Return to Table of Contents | NASA Office of STEM Engagement Next Gen STEM 32

Activity Four: Extract, Pack, Transport

EDUCATOR NOTES

Learning Objectives

Students will

y Gather data by spectroscopically locating simulated

ilmenite

y Collect simulated ilmenite by mining the simulated

lunar surface

y Gather data while extracting oxygen from the

simulated ilmenite over time

y Design and test a cold fuel transfer system

Challenge Overview

In this activity, students will work in small groups to locate 

simulated ilmenite (ice with crushed effervescent tablets) 

and mine it. Students will work together to design a cold fuel 

transfer system to store the ilmenite discovered for transfer 

to Gateway. Future exploration missions will include visits 

to the Gateway, a space habitat in orbit around the Moon. 

NASA and its partners will use the Gateway to create a 

permanent presence in cislunar space that will drive activity 

with commercial and international partners, help explore 

the Moon and its resources, and leverage that experience 

toward human missions to Mars. 

Suggested Pacing

60 to 90 min (with educator preparation the day before and 

one overnight for student projects)

Science and Engineering (NGSS)

Disciplinary Core Ideas

• MS-PS1-2 Matter and its Interactions: Analyze and interpret data

on the properties of substances before and after the substances

interact to determine of a chemical reaction has occurred.

• MS-PS1-4 Matter and Its Interactions: Develop a model that predicts

and describes changes in particle motion, temperature, and state of

a pure substance when thermal energy is added or removed.

• MS-PS3-3 Energy: Apply scientific principles to design, construct,

and test a device that either minimizes or maximizes thermal energy

transfer.

• MS-PS3-4 Energy: Plan an investigation to determine the

relationship among the energy transferred, type of matter, the mass,

and the change in the average kinetic energy of the particles as

measured by the temperature of the sample.

• MS-ETS1-1 Engineering Design: Define the criteria and constraints

of a design problem with sufficient precision to ensure a successful

solution, taking into account relevant scientific principles and

potential impacts on people and the natural environment that may

limit possible solutions.

• MS-ETS1-3 Engineering Design: Analyze data from tests to

determine similarities and differences among several design

solutions to identify the best characteristics of each that can be

combined into a new solution to better meet the criteria for success.

• MS-ETS1-4 Engineering Design: Develop a model to generate data

for iterative testing and modification of a proposed object, tool, or

process such that an optimal design can be achieved.

Crosscutting Concepts

• Cause and Effect: may be used to predict phenomena in natural or

designed systems.

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

flows through a designed or natural system.

• Influence of Science, Engineering, and Technology on Society and

the Natural World: The uses of technologies and limitations on their

use are driven by individual or societal needs, desires, and values;

by the findings of scientific research; and by differences in such

factors as climate, natural resources, and economic conditions.

Science and Engineering Practices

• Analyzing and Interpreting Data: Analyze and interpret data to determine

similarities and differences in findings.

• Constructing Explanations and Designing Solutions: Apply scientific ideas or

principles to design, construct, and test a design of an object, tool, process

or system.

• Planning and Carrying Out Investigations: Plan an investigation individually

and collaboratively, and in the design: identify independent and dependent

variables and controls, what tools are needed to do the gathering, how

measurements will be recorded, and how many data are needed to support

a claim.

• Asking Questions and Defining Problems: Define a design problem that can

be solved through the development of an object, tool, process or system

and includes multiple criteria and constraints, including scientific knowledge

that may limit possible solutions.

• Developing and Using Models: Develop a model to generate data to test

ideas about designed systems, including those representing inputs and

outputs.

National STEM Standards
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Challenge Preparation

y Read the Introduction and Background section for this guide and the Educator Notes for this activity

y Prepare a divided plate for each group the day before. For each plate

− Crush up three effervescent tablets and mix with enough crushed ice to fill one section of the plate. Work quickly

so that the ice does not melt and activate the effervescent tablets

− Place only crushed ice into the other sections of the plate

− Store plates in a freezer until students are ready to conduct the test procedure

y Prepare materials and set up an area in the room where students can retrieve the items they plan on using

y This activity also requires leaving the liquids overnight (and a second night if you require a redesign) to record the

amount of evaporation in the storage devices the students create. This schedule can be adapted to fit your situation

but be aware that it takes several hours for evaporation. If students do not have time for testing their transfer system

the next day, at least have them come to record the evaporation and test the transfer system another day.

y Do not leave specimen in an extremely warm area of the classroom or there will be nothing to measure the next day

and transfer!

y Make a copy of the data tables for the teams to record their data

Materials

y Effervescent tablets

y Ice cubes, small flexible cooler packs, cold water, etc.

y White Styrofoam divided plates

y Cardstock

y Spoons

y Straws and coffee stirrers of various sizes

y Pipe cleaners

y Freezer, zipper disposable bags, quart size

y 8.5-inch X 11-inch red transparencies

y 8.5-inch X 11-inch blue transparencies

y Variety of recyclable materials for the cold storage device and transfer system, such as

− Food storage tubs

− Egg cartons

− Small medicine cups

− Film canisters

− Plastic test tubes

Technology (ISTE)

Standards for Students 

• 1.1.d Empowered Learner: Students understand the fundamental

concepts of technology operations, demonstrate the ability to

choose, use and troubleshoot current technologies and are able to

transfer their knowledge to explore emerging technologies.

• 1.4.a Innovative Designer: Students know and use a deliberate

design process for generating ideas, testing theories, creating

innovative artifacts or solving authentic problems.

• 1.4.c Innovative Designer: Students develop, test and refine

prototypes as part of a cyclical design process.

• 1.5.b Computational Thinker: 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.

• 1.7.c Global Collaborator: Students contribute constructively to project

teams, assuming various roles and responsibilities to work effectively

toward a common goal.

Mathematics (CCSS)

Mathematical Practices

• MP.2: Reason abstractly and quantitatively.

• 7.EE.3: Solve multi-step 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.

Mathematical Practices (continued)

• 6.NS.C.5: Understand that positive and negative numbers are used

together to describe quantities having opposite directions or values (e.g.,

temperature above/below zero).

• 6.G.A.2: Apply the formulas V = l w h and V = b h to find volumes of right

rectangular prisms with fractional edge lengths in the context of solving realworld and mathematical problems.
Return to Table of Contents | NASA Office of STEM Engagement Next Gen STEM 34

− Bubble wrap

− Tin foil

− Clear wrap

− Insulated cups

− Cardboard or shoe boxes

y Clear tape

y Scissors

y Centimeter rulers

y Digital scale or balance

y Safety goggles

y Thermometer

y Graph paper

y Stopwatches

 Safety

y Remind students about the importance of classroom and lab safety

y Use disposable latex-free gloves as necessary

y Ensure students wear protective goggles when reacting effervescent tablets

y Ensure students practice classroom safety while performing this activity and avoid creating slip hazards due to spills.

Any floor areas that may get wet should be protected from foot traffic.

y Ensure students practice safe cutting techniques when using scissors and carefully support the piece being cut while

using care on the placement of the hand not holding the scissors

y Ensure students avoid moving around the room with scissors or other sharp objects

Introduce the Challenge

y We learned many things about the Moon during the Apollo era flights. Much of this knowledge comes from the rock

samples that the astronauts brought back with them from the Moon. These samples were one of the greatest benefits

of sending humans to the lunar surface. Before their missions, the astronauts went through training to recognize

different types of rocks and their significance. NASA’s Vision for Space Exploration calls for a return to the Moon

before going to Mars and beyond. We’ll learn how to “live off the land” by making oxygen and rocket propellants from

the local materials, and we’ll be testing new technologies and operations. Living and working on the Moon will be a

test run for living and working on Mars and beyond. In this lesson, you will locate and simulate the mining of ilmenite

for its oxygen from the surface of the Moon. You will then collect the oxygen that is extracted from the ilmenite and

design and build a cold storage device that can transfer the oxygen to the Gateway vehicle that will be orbiting the

Moon.

y Review the problem with the students: How can I find and mine valuable resources from a simulated Moon surface?

y Optional video to help with background information: "NASA Now Minute: Cryogenics Test Laboratory" - YouTube:

www.youtube.com/watch?v=2IixxONAeWw

Criteria Constraints

Use only the materials provided. Cannot add more liquid to the sample collected.

Cold storage devices must allow access to liquid to measure evaporation/

temperature change before and after the storage period.

Liquid should not leak out of the storage or transfer systems.

Cold storage device must be designed to hold the entire sample collected. Device cannot be any larger than 20 cm3.
Return to Table of Contents | NASA Office of STEM Engagement Next Gen STEM 35

Facilitate the Challenge

ASK

y Ask your students if they have predictions relating to this activity 

and the “problem question” of how they could find and mine 

resources from the surface of the Moon. Remind students that 

the surface of the Moon is an extremely cold environment so the 

materials the astronauts will be collecting are cryogenic materials 

and will need to be stored in a manner to prevent evaporation of 

the oxygen that is mined from the regolith. Encourage students 

to share their hypothetical predictions with their group.

y Have the students put on their safety goggles (stress the 

importance of keeping eye protection on during this portion of 

the lesson)

y Have students observe their disposable plate Moon

y Have them draw a line down the center of the graph paper, label 

one side “Before Mining,” and sketch a drawing of the plate 

Moon

y Have them place the red transparency over half of the plate and 

place the blue transparency over the other half

y Have them look for ilmenite (effervescent tablets) by moving the 

transparencies around the plate. Ask: What color can you see 

the ilmenite through? What color hides the ilmenite? Explain 

that NASA researchers use colors to locate certain items on 

the surface of other celestial bodies, and that this is called 

“spectroscopically” locating the ilmenite.

y When the ilmenite is located, they should extract it from the 

section of the disposable plate it is in (take it off of the plate with 

the spoon) and place it into the zipper seal bag. Then have them 

zip the bag, making sure all the air is locked outside the bag.

IMAGINE

y Now it is time for your students to design a cold storage system 

that will be able to transfer the fluid safely to a spacecraft (cup). 

There are two separate aspects to this challenge: the fuel tank 

(cold storage device), and a system to transfer the fuel to a 

spacecraft.

y Show students the following video to give them background on 

cryogenics: "NASA Now Minute: Cryogenics Test Laboratory" - 

https://www.youtube.com/watch?v=2IixxONAeWw

y Explain that NASA is working on keeping cryogenic rocket 

fuel chilled without adding too much weight to a spacecraft. 

Cryogenic propellants are fluids chilled to extremely cold 

temperatures and condensed to form liquids. Because these 

fluids must be kept at low temperatures, handling and storing 

can be difficult. Developing cryogenic fuel management 

technologies is essential to NASA’s future missions in science 

and exploration for in-space propulsion, landers, and insitu resource utilization. NASA is working on developing 

new solutions for in-space storage and transfer of cryogenic 

propellants for higher performance, longer distance, and ability 

Did you know that NASA has a series 

of videos called “NASA Explorers” that 

introduce viewers to the diversity of NASA’s 

workforce and the ambitious missions they 

are working on, such as studying Moon 

rocks, creating space tools, and training 

astronauts to return to the lunar surface?

Learn more: www.youtube.com/

playlist?list=PL2aBZuCeDwlTmIkf6-

R2QUhxhWkLzwCtM

Image of astronaut on Moon: www.nasa.gov/specials/artemis/

As NASA prepares to send astronauts back 

to the Moon under Artemis, the agency 

has identified 13 candidate landing regions 

near the lunar South Pole. Each region 

contains multiple potential landing sites 

for Artemis III, which will be the first of 

the Artemis missions to bring crew to the 

lunar surface, including the first woman to 

set foot on the Moon. The chosen regions 

are considered scientifically significant 

because of their proximity to the lunar 

South Pole, which is an area that contains 

permanently shadowed regions rich in 

resources and in terrain unexplored by 

humans.

Learn more: www.nasa.gov/press-release/

nasa-identifies-candidate-regions-forlanding-next-americans-on-moon/

Share With Students
Return to Table of Contents | NASA Office of STEM Engagement Next Gen STEM 36

to carry heavier payloads than current propellants.

y Ask students what they know about cold and room temperature liquids and evaporation. (Examples might be warmer

liquids evaporate faster than cold, and liquids exposed to more air evaporate faster.)

y Challenge students to design a cold storage device and a way to transfer the fuel from the storage device to a

spacecraft. The transfer of fuel will take place during another class session. Remind students that the device cannot

exceed 20 cm3.

y The spacecraft can be just a measuring cup. The main design focus is the cold fuel storage and the transfer of the

liquid, not the spacecraft.

y Only provided materials may be used. Allow groups time to explore the materials.

PLAN

y Teams will brainstorm and sketch their idea for a system that will keep their samples cold

y Remind them that their system must be large enough to hold the sample of ilmenite but cannot exceed 20 cm3 in

volume

y The design of the cold storage unit should also allow the team access to the sample to measure evaporation and

temperature change before and after the storage period

y The transfer system that the teams design must move the sample from the storage unit to the spacecraft (measuring

cup) as quickly as possible

y Be sure all students are communicating and collaborating, and that suggestions and ideas are being documented

y Assess the students’ discussions and brainstorming as they are working in their small groups

CREATE

y Teams will build their cold storage device after receiving the educator’s approval of their sketch. Review the sketch for

any safety issues prior to giving approval.

TEST

y Leave the cold storage units overnight, measuring the liquid temperature before and after the storage time-period

y Measure the amount of evaporation that occurred overnight

y Teams should record their data on the student handout. The handout can also be used to formally assess the

students’ collaboration and understanding of the challenge.

y Transfer of the sample will also occur the next day. Teams will demonstrate the transfer of fuel from the cold storage

device to the spacecraft (measuring cup).

y After teams have tested their fluid transfer system, they should record their observations and answer all the challenge

questions on the student handout

IMPROVE

y Allow teams to redesign their cold-storage system if there is time

SHARE

y Engage students with the following discussion questions:

− What designs were most successful in keeping the sample the coldest? Why?

− Which designs prevented the most evaporation? Why?

− Which designs transferred the most fuel to the spacecraft? Why?

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

− What do you think would be the best way to present your results?

y Optional: Have student groups share the tool they have invented with other classes or grade levels

y Optional: Share student results on social media using #NextGenSTEM. Be sure to include the module and activity

name
Return to Table of Contents | NASA Office of STEM Engagement Next Gen STEM 37

Extensions

y Include a budget for the design. Make a cost per item used and require students to stay within a certain budget or bid

for contract with the lowest cost solution.

y Interview parents or grandparents about technology in their lifetime. What was the newest technology they remember

as they were growing up? (e.g., color television, telephones) What did they think life would be like now? (e.g., flying

cars, etc.)

References

Moon Mining Activity - www.nasa.gov/pdf/146862main_Moon_Mining_Educator.pdf

Cryogenic Propellant Storage and Transfer Activity https://www.nasa.gov/news-release/nasa-tests-game-changingcomposite-cryogenic-fuel-tank/

First Woman Camp Experience https://www.nasa.gov/stem-content/first-woman-graphic-novel/

Resource

Cryogenic Propellant Storage and Transfer (CPST) https://www.nasa.gov/news-release/nasa-tests-gamechanging-composite-cryogenic-fuel-tank/
Return to Table of Contents | NASA Office of STEM Engagement Next Gen STEM 38

Activity Four: Extract, Pack, Transport

STUDENT HANDOUT

Your Challenge

In this activity, you will be working in small groups to locate simulated 

ilmenite (ice with crushed effervescent tablets) and mine the ilmenite. 

You will work together to design a cold fuel transfer system to store 

the ilmenite that you have discovered for transfer to Gateway, a space 

habitat in orbit around the moon.

Criteria Constraints

Use only the materials provided. Cannot add more liquid to the sample 

collected

Cold storage devices must allow access 

to the liquid to measure evaporation and 

temperature change before and after the 

storage period.

Liquid should not leak out of the storage 

or transfer systems.

Cold storage device must be designed to 

hold the entire sample collected.

Device cannot be any larger than 20 cm3.

ASK

y Put on your safety goggles and observe your disposable plate 

Moon with your team

y Draw a line down the center of the graph paper, label one side 

“Before Mining,” and sketch a drawing of your plate Moon

y Place the red transparency over half of the plate and place the 

blue transparency over the other half

y Look for ilmenite (effervescent tablets) by moving the 

transparencies around the plate. What color can you see the 

ilmenite through? What color hid the ilmenite? NASA researchers 

use colors to locate certain items on the surface of other bodies. 

This is called “spectroscopically” locating the ilmenite.

y When the ilmenite is located, extract it from the section of the 

disposable plate it is in (take it off of the plate with the spoon) 

and place it into the zipper seal bag. Zip the bag, making sure all 

the air is locked outside the bag

IMAGINE

Now it is time to design a cold storage system that will be able to 

transfer the fluid safely to a spacecraft (cup). There are two separate 

aspects to this challenge: the fuel tank (cold storage device), and a 

system to transfer the fuel to a spacecraft.

y NASA is working on keeping cryogenic rocket fuel chilled 

without adding too much weight to a spacecraft. Cryogenic 

propellants are fluids chilled to extremely cold temperatures 

and condensed to form liquids. Because these fluids must be 

kept at low temperatures, handling and storing can be difficult. 

Developing cryogenic fuel management technologies is essential 

American astronauts have planted six 

American flags on the Moon. But that 

doesn't mean the United States has 

claimed it; in fact, an international law 

written in 1967 prevents any single nation 

from owning planets, stars, or any other 

natural objects in space.

This is an Apollo 17 Astronaut standing upon the lunar surface 

with the United States flag in the background.

Learn more: https://solarsystem.nasa.gov/

Moons/earths-Moon/overview/#otp_pop_

culture

Nate Cain, an 

electronics 

engineer 

at NASA’s 

Kennedy 

Space Center 

in Florida, 

prepares 

to conduct 

electromagnetic 

interference (EMI) testing for the Mass 

Spectrometer Observing Lunar Operations 

(MSolo) instrument. On the Moon, it will 

help analyze the chemical makeup of 

landing sites, with later missions studying 

water on the lunar surface..

Learn more: www.nasa.gov/image-feature/

engineer-tests-msolo-instrument-for-viper

Share With Students

Nate Cain, Credit: NASA
Return to Table of Contents | NASA Office of STEM Engagement Next Gen STEM 39

to NASA’s future missions in science and exploration for in-space propulsion, landers, and in-situ resource utilization. 

NASA is working on developing new solutions for in-space storage and transfer of cryogenic propellants for higher 

performance, longer distance, and ability to carry heavier payloads than current propellants. It is now your challenge 

to design a cold storage device and a way to transfer the fuel from the storage device to a spacecraft. 

y The spacecraft can be just a measuring cup. The main design focus is the cold fuel storage and the transfer of the

liquid, not the spacecraft

y Only provided materials may be used, so take a look at the materials your teacher has provided

PLAN

y Brainstorm and sketch your team’s idea for a system that will keep your samples cold

y Remember that your system must be large enough to hold the sample of ilmenite

y The design of the cold storage unit should also allow your team access to the sample to measure evaporation and

temperature change before and after the storage period

y The transfer system design must move the sample from the storage unit to the spacecraft (measuring cup) as quickly

as possible

y Be sure all suggestions and ideas from your team members are being documented

CREATE

y Your teams will build the cold storage device after receiving your educator’s approval of your sketch

TEST

y Leave the cold storage units overnight, measuring the liquid temperature before and after the storage time-period

y Measure the amount of evaporation that occurred overnight

y Record your data on the student handout

y Transfer of the sample will also occur the next day. Your team will demonstrate the transfer of fuel from the cold

storage device to the spacecraft (measuring cup).

y After you have tested your team’s fluid transfer system, record your observations and answer all the challenge

questions

IMPROVE

y Redesign their cold-storage system if there is time

SHARE

Read and discuss the following questions with your team and be prepared to share with the other teams:

y What designs were most successful in keeping the sample the coldest? Why?

y Which designs prevented the most evaporation? Why?

y Which designs transferred the most fuel to the spacecraft? Why?

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

y What do you think would be the best way to present your results?
Experiment and Record

Design 1

Cold Storage

Transfer System

1. Before storage period record:

3. After storage period record:

2. Storage time:__________________________________________________________

2. Results of transfer spacecraft.

(The spacecraft can be a measuring device to make it easier to see how much was transferred.)

Mass of an entire storage 

device without liquid 

(in grams)

Amount of liquid in 

cold fuel storage

(in cm3)

Mass of entire 

device with liquid 

(in grams)

Temperature of liquid

at start of test

(in degrees Celsius)

Temperature

(in degrees)

Mass of entire device

(in grams)

Difference in mass due to evaporation

(in grams)

Amount of liquid at start of transfer

(in cm3)

Amount of liquid at end of transfer in spacecraft

(in cm3)

Measurements of your storage system: L(cm)___ W(cm)___H(cm)___ Total volume: (cm3)______

1. Mass of transfer system: (grams)_____________________________________________

Return to Table of Contents | NASA Office of STEM Engagement Next Gen STEM 40
Experiment and Record

Redesign

Cold Storage

Transfer System

1. Before storage period record:

Measurements of your storage system: L(cm)___ W(cm)___H(cm)___ Total volume: (cm3)______

3. After storage period record:

2. Storage time:__________________________________________________________

1. Mass of transfer system: (grams)_____________________________________________

2. Results of transfer spacecraft.

(The spacecraft can be a measuring device to make it easier to see how much was transferred.)

Mass of an entire storage 

device without liquid 

(in grams)

Amount of liquid in 

cold fuel storage

(in cm3)

Mass of entire 

device with liquid 

(in grams)

Temperature of liquid

at start of test

(in degrees Celsius)

Temperature

(in degrees Celsius)

Mass of entire device

(in grams)

Difference in mass due to evaporation

(in grams)

Amount of liquid at start of transfer

(in cm3)

Amount of liquid at end of transfer in spacecraft

(in cm3)

Return to Table of Contents | NASA Office of STEM Engagement Next Gen STEM 41
Quality Assurance

List specific strengths of the design

List specific weaknesses of the design

How would you improve the design?

Each team is to review another team's design, then answer the following questions

Team Name: Yes No Notes

Was the team able to store 30 mL of liquid overnight?

Was the team able to transfer all 30 mL of liquid?

Did the team correctly record data?

Return to Table of Contents | NASA Office of STEM Engagement Next Gen STEM 42