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. 

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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 

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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: 

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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 

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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 
 

 

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 

Hazards to Deep Space Astronauts 

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