelings about activities. For example, if 

approaching certain STEM problems seem harder than others, being alert to the feelings of “not getting it” can help us activate a 

mood or emotion to strive toward “mastery” of the problem rather than a feeling of being unprepared. That’s what learning should 

be like. 

30  Next Gen STEM 
 

 

 

 

 

Hazards to Deep Space Astronauts 

This 58-minute podcast is available at www.nasa.gov/johnson/HWHAP/hazard-2-isolation. Use the following time stamps to quickly 

locate the topics you would like to research. 

Start time, 

min:sec 

End time, 

min:sec Topic 

0 1:15 Introduction 

1:15 4:38 What is isolation, and its negative effects on humans—Dr. Tom Williams 

4:38 6:30 Tests in the 1960s on social deprivation 

6:30 8:24 Astronaut Shannon Lucid—Mir Space Station and books 

8:24 10:40 Time delay—Astronaut Dr. Mike Barratt 

10:40 12:05 Deep space time delay—Communication autonomy 

12:05 13:40 Crew schedules and adjustments for deep space versus the International Space Station 

13:40 15:30 Where does isolation come in for an astronaut day-to-day? 

15:30 16:20 Psychological connections and changes of behavior—Mars 520 analog 

16:20 17:10 Do you feel isolated on the International Space Station?—Astronaut Mike Barratt 

17:10 20:00 Analog studies on behavioral changes for long-duration space missions: Human Exploration Research 

Analog (HERA) 

20:00 25:00 HERA versus International Space Station research on sleep 

25:00 27:38 Countermeasures: Sleep—Medicine and light study 

27:38 29:22 Isolation and sleep balance 

29:22 32:00 Analogs on Earth—Submarines, oil rigs, extreme environments 

32:00 33:30 International Space Station research—Best analog for deep space—Hazards included 

33:30 35:00 Oil rigs—Sleep cycle, high-performing individuals 

35:00 36:30 High-performing individuals are used for analogs 

36:30 38:10 Dr. Tom Williams—Background 

38:10 40:50 Astronaut selection process 

40:50 44:50 32 risks for long-duration spaceflight—Research, studies, and countermeasures 

44:50 48:00 Acceptable amount of risks for mission success 

48:00 51:00 Monitoring the astronauts—Journaling and predictions studies 

51:00 52:00 How does the mind adapt to isolation? 

52:00 56:00 What will deep space astronauts do on their mission to keep them at high performance and engaged? 

Training during journey 

Next Gen STEM  31 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

This 65-minute podcast is available at www.nasa.gov/johnson/HWHAP/connect-during-social-isolation. Use the following time stamps 

to quickly locate the topics you would like to research. 

Start time, 

min:sec 

End time, 

min:sec 

Topic 

0 2:30 Introduction: Pandemic and astronauts on long space missions—Using CONNECT in our own lives 

2:30 4:03 What is social isolation? Introduction by Dr. Tom Williams 

4:03 6:00 What are the results of social isolation versus feeling lonely? 

6:00 8:05 Symptoms of what can come from social isolation; survey 

8:05 11:45 Human spaceflight relates to social isolation (Hazards of Deep Space) in analogs and side effects 

11:45 15:10 Social isolation in groups (crews and families)—Stressors 

15:10 17:14 Parallels and CONNECT acronym—Seven stress reduction strategies 

17:14 19:05 C—Community 

19:05 20:45 Themes in Community: Positivity and purpose of surroundings (example: wearing a mask); “We are all in 

this together 

20:45 23:10 O—Openness 

23:10 25:00 Techniques to help with Openness: Mindfulness training, self-assessments, handling conflict 

25:00 26:20 Nurturing the positive environment 

26:20 30:30 N—Networking: Connecting with the ones we love 

30:30 32:30 Astronaut networking on the International Space Station; Public Affairs Office events and celebrities 

32:30 33:05 Delays in signal 

33:05 38:08 N—Needs: Attending to the physiological, emotional, and psychological needs; self-care and team care 

38:08 39:50 Physiological needs: Arranging their environment to meet needs 

39:50 42:14 E—Expeditionary Mindset 

42:14 45:30 How can we use Expeditionary Mindset to help with an end date? Set objectives that are attainable and 

share our successes. 

45:30 48:44 C—Countermeasures. Help us maintain a sense of control 

48:44 53:00 What ways can we sustain these CONNECTs when isolation does not seem to end? Reframe it! 

Mindfulness, journaling, how can you grow from the situation? 

53:00 57:00 T—Training and Preparation. Experiences allow for growth; life has prepared us for this. 

57:00 1:00:20 CONNECT: What are the impacts of social isolation? Isolation confronts that in our lives; we need to be 

innovative to connect. People live longer when you can connect. Happiness is connected to our health and 

spreads from person to person. 

1:00:20 1:04:57 Space studies—Relevance to COVID–19 

Value for human spaceflight—Fostering human connections 

32  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Activity Three: Distance 

Educator Notes 

Learning Objectives 

Students will 

• Construct a scale model of the Earth–Moon and Earth–Mars systems depicting planetary size and distance from each other. 

• Calculate the water needs of astronauts on a deep space mission. 

• Calculate and graph water consumption rates and make determinations based on trends within a graph. 

Challenge Overview Suggested Pacing 

Students begin by exploring the relative sizes of the Earth, Moon, and Mars and the distances 60 to 90 minutes 

between them to understand how much more of a challenge it is to send an astronaut crew to Mars 

than to the Moon. Students are given a scenario in which their Mars-bound spacecraft suffers a 

malfunction and the efficiency of its water recycling system is decreased. Students will research 

and investigate the water consumption rates of astronauts and determine if their current water 

supply is enough to sustain them on the remainder of their journey. 

National STEM Standards 

Science and Engineering (NGSS) 

Disciplinary Core Ideas 

• MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar system. 

Technology (ISTE) 

Standards for Students 

• Computational Thinker 5b: Students collect data or identify relevant data sets, use digital 

tools to analyze them, and represent data in various ways to facilitate problem solving and 

decision making. 

Standards for Students (continued) 

• Innovative Designer 4a: Students know and use a deliberate design process for generating 

ideas, testing theories, creating innovative artifacts, or solving authentic problems. 

Mathematics (CCSS) 

Mathematical Practices 

• CCSS.MATH.CONTENT.8.F.B.4: Construct a function to model a linear relationship 

between two quantities. Determine the rate of change and initial value of the function from a 

description of a relationship or from two (x,y) values, including reading these from a table or 

from a graph. Interpret the rate of change and initial value of a linear function in terms of the 

situation it models and in terms of its graph or table of values. 

• CCSS.MATH.CONTENT.7.EE.B.4: Use variables to represent quantities in a real-world or 

mathematical problem and construct simple equations and inequalities to solve problems by 

reasoning about the quantities. 

Mathematical Practices (continued) 

• CCSS.MATH.CONTENT.6.RP.A.1: Understand the concept of a ratio and use ratio 

language to describe a ratio relationship between two quantities. 

• CCSS.MATH.CONTENT.6.NS.B.3: Fluently add, subtract, multiply, and divide multidigit 

decimals using the standard algorithm for each operation. 

Activity Preparation 

The educator should 

• Read the introduction and background information, Educator Notes, and Student Handout to become familiar with the activity. 

• Gather and prepare all necessary supplies on the materials list. 

• Arrange students in teams of two to four and distribute supplies to each group. 

Materials 

For each group: 

 Printed Student Handout and Data Files 

 9-inch balloons, 3 (blue or green for Earth, white or yellow for the Moon, and red or orange for Mars) 

 Metric rulers or measuring tape 

 Several sheets of graph paper 

Next Gen STEM  33 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

 Calculator 

 Colored pencils 

Safety 

• Students should be aware of their surroundings and move carefully throughout the room when viewing other teams’ work. 

• Caution should be used when inflating balloons. 

Introduce the Challenge 

• Display a balloon inflated to a diameter of 20.0 cm and tell students that it represents the size of the Earth. Ask student teams to 

inflate their “Earth” balloons to a size of 20.0 cm in diameter and tie them. Next, ask teams to inflate their Moon and Mars balloons 

(without tying them) to what they believe would be the proper scale size, based on their Earth balloons. Now have students look 

around the room and compare their Moon and Mars balloons to those of other students. 

• Have each team use the data in Table 1 in the Student Handout to find the scale of their Earth balloon. Next, have them use that 

scale to complete Table 1 and inflate their Moon and Mars balloons to the proper diameter. Have students round to the nearest 

centimeter. (Answers are given here in bold). 

• In Table 1 and the calculations that follow, the real diameters of the celestial bodies are listed to the nearest whole number. All 

other numbers are rounded to the nearest tenth of a centimeter for consistency. 

Table 1 

Body Diameter, km Balloon model diameter, cm 

Earth 12,756 20.0 

Moon 3,476 5.5 

Mars 6,792 10.6 

• To find the scale of the Earth balloon, divide the diameter of the Earth in kilometers (12,756) by the diameter of the balloon model 

in centimeters (20.0). 

• 12,756/20.0 = 637.8 (which rounds up to 638 for simplicity). To find the diameters for the other two balloon models, divide the 

actual diameter by the scale of the Earth model that was just calculated. 

• Now that each team has properly inflated Earth, Moon, and Mars balloons, have students model how far away they think the 

Moon should be from Earth. Have them look around the room to compare their Earth-to-Moon distances with those of other 

students. 

• Using the same scale calculated before (638 km in the real world = 1 cm in the scale world), have students complete the first line 

of Table 2 to find the proper scale distance between their Earth and Moon balloons. 

Table 2 

Bodies Approximate distance, km Balloon model distance, cm 

Earth to Moon 384,000 601.9 (6.019 m) 

Earth to Mars 78,300,000 123,000 (1.23 km) 

To find the distance between each of the models, divide the actual approximate distance by the scale of the balloon models. 

• Next, have students model the scale distance by holding their Earth and Moon balloons about 6 m apart. Explain to them that 

this distance represents the distance from the Earth to the Moon. This is the distance astronauts had to travel during the Apollo 

missions of the late 1960s and early 1970s and will have to travel again for the Artemis missions to the Moon. The trip takes 

about 3 days each way, or about the same time it takes to drive from the east coast to the west coast of the United States. 

• Next, students will model how far away they think Mars should be from Earth. Have them look around the room to compare their 

Earth-to-Mars distances with those of others. 

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Hazards to Deep Space Astronauts 

• Have students complete the second line of Table 2 to find the scale distance between their 

Earth and Mars balloons. Ask students if they can model it within the room. Can they 

model it in the hallway? Could they even model it on campus? Explain to students that for 

their models to be at the proper scale, they would have to be 1.23 km apart, or just over 

3/4 of a mile. This demonstration shows just how much farther Mars is from the Moon. 

Instead of a 3-day journey, like the trip from Earth to the Moon, a journey from Earth to 

Mars will take at least 6 months. 

• Explain to students that during a journey to Mars, the spacecraft coasts through space. It 

cannot stop, turn around, or meet up with another vessel to resupply. All the resources 

needed for the entire trip to Mars must be brought with the crew. They cannot be 

resupplied until they reach pre-positioned supplies either in orbit around Mars or on the 

Martian surface. One of the largest and heaviest resources that the astronauts will need 

is water. Clean drinking water is not something that can be found or acquired in space. It 

must be brought along on the journey. To save space and weight, only a limited supply of 

water can be brought along, and it must be continuously recycled back into the water 

supply. In the remainder of this activity, students will be given a scenario in which the water 

supply of their Mars-bound spacecraft is put at risk. It will be up to them to identify the 

extent of the risk and develop a solution. 

Facilitate the Challenge 

Meet the Problem 

• Ask students if they have ever unexpectedly run out of something important. (Examples: 

money, gas, their favorite cereal, etc.) What caused them to run out? (Examples: They did 

not plan properly, they used it at a faster rate than anticipated, they had to use a lot 

unexpectedly, etc.) 

• Explain that even though NASA meticulously plans for all its missions, including 

emergency scenarios, there are still times when an unexpected situation arises. When 

astronauts are millions of kilometers from Earth, messages traveling at the speed of light 

can still take several minutes to reach them. During these times, the crew must take the 

initiative to troubleshoot the problem. 

• Give students the following scenario: 

Your team represents the four-member crew of HEM2 (Human Exploration of Mars 2), the 

second of NASA’s manned missions to Mars. You are currently coasting on your 6-month 

(26-week) journey to the Red Planet. While the crew of HEM1 were the first to land on 

Mars, they were a smaller crew of three who only stayed on the surface for a few months. 

You are excited to be part of the first long-term mission, exploring the surface and 

performing scientific experiments for 18 months. Everything you need has been prepositioned. There is a logistical supply craft in orbit, containing spare parts, fuel, and 

supplies for your trip home, as well as a fully stocked outpost on the Martian surface, with 

everything you will need for your extended stay. 

Things have gone smoothly on your mission so far. You have just completed the ninth 

week of your 26-week journey, and spirits within your spacecraft have been high. 

Suddenly, there is an alarm. Your water purification system is detecting a major 

malfunction. After several minutes of troubleshooting, you determine that hydraulic fluid 

has leaked into your water recycling system and you perform an emergency shutdown to 

prevent further damage. After repairing the hydraulic line, you restart the water recycling 

system and assess the damage. Here is what you determine: 

Share With Students 

Brain Booster 

The water purification system 

currently on use aboard the 

International Space Station uses a 

three-step process. First, a filter 

removes particles and debris. 

Second, the water is passed 

through the multifiltration beds that 

remove organic and inorganic 

impurities. Finally, the catalytic 

oxidation reactor kills bacteria and 

viruses. The recycling of water 

aboard the space station saves 

over 18,000 kg of water each 

year! 

Learn more: 

www.nasa.gov/feature/new-brineprocessor-increases-waterrecycling-on-international-spacestation 

On Location 

NASA’s Marshall Space Flight 

Center in Huntsville, Alabama, is 

home to the development of the 

Environmental Control and Life 

Support System (ECLSS). This is 

the system aboard the 

International Space Station that 

provides clean air and water for 

astronauts using the oxygen 

generation system and the water 

recovery system. The same 

technology used in the water 

recovery system has been 

adapted to help people around the 

world have access to clean 

drinking water by providing water 

bottle filling stations in remote 

areas. 

Learn more: 

www.nasa.gov/mission_pages/st 

ation/research/news/b4h-3rd/itadvanced-nasa-water-purification 

Next Gen STEM  35 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

– The 20-liter (20-L) tank that feeds the water recycling system has been contaminated with hydraulic fluid, and that water 

cannot be recovered. 

– Due to the emergency shutdown of the water recycling system, the system’s memory was erased. You no longer have a 

record of how much water was originally supplied on the ship or how much clean water remains available. You do, however, 

have other sources of information about the water recycling system that you have accumulated from various sources. These 

are detailed in the included Data File. 

– The water recycling system is currently operating at an efficiency of 86 percent, well below the designed efficiency of 90 

percent. 

– The sudden drop in hydraulic pressure caused the communications array to become misaligned. It will take several hours to 

realign the array, send a message to Earth, and receive a reply. 

Since it will be several hours before you receive instructions from NASA, it is up to you to begin working the problem. Do you 

have enough water to make it to Mars orbit, where you have additional supplies and repair parts waiting? If not, make a specific 

plan that will ensure your crew will make it to Mars safely. 

Explore Knowns and Unknowns 

• Ask students if they understand the purpose of the remainder of the activity. Do they understand what they are trying to 

accomplish? 

• Have students make a list of everything they need to know in order to determine if they have enough water to make it to Mars. 

Give them time to come up with as much of the list as possible on their own. The list should include the following: 

– How much water did they start with at the beginning of week 1? 

– How much water do they have left at the end of week 9? 

– At what rate are they consuming that water? 

– Will that water run out before the end of their journey (end of week 26)? 

– If the water will run out, what can they do to extend their supply safely? 

• Have students make a list of everything that they already know. Give them time to come up with as much of the list as possible 

on their own. The list should include the following: 

– They are 9 weeks into a 26-week journey. 

– They have already lost 20 L of their water supply. 

– Their damaged water recycling system is currently operating at 86 percent efficiency. 

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Hazards to Deep Space Astronauts 

– They have a Data File that contains additional information concerning the water usage and the recycling system. 

• Have students use the information they already know and the information they gather from the Data File to answer their questions. 

Clues and encouragement may be given along the way, but allow them to figure out as much as possible on their own. 

• There are two ways to determine how much water was originally aboard the HEM2 ship. Students can use either method 

depending on their ability level. 

– Easier method: Have students look at the HEM1 water usage graph in their Data File. The beginning of week 1 shows the 

total amount of water aboard at the beginning of the HEM1 mission, 290 L. This also includes a 50-L emergency supply. 

Subtract the 50 L; the amount left is the amount of water for needed for a three-person crew: 240 L, or 80 L per crew member. 

Since HEM2 has a four-person crew and will have the same 50-L emergency supply, the formula to find the original water 

supply for the HEM2 will be 4/3(290 L – 50 L) + 50 L, or 370 L. 

– Advanced method: Have students look at the excerpt from the Consumable Supply Guide in their Data File. It states that the 

ship will be packed with the estimated water needed by the crew, based on the water allotted to each astronaut and the 

efficiency of the water recycling system, plus 50 L of water as an emergency supply. The daily water allotment, taken from 

the Personnel Manual excerpt in their Data File, states that each astronaut is given a daily allotment of 4.4 L of water. So, 

each crew member uses 30.8 L of water per week. With a crew of four astronauts aboard HEM2, the total weekly usage 

would be 123.2 L of water. We know that the average efficiency of the water recycling system is 90 percent, so there is a 

net loss of 12.3 L of water each week aboard the spaceship. For a 26-week mission, this is a total estimated use of 320 L 

for the mission. Adding in the 50-L emergency supply brings the total to 370 L. 

• To find out how much water they have at the end of week 9, when the accident occurred, students will use the water they started 

with, 370 L, and subtract the total water consumed/lost. This should all be graphed on the HEM2 water usage graph that they 

will create. The estimated efficiency of the water recycling system is 90 percent, but by chance, a picture was taken of the water 

recycling system’s display just a few days before the accident. This is shown in the Water System Photo in the students’ Data 

File. The picture shows that the system had been operating at an average efficiency of 91 percent for the first 9 weeks of the 

mission, before the accident, meaning that only 9 percent of the water used each week was not recovered. So, the net water 

usage was 0.09 (123.2 L), or 11.1 L per week. This is the rate of water consumption for the first 9 weeks of the mission. This can 

be graphed week by week, or more advanced students can use the rate as the slope of the line for the first 9 weeks. After 9 

weeks, 99.9 L of water should have been used up, giving 270.1 L remaining. Also remember, 20 L of water was permanently lost 

in the accident due to contamination. This gives us a total of 250.1 L of water remaining after 9 weeks. Student graphs should 

show a steady slope during the first 9 weeks of the mission, and then a vertical drop, equal to 20 L, at the end of the ninth week. 

• After the accident, we know that the water recycling system is operating at an efficiency of only 86 percent. With the consumption 

rate of 123.2 L of water per week, we now have a new net usage rate of 0.14 (123.2 L) or 17.2 L of water per week. This will be 

the new consumption rate from the end of week 9 through the remainder of the 26-week journey. 

• To determine if they have enough water to complete their journey to Mars, have students use their newly calculated consumption 

rate of 17.2 L of water per week to graph the water usage from the end of week 9 until the end of week 26. The point on the 

graph where the line crosses the x-axis will be the point where their crew runs out of water. Have them continue to plot the graph 

below the x-axis all the way to 26 weeks. The distance below the x-axis at 26 weeks will represent the amount of water the crew 

will be short in order to complete their journey. 

• Have them create a similar graph using the information they have calculated for the HEM2 mission. Have students use this graph 

to determine when their water supply will run out. 

Generate Possible Solutions 

• Have students answer the following questions: 

– At current consumption rates, does your crew have enough water to complete the journey to Mars? If not, when will you run 

out of water? 

– How many additional liters of water would you need to make it safely to Mars? 

– How could you possibly extend your current water supply? Allow students time to come up with their own answers. If they 

are having trouble, point them to the Personnel Manual excerpt in the Data Files. It breaks down the 4.4-L daily water 

Next Gen STEM  37 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

allotment for each astronaut into the amounts for drinking water, food rehydration, and personal hygiene. Ask students if any 

of those can be decreased and to what extent. 

• Have students brainstorm several plans for how they are going to ration the water. Their plans should be well thought out and 

include calculations. Remind them that this will begin at week 9 and last until week 26. 

Consider Consequences 

• Have students choose their most viable plan and graph it on their HEM2 water usage graphs, beginning at week 9 and using a 

different color. Remind students that the changes they make must be reasonable and must keep the water supply above zero 

(the x-axis) all the way to week 26, when they arrive at Mars. 

– Observe students and provide help when needed. They may need guidance on how to use their new water rationing allotment 

with their calculations. 

Present Findings 

• Have each group present their graph to everyone. They should explain what steps they took to reduce crew members’ daily water 

ration and the possible effects those changes would have on the crew. They should also walk through their calculations to 

illustrate how their new water consumption rates will ensure the water supply will last until the crew reaches Mars. 

• After the presentations, ask the following discussion questions: 

– Compare your team’s graph with those of other teams. Should all of your graphed lines be the same? Answer: No 

– Which one is different? Answer: The final line from week 9 through week 26 

– Why? Answer: Each team created their own new daily consumption rate based on how they cut back on the daily 

water allotment. 

• Optional: Share students’ results on social media using #NextGenSTEM. Be sure to include the module and activity name. 

Extensions 

• Have students graph their HEM2 water consumption electronically by creating a data table in a spreadsheet. 

• Have students calculate the volume and mass of water needed for their journey if they did not have a water recycling system. 

Remember, 1 L of water is equal to 1 kg. 

• Have students model the volume of water needed for the mission three dimensionally to show how much space it will take up. 

• Have students repeat the activity, using a different number of astronauts or a different length journey. 

Reference 

Earth, Moon, and Mars Balloons 

www.nasa.gov/audience/foreducators/k-4/features/A_Earth_Moon_Mars_Balloons.html 

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Hazards to Deep Space Astronauts 

Activity Three: Distance 

Student Handout 

In this activity, you will work as a group to create a scale model of the Earth, the Moon, and 

Mars to illustrate the difference in difficulty between a crewed mission to the Moon and a 

crewed mission to Mars. You will also determine the amount of water needed for a 6-month 

mission to Mars and how the water supply will be controlled during the trip. 

Introduction Activity 

• Inflate your Earth balloon to a diameter of 20.0 cm and tie. 

• Using your Earth balloon as a reference of scale, inflate your Moon and Mars balloons to 

the size that you believe they should be. Do not tie the Moon or Mars balloons at this time. 

• Using the data in Table 1, calculate the ideal diameter for your Moon and Mars balloon 

models. 

• In this section, round all of your balloon model diameters to the nearest tenth of a 

centimeter. 

Table 1 

Body Diameter, 

km 

Balloon model diameter, 

cm 

Earth 12,756 20.0 

Moon 3,476 

Mars 6792 

• To find out the scale of your Earth balloon, divide the actual diameter of the Earth in 

kilometers (12,756) by the diameter of the balloon model in centimeters (20.0). Round 

your answer to the nearest whole number. 

12,756/20.0 = _________ 

• To find the diameters of the other two balloon models, divide the actual diameter by the 

scale of the models that you just calculated. 

• Now inflate the Moon and Mars balloons to the size you calculated in Table 1. 

• Model how far away you think the Moon should be from Earth by holding the Moon and 

Earth balloons apart. Look around the room to compare your Earth-to-Moon distances 

with those of others. 

• Now use the same scale as calculated earlier (638 km in the real world = 1 cm in the scale 

world) and the information in Table 2 to find the actual distance your Moon balloon needs 

to be from your Earth balloon. Record this in the top line of Table 2. 

Table 2 

Bodies Approximate distance, Balloon model distance, 

km cm 

Earth to Moon 384,000 

Earth to Mars 78,300,000 

Fun Fact 

Do astronauts actually drink their 

own urine? Well, not really. The 

first step in turning urine back into 

drinking water is distillation. Urine 

is made up of mostly water, and in 

the distillation process, it is heated 

until the water boils away as 

steam. The steam is cooled and 

condensed back into water before 

going through the remaining steps 

of the recycling process. So, 

astronauts do not really drink their 

own urine; they just drink the 

water that used to be in their 

urine. 

Learn more: 

www.nasa.gov/centers/marshall/n 

ews/releases/2020/nasa-marshallengineers-refine-hardware-applyinnovative-solutions-to-morereliably-recycle.html 

Career Corner 

Turn your passion for science into 

a career with NASA. Dr. Jill 

Williamson’s early interest and 

aptitude in chemistry led to a 

NASA internship and an eventual 

career. She is currently the Lead 

Subsystem Engineer for the Urine 

Processor Assembly. Watch her 

interview to learn more about the 

career path that led her to NASA. 

Watch the whole series to learn 

about other NASA STEM Stars! 

Learn more: 

youtu.be/dUb_NT2JRAE 

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Hazards to Deep Space Astronauts 

• To find the distance between each of your models, divide the actual approximate distance by the scale of the balloon models. 

• Now that you have calculated the correct scale distance between the Earth and Moon, model the distance by holding your Earth 

and Moon balloons about 6 m apart. This distance represents the distance from the Earth to the Moon that astronauts traveled 

during the Apollo missions to the Moon during the late 60s and early 70s. They will have to travel that distance again for the 

Artemis missions to the Moon later in this decade. The trip takes about 3 days each way, or about the same time it takes to drive 

from the east coast to the west coast of the United States, stopping only to rest. 

• Finally, model how far away you think Mars should be from Earth. Look around the room to compare your Earth-to-Mars distances 

with those of others. 

• Complete the second line of Table 2 to find the actual distance apart that your Earth and Mars balloons would have to be in order 

to be at the proper scale. Can you model it in the room? Could you model it in a hallway? Could you even model it on a football 

field? Why or why not? 

Challenge 

Meet the Problem 

• Have you ever unexpectedly run out of something important? What caused it to run out? 

• Even though NASA meticulously plans for all its missions, and even accounts for emergency scenarios, there are still times when 

an unexpected situation arises. When you are on a spacecraft, millions of kilometers from Earth, messages traveling at the speed 

of light can still take several minutes to reach you. During these times, it is up to the crew to take the initiative to troubleshoot the 

problem. 

• Here is your team scenario for the remainder of this activity: 

Your group represents the four-member crew of HEM2 (Human Exploration of Mars 2), the second of NASA’s manned missions 

to Mars, currently coasting on your 6-month (26-week) journey to the Red Planet. While the crew of HEM1 were the first to land 

on Mars, they were a smaller crew of three who only stayed on the surface for a few months. You are excited to be part of the 

first long-term mission, exploring the surface and performing scientific experiments for 18 months. Everything you need has been 

pre-positioned. There is a logistical supply craft in orbit, containing spare parts, fuel, and supplies for your trip home, as well as 

a fully stocked outpost on the Martian surface with everything you will need for your extended stay. 

Things have gone smoothly on your mission so far. You have just completed week 9 of your 26-week journey, and spirits within 

your spacecraft have been high. Suddenly, there is an alarm. Your water purification system is detecting a major malfunction. 

After several minutes of troubleshooting you have determined that hydraulic fluid has leaked into your water recycling system 

and you perform an emergency shutdown to prevent further damage. After repairing the hydraulic line, you restart the water 

recycling system and assess the damage. Here is what you determine: 

– The 20-liter (20-L) tank that feeds the water recycling system has been contaminated with hydraulic fluid and that water 

cannot be recovered. 

– Due to the emergency shutdown of the water recycling system, the system’s memory has been erased. You no longer have 

a record of how much water was originally supplied on the ship or how much clean water remains available. You do, however, 

have other sources of information about the water recycling system that you have accumulated from various sources. These 

are detailed in the included Data File. 

– After the accident, the water recycling system is currently operating at an efficiency of 86 percent, well below the designed 

efficiency of 90 percent. 

– The sudden drop in hydraulic pressure caused the communications array to become misaligned. It will take several hours to 

realign the array, send a message to Earth, and receive a reply. 

Since it will be several hours before receiving instructions from NASA, it is up to you to begin working the problem. Do you have 

enough water to make it to Mars orbit, where you have additional supplies and repair parts waiting? If not, make a specific plan 

that will ensure your crew will make it to Mars safely. 

40  Next Gen STEM 
 

 

Explore Knowns and Unknowns 

• Does your team understand what they are attempting to accomplish for remainder of the activity? 

• As a team, make a list of everything you need to know in order to determine if you will have enough water to make it to Mars. 

• As a team, check off items from your list that you already know. 

• Use the information that you already know and any additional information you can gather from the Data File to determine how 

much water you have left aboard your spacecraft and the rate at which it will be consumed. Use the HEM1 graph as an example 

to create a graph that shows your water consumption for HEM2. 

– Remember that you have a crew of four aboard HEM2, and HEM1 only had three crew members. 

– Also remember that your graph will change drastically at week 9. You will have a sudden loss of water due to contamination, 

and your rate of consumption will change due to the damaged water recycling system. 

– Continue to plot the graph to 26 weeks even if you fall below the x-axis. 

Generate Possible Solutions 

• Answer the following questions: 

– At current consumption rates, does your crew have enough water to complete the journey to Mars? 

– When will you run out of water? 

– How many additional liters of water would you need to have to make it safely to Mars? 

– How could you possibly extend your current water supply? 

• As a team, brainstorm a few plans for how you are going to ration the water. 

– Remember that this will begin at week 9 and last until week 26. 

– Make all the calculations to show that your plans will extend your water supply. 

Consider Consequences 

• Choose your most viable plan to extend your water supply. Using a different color, graph it onto your HEM2 water usage graph, 

beginning at week 9. 

– Remember that the changes you make must be reasonable and must keep the water supply above zero (the x-axis) all the 

way to week 26, when you arrive at Mars. 

– Make careful calculations to show how your new water rationing plan will change the overall water consumption rate. 

 Present Findings 

• As a team, prepare to present your HEM2 graph to everyone. 

– Explain what steps you took to reduce the daily ration of water of your crew members and what the possible effects of those 

changes would be on your crew. 

– Walk through the calculations you made, showing that the new water consumption rate ensures that the water supply will 

last until your crew reaches Mars. 

• After your presentation, you will be asked the following questions: 

– Compare your team’s graph to those of other teams. Should all your graphed lines be the same as theirs? 

– Which one is different? 

– Why? 

Hazards to Deep Space Astronauts 

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Hazards to Deep Space Astronauts 

After the loss of the water recycling system’s memory, your crew rounded up as much information about the water recycling system 

as they could from various sources aboard your spacecraft. Here are five items you have put together that contain useful information: 

1. HEM1 Mission Water Usage Graph: This graph was found in one of your training manuals and depicts the actual water 

consumption rates of the HEM1 expedition. 

2. Personnel Guide Excerpt: This page from your crew personnel guide shows various rules and regulations for the mission, 

including how much water allotment each astronaut receives. 

3. Consumable Supply Guide Excerpt: This page from the consumable supply guide shows regulations regarding how the amounts 

of various consumables are chosen for the mission. 

4. Crew Member Photo: This casual photo of one of your crew members was taken just days before the malfunction. The display 

of the water recycling system can be seen in the photo, showing the system’s overall average efficiency thus far on the mission. 

5. Note Pad: Depicts a few important things your crew remembers jotted down from their training about the water recycling system 

and about the emergency as well as some important questions that will be helpful to answer. 

HEM1 Mission Water Usage Graph 

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Hazards to Deep Space Astronauts 

Personnel Guide Excerpt 

conclusion of an exercise routine, it is the responsibility of the crew 

member to make all equipment ready for its next use: 

a) Use a moistened sanitizing wipe to clean all contact surfaces.

b) Properly reset all resistance settings to their default mode.

c) Stow equipment into its storage area. 

d) Make note of any damage to equipment or any equipment that is 

operating outside its designed parameters.

Daily Water Allotments 

The daily water allotment for each crew member (4.4 L) has been set with 

specific guidelines in mind. It is recommended that each crew member make 

an effort to use their daily water allotment according to these 

guidelines: 

a) 2.5 L daily for drinking water and for use in preparing beverages

b) 0.4 L daily for the rehydration and preparation of food

c) 1.5 L daily for bathing, brushing of teeth, and other forms of 

personal hygiene

Sharing and Trading Supplies 

Although the supplies that are packed for each expedition are, to some 

degree, tailored to individual needs or each crew member, it is permitted, 

for the purposes of necessity and comradery, for crew members to 

Consumable Supply Guide Excerpt 

for each crewmember per week of the planned mission, plus an 

additional 10 packages for incidental and emergency use. 

Potable Water 

The amount of potable water suppled for each mission is strictly set by 

the calculated needs of the crew. It is determined by the number of crew 

members assigned to the mission, the duration of the mission, and the 

projected efficiency of the water purification system. 

a) Each crew member is allotted 4.4 L of water for daily use.

b) After calculating water supply needs of the crew and accounting 

for the water that cannot be recycled, an additional supply of 

50 L will be placed aboard each mission for emergency use. 

Food 

Food storage packed for each mission takes into account the dietary 

needs of each crew member. Crew members may make personal choices 

from the provided menu options as well as make recommendations to 

Next Gen STEM  43 
 

 

Hazards to Deep Space Astronauts 

Crew Member Photo 

Note Pad 

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Hazards to Deep Space Astronauts 

Activity Four: Gravity 

Educator Notes 

Students will 

• Identify the challenges microgravity poses to the bones and muscles of astronauts in space. 

• Determine the fracture threshold of fictitious astronauts. 

• Create a design concept for a functional compact exercise device for potential use by NASA. 

• Calculate the amount of work being completed by determining force and distance. 

Challenge Overview Suggested Pacing 

Students are asked to design a functional exercise device that will help mitigate bone loss and 90 to 180 minutes 

atrophy during spaceflight. Students will use their knowledge of the skeletal system, osteoporosis, 

and the current exercise equipment on the International Space Station to design a new compact 

exercise device that is compatible with the spaceflight environment. Students will also create a 

hypothetical presentation for NASA. 

National STEM Standards 

Science and Engineering (NGSS) 

Disciplinary Core Ideas Science and Engineering Practices 

• MS-LS1.A: All living things are made up of cells, which is the smallest unit that can be said • Asking Questions and Defining Problems: A practice of science is to ask and refine 

to be alive. An organism may consist of one single cell (unicellular) or many different questions that lead to descriptions and explanations of how the natural and designed world 

numbers and types of cells (multicellular). works and which can be empirically tested. 

• MS-PS3-2: Develop a model to describe that when the arrangement of objects interacting at • Constructing Explanations and Designing Solutions: The products of science are 

a distance changes, different amounts of potential energy are stored in the system. explanations, and the products of engineering are solutions. 

• MS-ETS1-2: Engineering Design: Evaluate competing design solutions using a systematic • Obtaining, Evaluating, and Communicating Information: Scientists and engineers must be 

process to determine how well they meet the criteria and constraints of the problem. able to communicate clearly and persuasively the ideas and methods they generate. 

Crosscutting Concepts Critiquing and communicating ideas individually and in groups is a critical and professional 

• Systems may interact with other systems; they may have subsystems and be part of larger activity. 

complex systems. 

Technology (ISTE) 

Standards for Students 

• Creative Communicator: Students communicate clearly and express themselves creatively 

for a variety of purposes using the platforms, tools, styles, formats, and digital media 

appropriate for their goals. 

Standards for Students 

• Knowledge Constructor 3d: Students build knowledge by actively exploring real-world 

issues and problems, developing ideas and theories, and pursuing answers and solutions. 

Mathematics (CCSS) 

Mathematical Practices 

• CCSS.MATH.CONTENT.6.EE.A.2: Write, read, and evaluate expressions in which letters 

stand for numbers. 

• CCSS.MATH.CONTENT.7.EE.B.3: Solve multistep real-life and mathematical problems 

posed with positive and negative rational numbers in any form (whole numbers, fractions, 

Mathematical Practices (continued) 

and decimals), using tools strategically. Apply properties of operations to calculate with 

numbers in any form, convert between forms as appropriate, and assess the 

reasonableness of answers using mental computation and estimation strategies. 

Challenge Preparation 

The educator should 

• Read the introduction and background information and Educator Notes. 

• Review the worksheets: Bone Mass of an Astronaut, More Work!, Astronaut in Motion, and Exercise Equipment on the 

International Space Station. 

• Make copies of the worksheets for each student. 

• If students will be building their own device, assemble materials or provide a list of materials they can use. (Educators may opt 

to have students submit only their design.) 

• Have videos preloaded for presentation. 

Next Gen STEM  45 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Optional: This activity can be done as an interdisciplinary activity with the physical education department or a health department. 

Handouts 

• Bone Mass of an Astronaut (one copy for each student) 

• Exercise Equipment on the International Space Station (one copy per team) 

• More Work! (It is recommended that students complete this individually.) 

• Astronaut in Motion (It is recommended that students complete this individually.) 

• Scratch paper 

Suggested Materials (if students are building their design) 

 Bicycle tubing or surgical tubing 

 Cardboard 

 Cloth (dishrags, cotton fabric that stretches, etc.) 

 Elastic cord (e.g., bungee cord) 

 Glue or tape 

 Goggles and face shield (The student doing the testing of the device may need safety glasses and/or face shield.) 

 Hole puncher 

 Rubberbands 

 Springs (limit the strength and size of the springs; refer to the safety tip below) 

 Paper cups 

 Scissors 

 String 

 Wooden dowels 

Note: This is a suggested list. Students could also have a scavenger hunt and use readily available materials. 

Safety 

• Limit the strength and size of the spring. 

• To prevent accidental release, discharge, or injury, handle with extreme caution. 

• Eye and face protection must always be worn during construction and testing. 

• Always direct a sharp edge away from yourself and others. 

• Before using scissors, discuss safety issues surrounding proper use of the equipment. 

• Ensure that students’ device does not contain sharp or pointed surfaces. 

• Ensure that the device is sturdy and functional. 

• Use caution when students are demonstrating the device. 

• Allow for a testing area free of obstruction or hazards. 

• Have other students stand back for testing. 

Introduce the Challenge 

• Provide context for the activity using the introduction and background information in this guide. 

• Optional: Prepare for discussion by sharing the following video: “When You Land, Can You Stand?” www.nasa.gov/ 

content/when-you-land-can-you-stand-one-year-mission-video-miniseries-functional-performance 

• Ask students, “Can astronauts walk after spaceflight?” Have them explain why or why not. 

• Have students do a simple exercise like jumping jacks until they get fatigued. Discuss whether they think they would be able to 

do the same exercise in deep space. 

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Hazards to Deep Space Astronauts 

• Discuss what gravity is and how living in different gravitational fields can affect the body. 

• Explain that our knowledge about gravity’s effects on the body in deep space is limited because research has been limited to low 

Earth orbit. 

• Have students complete the Astronaut in Motion worksheet to review the skeletal system. 

Astronaut in Motion Worksheet Answer Key: 

1. Cranium (skull). 2. Vertebrae. 3. Clavicle (collarbone). 4. Sternum. 5. Ribs. 6. Humerus. 7. Ulna. 8. Radius. 9. Pelvis (hip 

bones). 10. Carpals (wrist bones). 11. Metacarpals (hand bones). 12. Phalanges (finger bones). 13. Femur. 14. Patella 

(kneecap). 15. Fibula. 16. Tibia (shinbone). 17. Tarsals. 18. Metatarsals (foot bones). 19. Phalanges (toe bones). 

• If students need additional scaffolding, they can create a graphic organizer (concept map, spider chart, or KWL chart) that reviews 

the following skeletal system vocabulary: bones, cells, vertebrae, skull, ribs, pelvis, femur, humerus, joint, ligament, and cartilage. 

• Refer to the background information and discuss with students why bone and muscle loss occurs in the lower body. Discuss how 

exercise will help retain bone and muscle mass. Remind students that astronauts no longer use their bones and muscles to help 

support their bodies while standing and walking, because they float in space. 

– Students can read Bone and Muscle Loss in Microgravity (see Resources) to better understand why the lower body is 

affected (no weight load on the lower body in space). 

• Review with students the concept of work and force. Review the equation of work: Work = Force × Distance. For example, if a 

person pushes a cart up a hill using a force of 500 Newtons and the box is pushed 6 meters, the work will be 3,000 Joules. 

Note: Students will be using the work equation for the More Work! worksheet during the Improve phase of the challenge. 

• Have students complete the Bone Mass of an Astronaut worksheet individually and discuss their findings as a team. 

Note: If students struggle, this worksheet can be completed in teams or in a whole-group setting. 

• Explain the role of engineers in designing technology to solve problems. Share the NASA video “Intro to Engineering” 

(www.youtube.com/watch?v=wE-z_TJyziI) and introduce the engineering design process. 

• Divide students into teams of three to four. Consider assigning roles and tasks to individual students within the group. See the 

Teamwork section at the beginning of the guide for suggestions. Distribute the handouts and scratch paper. 

• Explain the challenge to students: 

– The goal is to design a concept plan and build a functional device that exercises the body to prevent bone loss and muscle 

atrophy while also being compact enough for an astronaut to use on a deep space mission. Each team will create a design 

concept for their exercise device based on the gravitational field where the device will be used. Students will decide if their 

functional compact device will be used on the surface of the Moon (1/6 of Earth’s gravity), in transit to the Moon or Mars 

(zero gravity), on the surface on Mars (3/8 of Earth’s gravity), or in all three gravity environments. 

– Use the suggested materials list to inform students what materials are available or provide the materials for teams to build 

a prototype of their exercise device. 

– The device must be sturdy enough for the student to demonstrate the device during the presentation. 

– Each team will present their device and explain how it can mitigate bone loss and muscle atrophy. 

• Review the following criteria and constraints of the activity with students: 

Criteria Constraints 

Exercise device must be functional to strengthen the lower-body skeletal 

region (femur, pelvis, and hip). 

You may only use everyday, readily available supplies. 

Exercise device must be compact, with a maximum height of 42.4 cm, a 

maximum width of 33 cm, and a maximum diameter of 21.6 cm (size of a 

book bag or standard shoebox). 

You may not use any type of free weights. 

Total force of the device must be no less than 3 kg and no more than 13 kg. 

Prototype must operate for a minimum of 1 minute. 

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Hazards to Deep Space Astronauts 

Facilitate the Challenge 

Ask 

• Choose one or more of the following clips to share with students: 

– NASA Hazards of Human Spaceflight: Hazard 4: Gravity Fields (3:05). 

www.youtube.com/watch?v=f3-96ZbY5NA 

– Growing Bones in Space. (1:51) www.youtube.com/watch?v=ht9zTT4qPeI 

– STEMonstrations: Exercise. (2:43) www.nasa.gov/stemonstrations-exercise.html 

• After the clips, engage in a discussion with students using the following questions: 

– What challenges caused by gravity do astronauts encounter? 

– How would you compare bone density loss on Earth to bone density loss by 

astronauts in space? 

– Why is bone density loss research so important to people on Earth? 

– How would you prevent bone and muscle loss in space? 

• Complete the following demonstration with students to understand the problems 

associated with bone loss. 

– Take a piece of paper and fold it in half. 

– Draw a picture of the femur on one half of the sheet. Cut out the picture so there are 

now two bones. 

• Activate prior knowledge by asking students questions about bones. For example, what 

makes up bone? In what body system would you find bones? Why are bones hard? 

Note: Emphasize the fact that bones are made of cells and explain how the structure 

dictates its function. 

• Tug at the first paper bone, or have a student tug at it, to see how many tugs it takes to 

tear the paper. Use a hole puncher to create 10 holes in the second bone. Now tug at 

second bone to see how long it takes to tear. 

• Ask students what happened to the bone after bone density loss. 

Share With Students 

Brain Booster 

Did you know that astronaut Scott 

Kelly has a twin? Scott and his 

twin brother, Mark, participated in 

a twin study to investigate how 

microgravity affects different 

aspects of the body. Scott was in 

space and Mark was on Earth. 

This was a unique study because 

twins share the same genetic 

makeup, so they are physically 

similar. The Twins Study was a 

340-day investigation conducted 

by NASA’s Human Research 

Program. Find out how NASA 

used 10 billion miles of DNA to 

investigate nurture versus nature. 

Learn more: 

www.nasa.gov/twins-study/funfacts-and-shareables 

On Location 

Have you ever wondered how 

NASA researches microgravity? 

The Zero Gravity Research 

Facility at Glenn Research Center 

has a chamber with a 467-foot 

(142-meter) drop that creates a 

microgravity environment. Take a 

tour of the facility using the link 

below. 

Learn more: 

www.nasa.gov/specials/zero-g/ 

48  Next Gen STEM 
 

 

Imagine 

• Have students research the gravitational fields that astronauts will experience during the different phases of a spaceflight mission. 

– Mars Exploration Program. mars.nasa.gov/all-about-mars/facts/ 

– Astronaut Begins “Boston Marathon” in Space. (0:59) www.youtube.com/watch?v=nDCdDybegVc 

• Ensure that each team examines the three types of exercise equipment pictured in the handout Exercise Equipment on the 

International Space Station. 

• Ask students to individually sketch their exercise device concept. Remind them about the criteria and constraints. 

• After students have drawn their individual sketches, allow students time to examine the available materials. 

• Have students work in their teams to brainstorm how the materials can be used to create a team design that takes into account 

the location where the device will be used—whether in transit, on the lunar surface, on the surface of Mars, or in all three 

gravitational fields. 

 Plan 

• Have teams sketch a design for their exercise device. Note: Each design must incorporate at least one design idea from each 

member. 

• Have students label each part with its function and explain how they optimized their design for the spaceflight environment (e.g., 

using lightweight materials, being aware of potential hazards to the astronauts, avoiding loose parts, etc.). 

Create 

• Have each team construct their exercise device. 

• Have teams measure the dimensions of their exercise device to ensure it will fit into a book bag or standard shoebox. 

• Ensure that there are no edges that will cause harm as students test their device. 

Test 

• Have at least two members of each team test the exercise device to make sure it is functional. 

• The device must be functional to complete repetitions for at least 1 minute. 

• Ensure that the device does not cause any safety concerns (loose cords, springs, etc.). Also, students must remember that 

everything in space floats, so small parts may be an issue. 

 Improve 

• Have each team identify two areas in which their device could be improved. 

• Allow each team additional time and materials to incorporate changes to their device. 

• Have at least two team members use the device for at least 1 minute. Try to choose students who did not perform the first test. 

• Have students complete the More Work! worksheet. 

Share 

• Have students present their device to everyone using a format designated by the educator. Examples: a commercial, a slide 

presentation, or an advertisement. 

• Engage students with the following discussion questions: 

– How can your device create resistance? Why is that so important in strengthening muscles? 

– Identify what gravitational field your device is better suited for and explain why. 

– What ways could your device be adapted to enable it to work better in different gravitational fields? 

– What flaws did your team identify in the first design? How were these improved? 

Hazards to Deep Space Astronauts 

Next Gen STEM  49 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

– If you could have all the materials you needed, how could you optimize your design to make it as small and lightweight as 

possible? Are there other materials that are lighter that could be used? 

• Optional: Share students’ results on social media using #NextGenSTEM. Be sure to include the module and activity name. 

Extensions 

• If supplies are not available, or not feasible, students can just create a concept design (sketch) and present their design. 

• Students can use a force plate to demonstrate how much force is being exerted. 

• “Get a Leg Up” activity allows students to simulate the fluid shift experienced by astronauts upon entering space. 

www.nasa.gov/stem-ed-resources/get-a-leg-up-activity.html 

• “Bendy Bones” allows students to see the effect of calcium in building and maintaining strong bones by comparing bone before 

and after it is introduced to vinegar. www.nasa.gov/sites/default/files/heo-cpfc-bendy_bones_seg2.pdf 

References 

Hole-y Bones. www.nasa.gov/pdf/663095main_Hole-y_Bones_Activity.pdf 

Bag of Bones. www.nasa.gov/pdf/663094main_Bag_of_Bones_Activity.pdf 

Resources 

The Human Body in Space. www.nasa.gov/hrp/bodyinspace 

Bone and Muscle Loss in Microgravity. www.nasa.gov/mission_pages/station/research/station-science-101/bone-muscle-loss-inmicrogravity/#:~:text=In%20the%20microgravity%20environment%20aboard,during%20their%20stays%20in%20space. 

Houston, We Have a Podcast: Hazard 4: Gravity. www.nasa.gov/johnson/HWHAP/hazard-4-gravity 

Exercise Countermeasures Lab at NASA Glenn (video). www.youtube.com/watch?v=W8G07FG1g8I 

Microgravity Educator Guide. www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Microgravity_Teachers_Guide.html 

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Hazards to Deep Space Astronauts 

Activity Four: Gravity 

Student Handout 

Your Challenge 

You will design a functional exercise device that will help mitigate the damage of bone loss 

and atrophy. You will use your knowledge of the skeletal system, osteoporosis, and the current 

exercise equipment on the International Space Station to design a new exercise device that is 

compatible with the spaceflight environment (i.e., compact). You will also create a presentation 

designed to show NASA the benefits of the device. 

Criteria Constraints 

Exercise device must be functional to strengthen the 

lower-body skeletal region (femur, pelvis, and hip). 

You may only use everyday, readily available 

supplies. 

Exercise device must be compact, with a maximum 

height of 42.4 cm, a maximum width of 33 cm, and a 

maximum diameter of 21.6 cm (the size of a book bag 

or standard shoebox). 

You may not use any type of free weights. 

Total force of the device must be no less than 

3 kg and no more than 13 kg. 

Prototype must operate for a minimum of 1 minute. 

Ask 

• Discuss the following questions after viewing the video clips that will be shown to you: 

– What challenges caused by gravity do astronauts encounter? 

– How would you compare bone density loss on Earth to bone density loss by 

astronauts in space? 

– Why is bone density loss research so important to people on Earth? 

– How would you prevent bone and muscle loss in space? 

• Complete the Bone Mass of an Astronaut worksheet. 

Imagine 

• Examine the three types of exercise equipment used on the International Space Station 

using the pictures provided. Compare and contrast the similarities and differences of each 

machine. How can these machines help strengthen the lower body? 

• Research the three gravitational fields (Moon, in transit, and Mars) that astronauts will 

experience as they travel in deep space. How will the gravitational fields affect the way 

astronauts exercise? Why is it important for the exercise device to strengthen the lower body? 

• Use the discussion to decide what gravitational field(s) your device is best suited for. Also, 

think about what kind of exercise the device offers. Aerobic? Weight training or resistive? 

Combination? 

• Sketch a design of what your exercise device will look like. 

• Examine the building materials or the list of materials available to your team. Brainstorm 

with your team how the materials can be used in your device. 

Fun Fact 

Did you know that researchers 

use mice to research the effects of 

microgravity in astronauts? There 

may be a protein that can help 

build muscle and prevent bone 

loss. Researchers sent 40 mice to 

live in the International Space 

Station and studied 40 other mice 

here on Earth. They hope their 

Mighty Mice and these proteins 

can benefit astronauts in space. 

Learn more: 

www.nasa.gov/mission_pages/st 

ation/research/news/rodents-anda-rocket-carried-researchersdreams-into-space-rodentresearch-19 

Career Corner 

An exercise physiologist analyzes 

patients’ fitness to help them 

improve their health or maintain 

good health. This is exactly what 

an exercise physiologist does at 

NASA, but these scientists are 

improving astronaut health and 

helping to find solutions to the 

health problems astronauts may 

develop in deep space. 

Learn more: 

www.nasa.gov/hhp/physiology 

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Hazards to Deep Space Astronauts 

Plan 

• As a team, sketch a design of your exercise device. Your sketch must include at least one design idea from each team member. 

• Label each major part with its name and purpose and note how you optimized your design for the spaceflight environment. 

• Be sure to explain how your device is uniquely designed for the gravitational field your team chose. 

Create (Only if you are building your device—if you are not building the device, go to the Share phase.) 

• Construct your exercise device if your instructor has asked for a prototype. 

• Use safety glasses with face shields while handling or extending springs, elastic, cords, tubing, or rubberbands. Use extreme 

caution to ensure that any sudden release of energy will be directed away from you and others. 

• Measure the dimensions of the exercise device to ensure that it meets the design criteria. 

• Ensure that there are no pinch points or edges that will cause harm. 

Test (Only if you are building your device—if you are not building the device, go to the Share phase.) 

• If you have built your design, have at least two members of the team test the exercise device to make sure it is functional. 

• The team members testing must use safety glasses with face shields while testing. All others in the area must do the same. 

• The exercise device must be functional to complete at least 10 repetitions. 

• Ensure that the device does not cause any safety hazards (sharp ends, pinch points, sudden release of energy from loose ends, 

springs, elastic tubing, etc.). Also, remember that everything in space floats, so small parts may be an issue. 

Improve (Only if you are building your device—if you are not building the device, go to the Share phase.) 

• Identify two areas in which the device could be improved. 

• Incorporate the changes to your device. 

• Have at least two team members (different from the first test) use the device for at least 1 minute. 

• Each team member will complete the More Work! worksheet. 

Share 

• You will present the device to everyone using a designated format. 

• Discuss the following questions as a team: 

– How can your device create resistance? Why is that so important in strengthening muscles? 

– Identify what gravitational field(s) your device is better suited for and explain why. 

– What ways could your device be adapted to enable it to work better in different gravitational fields? 

– What flaws did your team identify in the first design? How were these improved? 

– If you could have all the materials you needed, how could you optimize your design to make it as small and lightweight as 

possible? Are there other materials that are lighter that could be used? 

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Hazards to Deep Space Astronauts 

Astronauts need to exercise to keep their bones strong. 

Every astronaut is made up of 206 bones. Bones give the body 

structure, protect organs, and much more. 

The skull (cranium) protects the most important part of all, the 

brain. The cranium is connected to the vertebrae that form the 

back. The heart, lungs, and liver are protected by ribs. There 

are 12 sets of ribs that run from the backbone to the sternum 

(a strong bone in the center of the chest that holds the ribs in 

place). 

The collarbone (clavicle) has a humerus, which makes up part 

of the shoulder bone. Below the elbow, you have the radius and 

ulna. So how can you tell which is which? The radius is on the 

thumb side and the ulna is on the “pinky side.” The hand is built 

in 3 sections: phalanges (fingers), metacarpals, and carpals. 

The thighbone is the femur, and it connects to the pelvis (hip 

bones) and the knee. Why is the knee important? The knee is 

the biggest joint in the body, and it allows the leg to straighten 

and bend, so it needs to be protected. The kneecap (patella) 

protects the front of the knee. 

Below the knee are two bones: the tibia and the fibula. The 

tibia (shinbone) is the larger bone and connects the knee and 

anklebone. The fibula supports a significant amount of the 

astronaut’s body weight—but remember, this does not happen 

in space. 

A quarter of an astronaut’s bones are found in the feet. There 

are 52 bones in the foot. The feet have tarsals (anklebones), 

metatarsals (five long bones in the middle of the foot), and more 

phalanges (toes). 

So how does an astronaut move? Bones meet at the joints that 

connect muscles and bones. Joints hold the skeleton together 

and allow movement. Muscles work by voluntarily contracting to 

make bones move. The bones, muscles, and joints all work 

together to get the astronaut moving—even in space. 

1. _______________________________________________ 

2. _______________________________________________ 

3. _______________________________________________ 

4. _______________________________________________ 

5. _______________________________________________ 

6. _______________________________________________ 

7. _______________________________________________ 

8. _______________________________________________ 

9. _______________________________________________ 

10. ______________________________________________ 

11. ______________________________________________ 

12. ______________________________________________ 

13. ______________________________________________ 

14. ______________________________________________ 

15. ______________________________________________ 

16. ______________________________________________ 

17. ______________________________________________ 

18. ______________________________________________ 

19. ______________________________________________ 

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Hazards to Deep Space Astronauts 

Breaking a bone is a fairly common injury, but with modern medicine, a 

broken bone is usually little more than a painful inconvenience. 

Unfortunately, astronauts might not always have a doctor with them 

(isolation), and the nearest hospital is millions of miles away (distance). 

To make matters worse, the surfaces of the Moon and Mars are rough 

and full of tripping hazards (environment). Perhaps worst of all, as far as 

broken bones go, is that the reduced exposure to the force of gravity 

during spaceflight will cause loss of bone mass, as shown in the cross 

sections to the right. 

Just as a skinny twig is easier to break than a thick branch, the less mass an astronaut’s bones have, the easier they are to break. 

Some bone loss is natural with age, as shown in the graph below. The width of each band shows the typical range of bone mass for 

each sex at each age. 

1 g Microgravity 

In microgravity, bone mineral loss occurs more rapidly because the bones do not need to resist the force of Earth’s gravity. This bone 

loss occurs at an average rate of approximately 1 percent per month. We do not yet know if fractional gravity, present on the Moon 

and Mars, will be enough to reduce or prevent that bone loss. In the graph above, the line marked “fracture threshold” separates what 

doctors consider to be normal risk for breaking a bone versus high risk for breaking a bone. 

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Hazards to Deep Space Astronauts 

Directions: Complete the table below to track bone mass loss for each of eight hypothetical astronauts on a mission to Mars. For the 

purposes of this activity, the fracture threshold for anyone old enough to be an astronaut is considered to be 500 grams of bone mass. 

Also, we will assume that people lose just as much bone mass in fractional gravity as they do in microgravity (although NASA does 

not yet know if that is actually the case). 

Example: 

• An astronaut with an initial bone mass of 510 grams (g) will lose an average of 1 percent of their bone mass in the first month. 

• Since 1 percent of 510 g is 5.1 g (compute 0.01 × 510 g to get this), this astronaut would have 504.9 g of bone mass (compute 

510 – 5.1 g to get this) after the first month. 

• A faster way to do this calculation is to realize that if you lose 1 percent of bone mass, you have 99 percent left. So, after the 

second month, this astronaut would have 499.85 g of bone mass (compute 0.99 × 504.9 g to get this). 

• This astronaut would be at high risk of breaking a bone in as little as 2 months of spaceflight! A fall that would have caused little 

more than a bruise on Earth might result in a broken bone by the time the astronaut lands on Mars, let alone by the time they 

return back to Earth. 

Initial bone 

mass, 

g 

Bone mass 

after 

1 month 

Bone mass 

after 6 months 

(approximate 

travel to Mars) 

Bone mass 

after 9 months 

(after 3 month 

stay on Mars) 

Bone mass 

after 15 months 

(approximate 

return to Earth) 

Does the astronaut ever 

have high risk of 

bone breaks? 

Starting when? 

1,000 

950 

910 

865 

812 

739 

621 

567 

Extension questions: 

1. Does an astronaut lose as much bone mass in the 1st month as in the 2nd month? What about the 15th month? Why? 

2. If you plot the bone mass of each astronaut over time on a scatterplot, does the pattern follow a straight line? 

3. How many months could the typical 40-year-old man or woman survive in reduced gravity without becoming at high risk of bone 

breaks? 

4. A person with more initial bone mass can withstand the effects of reduced gravity longer without high risk of breaks. Should 

NASA hire only people with high initial bone mass? Why or why not? 

5. How might the above table change if the fractional gravity of Mars slowed bone loss to just 0.5 percent per month? What if 

astronauts stayed an entire year on Mars instead of just 3 months? 

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Hazards to Deep Space Astronauts 

T2 Treadmill 

www.nasa.gov/image-feature/exercising-on-the-t2-treadmill 

Advanced Resistive Exercise Device (ARED) 

www.nasa.gov/content/chris-cassidy-exercises-on-the-ared 

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Hazards to Deep Space Astronauts 

Cycle Ergometer With Vibration Isolation System (CEVIS) 

www.nasa.gov/content/steve-swanson-works-out-on-the-cevis 

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Hazards to Deep Space Astronauts 

Each time you exercise, you are doing work. The work you do is equal to the force you exert multiplied by the distance you exert the 

force (Work = Force × Distance). In this activity, you will use distances, forces, and times in order to calculate the work of your 

muscles. Remember that one of the problems with microgravity is that astronauts lose up to 20 percent of muscle mass on spaceflights 

lasting 5 to 11 days. 

Directions 

1. Find a clear area free of obstructions and hazards. Others should keep distance while you exercise. Use safety glasses and a 

face shield. 

2. Using your team exercise device, perform your exercise for 1 minute to determine force and distance. 

– Estimate the force that you are exerting. Hint: At the surface of the Earth, 1 pound = 4.45 newtons (approximately). 

– Have a team member measure the distance that you exerted the force. 

– Enter your measurements on your own data table. 

3. Now, perform several repetitions using your exercise device for at least 1 minute. 

4. Calculate total work done for each team member who uses the exercise device. 

Calculations 

As an example, suppose your teammate weighs about 130 pounds, pushes the device 1 meter, and repeats the exercise 10 times. 

• Teammate weight = 130 pounds × 4.45 newtons = 293 newtons 

• Work in 1 repetition = Force × distance = 293 newtons × 1 meter = 293 joules 

• Total work done = Work in 1 repetition × number of repetitions = 293 joules × 10 = 2930 joules 

Analysis 

1. How does your work output compare with your teammates’ output? Explain why there is a difference. 

2. How could the total work done be useful to NASA? 

3. If you were able to improve your device, what patterns did you see before and after the Improve stage? 

4. Using the information that you calculated, defend your exercise device’s ability to prevent muscle mass loss. 

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Activity Five: Environment 

Educator Notes 

Learning Objectives 

Students will be able to 

• Compare and contrast the environments of Earth, the Moon, and Mars 

• Design to scale an enclosed, self-sustainable habitat for astronauts on a deep space mission 

• Create charts or diagrams of the life support systems or cycles within the habitat and explain how they function 

Challenge Overview Suggested Pacing 

After watching a video on the fifth hazard for deep space astronauts, Hostile/Closed Environments, 120 to 180 minutes 

students will examine various celestial bodies to compare and contrast the environments. Students 

will work in teams to design ways to mitigate the dangers of a hostile environment. They are then 

challenged to create a conceptual habitat and identify ways to make it self-sustaining. 

National STEM Standards 

Science and Engineering (NGSS) 

Disciplinary Core Ideas 

• LS2.A: Interdependent Relationships in Ecosystems: Predatory interactions may reduce the 

number of organisms or eliminate whole populations of organisms. Mutually beneficial 

interactions, in contrast, may become so interdependent that each organism requires the 

other for survival. Although the species involved in these competitive, predatory, and 

mutually beneficial interactions vary across ecosystems, the patterns of interactions of 

organisms with their environments, both living and nonliving, are shared. 

• LS2.B: Cycle of Matter and Energy Transfer in Ecosystems: Food webs are models that 

demonstrate how matter and energy is transferred between producers, consumers, and 

decomposers as the three groups interact within an ecosystem. Transfers of matter into and 

out of the physical environment occur at every level. Decomposers recycle nutrients from 

dead plant or animal matter back to the soil in terrestrial environments or to the water in 

aquatic environments. The atoms that make up the organisms in an ecosystem are cycled 

repeatedly between the living and nonliving parts of the ecosystem. 

Science and Engineering Practices 

• Developing and Using Models: Modeling in 6–8 builds on K–5 experiences and progresses 

to developing, using, and revising models to describe, test, and predict more abstract 

phenomena and design systems. 

• Constructing Explanations and Designing Solutions: Constructing explanations and 

designing solutions in 6–8 builds on K–5 experiences and progresses to include 

constructing explanations and designing solutions supported by multiple sources of 

evidence consistent with scientific ideas, principles, and theories. 

Science and Engineering Practices (continued) 

• MS-ESS1-3: Analyze and interpret data to determine scale properties of objects in the solar 

system. [Clarification statement: Emphasis is on the analysis of data from Earth-based 

instruments, space-based telescopes, and spacecraft to determine similarities and 

differences among solar system objects. Examples of scale properties include the sizes of 

an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), 

and orbital radius. Examples of data include statistical information, drawings and 

photographs, and models.] 

• MS-LS2-2: Construct an explanation that predicts patterns of interactions among organisms 

across multiple ecosystems. [Clarification statement: Emphasis is on predicting consistent 

patterns of interactions in different ecosystems in terms of the relationships among and 

between organisms and abiotic components of ecosystems. Examples of types of 

interactions could include competitive, predatory, and mutually beneficial.] 

• MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among 

living and nonliving parts of an ecosystem. [Clarification statement: Emphasis is on 

describing the conservation of matter and flow of energy into and out of various 

ecosystems, and on defining the boundaries of the system.] [Assessment boundary: 

Assessment does not include the use of chemical reactions to describe the processes.] 

Mathematics (CCSS) 

Mathematical Practices 

• CCSS.MATH.CONTENT.6.RP.A.1: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. 

Challenge Preparation 

The educator should 

• Read the introduction and background information and Educator Notes. 

• Determine whether students will fill in the Comparison of Earth, Moon, and Mars handout or use the filled-in version; make copies 

as needed. (Both versions of the handout are located after the Student Handout.) 

• Provide reading and video links to students to save time during the activity and prepare students for discussion. 

– “Growing Plants in Space.” www.nasa.gov/content/growing-plants-in-space 

– “Can Space Gardening Help Astronauts Cope With Isolation?” www.nasa.gov/feature/can-space-gardening-helpastronauts-cope-with-isolation 

Next Gen STEM  59 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

– Hazards of Human Spaceflight: Hazard 5: Hostile Closed Environments. (3:05) 

www.youtube.com/watch?v=LgGt03MjHfA&feature=youtu.be 

– Apollo 13: ‘Houston, We’ve Had a Problem.’ (7:00) 

www.youtube.com/watch?v=MdvoA-sjs0A&pbjreload=101 

– Real World: The Carbon Cycle – Essential for Life on Earth. (5:43) 

nasaeclips.arc.nasa.gov/video/realworld/real-world-the-carbon-cycle-essential-forlife-on-earth 

– Real World: Environmental Control on the International Space Station. (5:07) 

nasaeclips.arc.nasa.gov/video/realworld/real-world-environmental-control-on-theinternational-space-station 

– Real World: Lunar Power Plant. (6:28) nasaeclips.arc.nasa.gov/video/realworld/realworld-lunar-power-plant 

• Have videos preloaded for presentation. 

Materials 

 Paper 

 Graph paper 

 Pencil 

 Markers 

 Scissors (optional) 

Safety 

• Students should be aware of their surroundings and move carefully throughout the room 

when viewing another team’s work. 

• Students should follow safe scissor protocol when using scissors. 

Introduce the Challenge 

• Explain to students that life as we know it has adapted to the conditions on Earth. There 

are many natural systems working together to keep the conditions on Earth regulated so 

that we can continue to maintain life. The Moon, Mars, and other places in the solar system 

have different conditions that humans cannot adapt to without protection. Astronauts who 

travel beyond Earth are leaving their natural life-support system. Both their spacecraft and 

their eventual base must be designed to keep them alive, because their destination will 

have an environment that is not conducive to life as we know it. 

• Have students watch and discuss the video “Hazards of Human Spaceflight: Hazard 5: 

Hostile/Closed Environments.” Explain that the best chance of long-term survival, whether 

in a spacecraft or on a celestial body, will be to keep the environment as similar to Earth 

as possible. Have students discuss the following questions: 

– What are important characteristics of long-term survival on Earth? 

– What modifications are necessary for survival on another celestial body like the Moon 

or Mars? 

• Share the video “Apollo 13: ‘Houston, We’ve Had a Problem’” and have students discuss 

the following questions: 

– What essential element are the astronauts quickly running out of in this situation? 

– How could this situation be avoided in the future? 

– Why is it important to be for an environment to be self-sustaining? 

– Is it possible to be completely self-sustaining? 

Brain Booster 

Aquaponics is a self-contained 

lunar plant growth chamber that 

can provide both protein and 

vegetation to astronauts. Fish 

living in the bottom provide 

nitrogen and phosphate for the 

plants, while the plants provide 

beneficial bacteria to convert 

ammonia and filter the water. 

Learn more: 

spacescience.arc.nasa.gov/micro 

ecobiogeo/research/spaceexploration-technologies/biologyis-the-technology-microbialecology-of-space-foodproduction/ 

On Location 

Growing Beyond Earth is an 

educational outreach and citizen 

science program that reaches 

over 170 middle and high schools 

from Florida, Colorado, and 

Puerto Rico. NASA’s Kennedy 

Space Center plant production 

scientists Gioia Massa and Trent 

Smith train teachers who then 

receive plant growth chambers 

that mimic Veggie, the space 

garden residing on the 

International Space Station. 

Learn more: 

blogs.nasa.gov/kennedy/2019/05 

/09/students-show-off-plantresearch-at-symposium-in-miami/ 

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Hazards to Deep Space Astronauts 

• Explain that in this activity students will be faced with a hostile environment. They will have to strategize ways to make the 

environment less hostile and utilize renewable resources to create a self-sustaining habitat in that new environment. Students 

will demonstrate their idea by designing a self-sustaining conceptual habitat and explain how elements necessary for life will be 

renewed, recycled, or created. 

• Review the following criteria and constraints of the activity with students: 

Criteria Constraints 

Draw cycles you are planning to integrate in your habitat and ecosystem. Keep your habitat design to the scale size, no larger than 4.5 by 4.5 meters. 

Habitat should be drawn to scale. 

You must have all necessary parts of living quarters, including airlock 

chamber, in your final presentation. 

Habitat may have more than one level. 

Facilitate the Challenge 

Ask 

• Display a picture of a person, reptile, plant, fish, or other living thing and ask students what is necessary for this living organism 

to survive (e.g., food, water, and air). 

• Discuss with students: We all have different habitats that we live in. We can and have learned to adapt to changes within our 

environment. 

– Display pictures of different ecosystems and discuss what is living there. Discuss biotic and abiotic factors. 

– It may be helpful to have students observe self-sustaining ecosystems and the organisms and cycles within them. 

– Ask students: 

– Could the living things in the ecosystem adapt in a different latitude? For example, from the equator at 0 degrees to 

Antarctica at 82 degrees south? 

– What happens to the oxygen after we use it? The water? Nutrients? (Have students explain the complete cycles.) 

• Do a quick review of the cycles if needed (water, oxygen, nutrients, nitrogen, and carbon). 

– At their tables, assign each table a different “cycle” to draw and label with as many parts as they can without researching 

(e.g., water cycle, oxygen/carbon dioxide, nutrients, nitrogen, carbon, etc.). Note: Cycles curriculum should have already 

been covered with students prior to this activity. 

– Teams can partner up to share cycle information and see if other teams are able to add to the cycle the group originally 

created. 

– Have students use resources to research the cycles and add to their initial drawing. If time permits, have students present 

their cycles, or post them in the room so that all groups have access to the information. 

– References, if needed: 

– The Water Cycle. gpm.nasa.gov/education/water-cycle 

– The Carbon Cycle. svs.gsfc.nasa.gov/10494 

– Why Is Carbon Important? climatekids.nasa.gov/carbon/ 

– What Is the Water Cycle? climatekids.nasa.gov/water-cycle/ 

Imagine 

• Ask students to imagine they were to go to a different celestial body. Is it possible to adapt and survive? 

• Have students discuss with their table or neighbor whether they could survive on another planet or celestial body. 

• Listen to some of their ideas (without commenting, so as not to restrict student creativity). 

Next Gen STEM  61 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Plan 

• Tell students that in order to decide whether (and how) we could adapt, we first need to examine the features of the celestial 

bodies. Introduce the Comparison of Earth, Moon, and Stars handout. Depending on available time and student ability: 

– Have students use science resources to fill out the chart (individually, as a team, or with the whole group); or 

– Provide students with the completed chart. Group them in small teams to review the differences between the three celestial 

bodies. 

• Regroup and ask students if they think their original ideas from the Imagine phase would have kept them alive, now that they 

have done some research. 

• Discuss the differences between Earth, Moon, Mars, and the other celestial bodies selected. 

• Ask students the following questions: 

– What makes the environment hostile? 

– Could we grow food without intervention? Explain. 

– Are there some elements or features that can be useful? If so, what are they? 

• Have students read the following articles: 

– “Growing Plants in Space.” www.nasa.gov/content/growing-plants-in-space 

– “Can Space Gardening Help Astronauts Cope With Isolation?” www.nasa.gov/feature/can-space-gardening-helpastronauts-cope-with-isolation 

• Share all or part of the video “NASA STEM Stars: Veggie.” www.youtube.com/watch?v=7ukuCm7xrVY&t=44s 

Note: The excerpt from time stamp 11:45 to 15:50 is most important for student viewing. 

• Ask students to explain why they think it is important to be able to grow vegetation in space. 

• Have students get in their small teams to discuss the elements needed in a habitat for it to be self-sustaining. 

• Come together and discuss as a whole group. Be sure to discuss what is needed. 

Create 

• Remind students that humans have adapted to life on Earth, but the environments on other celestial bodies are not conducive to 

life as we know it. To keep astronauts healthy, students need to create a habitat that is adaptable to the environment. 

• Looking at the chart, have students choose a celestial body where they want to create a habitat that is self-sustainable. 

• Remind students to check the criteria and constraints. 

• Students will work in teams of no more than three and will be asked to do the following: 

1. Design and draw a habitat to scale that will sustain life on the celestial body of their choice. 

2. Explain and diagram the life support systems within the habitat. 

3. Create a diagram of how each of the following will be renewed, created, or recycled: 

– Oxygen 

– Water 

– Waste and garbage 

– Food 

– Power source 

• Have students review their design with the whole group and talk things through to be sure that the habitat will be self-sustainable. 

Encourage them to review it with another educator or adult so that they can get another person’s point of view and then make 

improvements as needed. 

– Ecosystem resource if needed: climatekids.nasa.gov/10-things-ecosystems/ 

62  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Test 

• Have students meet with the instructor to discuss how the habitat will be self-sustaining. Be sure the teams can explain how all 

essentials for life are being met, how food is being produced, what the source of power is, and where their waste and garbage is 

going. 

• Make suggestions or point out areas of improvement. 

Improve 

• Have students return to their teams and adjust their habitat to address suggestions for improvement or missed objectives. 

• Have students update their drawings and explanations as needed 

Share 

• Have each team present their design to the whole group and explain how they will establish the habitat to be self-sustainable. 

• Optional: Share students’ results on social media using #NextGenSTEM. Be sure to include the module and activity name. 

Extensions 

• Have students test their ideas for the habitat on an enclosed ecosystem and try to sustain the life of a Plant-stronaut. Have them 

create a table-top-size, sealed ecosystem to test their ideas. Put a plant in the ecosystem and test the sustainability of their 

habitat. 

• Have students add additional levels to the ecosystem for their Plant-stronaut. 

• Have the whole group collaborate by taking the best parts of each habitat to design a Super Habitat. 

References 

Life Support Systems 

www.nasa.gov/stem-ed-resources/life-support.html 

Living and Working in Space: Habitat 

www.nasa.gov/pdf/176994main_plugin-176994main_HSE_TG2-1.pdf 

Next Gen STEM  63 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Activity Five: Environment 

Student Handout 

Your Challenge 

You will compare environments of different celestial bodies and decide which celestial body 

has the best conditions to support a self-sustaining habitat for astronauts. You will design or 

draw to scale a conceptual enclosed, self-sustainable habitat for astronauts on a deep space 

mission. You will draw diagrams that shows how you renew and recycle the needed items to 

sustain life. 

Criteria Constraints 

Draw cycles you are planning to integrate in your 

habitat and ecosystem. 

Keep your habitat design to the size no larger than 

4.5 by 4.5 meters. 

Habitat should be drawn to scale. 

You must have all necessary parts of living quarters, 

including airlock chamber, in your final presentation. 

Habitat may have more than one level. 

Ask 

• Look at the pictures displayed. What is necessary for each of the following to survive: 

– Person? 

– Reptile? 

– Plant? 

– Fish? 

– Amphibian? 

• Look at the pictures of the different ecosystems provided and discuss with your neighbor 

what you see. Talk about the biotic and abiotic factors. 

• As you examine each picture, discuss the following questions: 

– What is needed for all the living things pictured to adapt to live in a different latitude? 

– How could the organism adapt to live in Antarctica if they were from a tropical 

environment? 

– What happens to the oxygen after the animals use it? 

– What happens to the water after it is consumed? 

– What happens to the nutrients that were taken in? 

• As a team, draw the cycle your instructor has assigned and label as many parts as possible 

without researching. 

• Partner and share cycle information with another team and see if you can add to each 

other’s work. 

• Research your cycle, using a credible science resource. See if there is any information 

missing and fill it in. 

• Share your information as your instructor directs. 

Fun Fact 

Ultraviolet (UV) light has shorter 

wavelengths than visible light. 

Although UV waves are invisible 

to the human eye, some insects, 

such as bumblebees, can see 

them. This is similar to how a dog 

can hear a whistle just outside the 

hearing range of humans. 

Learn more: 

science.nasa.gov/ems/10_ultravi 

oletwaves 

Career Corner 

Dr. Gioia Massa works on space 

crop production for the 

International Space Station and 

future missions at the NASA 

Kennedy Space Center. She led 

the science team for the in-space 

validation of the Veggie 

experiment hardware and now 

leads an interdisciplinary group 

studying how both fertilizer and 

light affect the flavor of crops 

grown in Veggie. 

Learn more: 

www.nasa.gov/content/veggieplant-growth-system-activatedon-international-space-station 

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Hazards to Deep Space Astronauts 

Imagine 

• Imagine you were to go to a different celestial body. Is it possible to adapt and survive? 

• Discuss with your table or neighbor whether you think you could survive on another planet or celestial body and how. 

Plan 

• In order to decide if you could adapt and how, you first need to examine features from other potential worlds. You will be provided 

with a chart of characteristics of the Earth, Moon, and Mars. 

• After filling in or looking at the data with your team, answer the following questions: 

– What makes the environments hostile? 

– Could we grow food without intervention? Explain. 

– Are there some elements or features that could be useful? If so, what are they? 

• Read the following articles: 

– Growing Plants in Space. www.nasa.gov/content/growing-plants-in-space 

– Can Space Gardening Help Astronauts Cope With Isolation? www.nasa.gov/feature/can-space-gardening-help-astronautscope-with-isolation 

• Watch the excerpt of “NASA STEM Stars: Veggie” (11:45 to 15:50). www.youtube.com/watch?v=7ukuCm7xrVY&t=44s 

• Why do you think it is important to have the programs that were talked about in the article and in the video? 

• How can these programs benefit the space program and future missions? 

• In your team, discuss and write your ideas regarding what environmental elements and other items are needed in a habitat for it 

to be self-sustaining. 

Create 

• Humans have adapted to live on Earth. The environments on other celestial bodies are not conducive to life as we know it. To 

keep astronauts healthy, you must create a habitat that is adaptable and self-sustainable. 

• Choose a celestial body from the chart that you think will be the best for adaptation. You will be using this body to create a habitat 

that is self-sustainable. 

• Check the constraints and criteria. 

• Work in teams to do the following: 

Design and draw a habitat to scale that will sustain life on the celestial body of your choice. 

Explain and diagram the life support systems within the habitat. 

Create a diagram of how each of the following will be renewed, created, or recycled: 

– Oxygen 

– Water 

– Waste and garbage 

– Food 

– Power source 

• Review your design with the team and talk things through to be sure that the habitat will be self-sustainable. Practice explaining 

your design to another adult or teacher and have them give you feedback. 

• Review the feedback that you were given and make improvements as needed. 

Test 

• Meet with the instructor to discuss the how the habitat will be self-sustaining. Be sure you can explain how all essentials for life 

are being met (e.g., how food is being produced, the source of power, where the waste and garbage is going, etc.). 

Next Gen STEM  65 
 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Improve 

• Return to your team and adjust your habitat to address suggestions for improvement or missed objectives. 

• Update your drawings and explanations as needed. 

Share 

• Present your design to everyone and explain how you will establish the habitat to be self-sustainable. 

66  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Directions: Using science resources, fill in the chart to compare features of Earth, the Moon, Mars, and (optional) one other celestial 

body of your choice. Optional links to use for the chart: 

• Mars Exploration Program: mars.nasa.gov/all-about-mars/facts/ 

• Planetary Data: nssdc.gsfc.nasa.gov/ 

• Temperature Variations and Habitability: icp.giss.nasa.gov/education/modules/eccm/eccm_student_1.pdf#page=3 

Earth Moon Mars Other _________ 

Atmosphere composition 

Distance from Earth at closest 

point, km 

N/A 

Distance from Earth at farthest 

point, km 

Air pressure, mb (millibars) 

Terrain composition 

Terrain texture 

Length of day 

Surface gravity, m/s2 

Temperature range, °C 

Radiation or protection from 

radiation 

Water (evidence or states of water) 

Signs of life 

Volcanic activity 

Other storms or hazards 

Special features or areas to place 

your habitat in or near 

----

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Hazards to Deep Space Astronauts 

Resource links to use with the chart: 

• Mars Exploration Program: mars.nasa.gov/all-about-mars/facts/ 

• Planetary Data: nssdc.gsfc.nasa.gov/ 

• Temperature Variations and Habitability: icp.giss.nasa.gov/education/modules/eccm/eccm_student_1.pdf#page=3 

Earth Moon Mars 

Atmosphere composition 78 percent nitrogen 

21 percent oxygen 

Basically none. Some carbon 

gases (CO2, CO, and methane), 

but very little of them. Pressure 

is about one-trillionth of Earth's 

atmospheric pressure. 

95 percent CO2 

2 percent nitrogen 

2 percent argon 

1 percent oxygen 

Distance from Earth at closest 

point, km 

N/A 357,000 54.6 million 

Distance from Earth at farthest 

point, km 

N/A 407,000 401 million 

Air pressure at surface, mb 

(millibars) 

1,014 >1 4 to 9, depending 

on the season 

Terrain composition Oxygen, silicon, aluminum 

and iron are the elements that 

make up the crust. 

The terrain includes weathered 

crust material, organic material, 

and moisture. 

Silicon and oxygen bound in 

minerals, glass produced by 

meteorite impacts, and small 

amounts of gases (e.g., 

hydrogen) implanted by the 

solar wind 

Silicon and oxygen, iron, 

magnesium, aluminum, 

calcium, and potassium 

Length of day, hour 24 27.3 Earth days 24.7 

Surface gravity, m/s2 9.8 1.62 3.71 

Temperature range, °C 10 to 20 –233 to 123 –60 to –125 

Radiation or protection from 

radiation 

Atmosphere and 

magnetic field block 

out most radiation. 

Cosmic rays, solar flares, the 

lunar surface itself is radioactive 

Solar and GCR radiation, no 

protection 

Water (evidence or states of water) Water in all states Water ice Traces of water, evidence of a 

watery past 

Signs of life Life! no 

Volcanic activity Yes Yes Yes, largest volcano in solar 

system, Olympus Mons, is 3 

times larger than Mount Everest 

Other storms or hazards Earthquakes, floods, etc. Meteorite strikes, water ice at 

South Pole 

Dust storms, tornadoes 

Special features or areas to place 

your habitat in or near 

N/A Answers may vary Lava tubes beneath the ground 

Answers may vary 

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Hazards to Deep Space Astronauts 

Appendix A.—Rubrics 

A.1 Engineering Design Process (EDP) 

EDP Step Novice 

(0) 

Apprentice 

(1) 

Journeyperson 

(2) 

Expert 

(3) 

Level of 

student 

knowledge 

(Score) 

Identify the problem 

(Ask) 

Student does not 

identify the problem 

Student incorrectly 

identifies the problem 

Student identifies part 

of the problem 

Student fully and 

correctly identifies the 

problem 

Brainstorm a solution 

(Imagine) 

Student does not 

brainstorm 

Student generates one 

possible solution 

Student provides two 

solutions 

Student provides three 

or more possible 

solutions 

Develop a solution 

(Plan) 

Student does not 

select or present a 

solution or the solution 

is off task 

Student presents a 

solution that is 

incomplete or lacking 

details 

Student selects a 

solution but does not 

consider all criteria and 

constraints 

Student selects a 

solution that considers 

all criteria and 

constraints 

Create a prototype 

(Create) 

Student does not 

directly contribute to 

the creation of a 

prototype 

Student creates a 

prototype that does not 

meet problem criteria 

and constraints 

Student’s prototype 

meets most problem 

criteria and constraints 

Student creates a 

prototype that meets 

all problem criteria and 

constraints 

Test a prototype 

(Test) 

Student does not 

contribute to the testing 

of the prototype 

Student conducts tests 

that are irrelevant to 

the problem or do not 

accurately assess 

strengths and 

weaknesses of the 

prototype 

Student conducts 

carefully performed 

tests that consider one 

to two strengths and 

weaknesses of the 

prototype 

Student conducts 

relevant and carefully 

performed tests that 

consider three or more 

strengths and 

weaknesses of the 

prototype 

Redesign based on 

data and testing 

(Improve) 

Student does not 

contribute to the 

redesign 

Student does not 

improve the design or 

address concerns 

Student addresses one 

concern to improve the 

design 

Student addresses two 

or more test-based 

concerns to improve 

the design 

Communicate results 

from testing 

(Share) 

Student does not 

communicate results 

Student shares random 

results 

Student shares 

organized results, but 

results are incomplete 

Student shares 

detailed, organized 

results with group 

Total 

Next Gen STEM  69 
 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

A.2 Problem-Based Learning Process 

PBL Step Novice 

(0) 

Apprentice 

(1) 

Journeyperson 

(2) 

Expert 

(3) 

Level of 

student 

knowledge 

(Score) 

Meet the 

problem 

Student does not 

identify the problem 

Student incorrectly 

identifies the problem 

Student identifies part of 

the problem 

Student fully and correctly 

identifies the problem 

Explore knowns 

and unknowns 

Student does not 

identify knowns and 

unknowns 

Student incompletely 

identifies knowns and 

unknowns 

Student identifies knowns 

and unknowns using 

experience but uses no 

resources 

Student completely 

identifies knowns and 

unknowns using 

experience and resources 

Student does not Student generates one Student provides two Student provides three or 

Generate brainstorm possible solution solutions more possible solutions 

possible 

solutions 

Consider 

consequences 

Student does not 

identify any 

consequences 

Student determines 

inaccurate or irrelevant 

consequences 

Student identifies 

consequences accurately 

Student identifies 

consequences accurately 

and provides a rationale 

Present 

findings 

Student does not 

communicate results 

Student shares random 

results 

Student shares organized 

results, but results are 

incomplete 

Student shares detailed, 

organized results with the 

larger group 

Total 

70  Next Gen STEM 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hazards to Deep Space Astronauts 

Appendix B.—Glossary of Key Terms 

Abiotic factors. The nonliving components that influence an ecosystem 

Analog. Situation on Earth that produces physical, mental, and/or emotional effects on the body similar to those experienced in 

space; analog studies help prepare for long-duration missions 

Atrophy. Thinning or loss of muscle tissue 

Biotic factors. The living components that influence an ecosystem 

Cartilage. Strong tissue that cushions between bones 

Celestial body. A natural object outside the Earth’s atmosphere, such as the Moon, Sun, planet, or star 

Confinement. The state of being enclosed (such as being confined within borders or walls) 

CONNECT. The acronym NASA uses for the mitigation focus points for preventing side effects from isolation and confinement— 

community, openness, networking, needs, expeditionary mindset, countermeasures, and training and preparation 

Coronal mass ejection (CME). A violent release of gas and magnetic fields from the solar corona 

Countermeasure. An action or device designed to prevent a danger 

Femur. Longest bone in the human body, extending from the hip to the knee 

Galactic cosmic radiation (GCR). A dominant source of radiation that must be dealt with aboard current spacecraft and future space 

missions within our solar system; galactic cosmic rays originate outside the solar system and are likely formed by explosive 

events such as supernova 

Human Research Program (HRP). A NASA program in which HRP scientists and engineers work together to discover the best 

methods and technologies to support safe, productive human space travel 

Humerus. Long bone in the upper arm that runs from the shoulder to the elbow 

Isolation. The state of being set apart from others 

Joint. The location where two bones meet 

Ligament. Strong tissue that connects bone to bone 

Magnetosphere. Area of space around a planet that is controlled by the planet's magnetic field; provides safety from most forms of 

radiation coming from space 

Mitigation. The process or result of making something less severe, dangerous, painful, harsh, or damaging 

Osteoporosis. Bone disease that occurs when the body loses too much bone, makes too little bone, or both 

Pandemic. Disease outbreak occurring over a wide geographic area (such as multiple countries or continents) and typically 

affecting a significant proportion of the population 

Pelvis. Basin-shaped body structure that connects the trunk and the legs 

Side effects. A secondary and usually adverse effect (as of a drug) 

Sievert. The standard unit for radiation in the International System of Units (SI) 

Solar energetic particles (SEPs). Energetically charged particles (such as electrons and protons) traveling much faster than ambient 

particles in the space plasma, at a fraction of the speed of light 

Vertebrae. Small bones that form the backbone and protect the spinal cord 

Next Gen STEM  71 


National Aeronautics and Space Administration 

NASA Headquarters 

300 E Street Southwest 

Washington DC 20024-3210 

www.nasa.gov 

NP-2021-08-2975-HQ